Words Show Respect

Overview

This is lesson 3 of 5 in the Respectful Learning Journey unit. Students build on prior learning about identity, culture, and respectful discussion by distinguishing observations from assumptions and stereotypes, then practising language that supports belonging and repair.

Learning intentions

• I can distinguish an observation, an assumption, and a stereotype.
• I can explain how wording and evidence affect the impact of a statement.
• I can revise language about identity and culture to make it more respectful.
• I can use respectful language to acknowledge and repair a mistake.

Success criteria

• I can accurately classify prepared examples as observation, assumption, or stereotype.
• I can suggest more respectful wording, questions, or source-based statements.
• I can contribute one idea to each section of the class chart.
• I can write a respectful repair response without asking anyone to share personal experiences.

Curriculum links

• Writing — creating texts that reflect personal voice and style through planning, revising, and editing.
• Vocabulary — evaluating how precise and intentional word choice enhances communication.
• Oral Language — using respectful, audience-appropriate language and collaborative dialogue.
• Conventions — applying sentence structure, punctuation, and wording choices to communicate clearly.
• Comprehension — interpreting implied meaning, considering perspectives, and using evidence.

Lesson structure (60 minutes)

1. 0–8 min · Review and right to pass. Teacher displays the learning intention and reviews the terms identity, culture, observation, assumption, stereotype, and respectful language using the review and right-to-pass slides; explicitly remind students that they may pass, observe, write instead of speak, or choose not to answer. Students respond with nonverbal cards, partner talk, or brief definitions, then agree to listen without pressuring others.

2. 8–20 min · Teacher modelling. Teacher presents three neutral classroom examples in the modelling slides: an evidence-based observation, an unsupported assumption, and a stereotype. Think aloud: identify the evidence, notice words that sound certain or generalised, explain possible effects on belonging, and model revising an assumption into “I’m not sure” or “Could you clarify?” Students identify the category and evidence, then suggest one possible impact of each statement.

3. 20–32 min · Pair classification and revision. Teacher distributes the statement classification and revision sheet and gives pairs prepared, neutral classroom examples to classify. Students label each example, underline wording that lacks evidence or generalises, and revise assumptions into respectful questions or source-based statements; they may use the pair-activity instructions and sentence frames for support. Circulate and ask, “What makes this an observation?” and “What evidence would be needed?”

4. 32–45 min · Co-create a repair chart. Teacher creates three columns on chart paper or the digital board: Respectful language, Language to question, and How we can repair a mistake. Invite contributions while ensuring the chart includes naming the specific Nation when known, saying “I’m not sure,” listening, apologising without defensiveness, correcting the wording, and learning from an approved source. Students contribute at least one idea to each section orally, on a sticky note, or through the class-chart prompts. Reinforce that “First Nations” is the general term when a specific Nation is not known.

5. 45–54 min · Rehearsal. Teacher models a short, fictional repair exchange using the rehearsal and role-play slides and reminds students never to imitate accents, ceremonies, regalia, crafts, or sacred symbols. Students role-play or write a response using one or more frames: “I meant…,” “I made an assumption when…,” “A more respectful way to say this is…,” and “Could you clarify…?” Students practise only general classroom situations with a trusted partner; no one role-plays a personal or cultural experience.

6. 54–60 min · Exit response. Teacher asks students to submit one revised statement or repair response, using the Success Criteria exit ticket and the final prompt on the exit and reflection slide. Students complete the response independently and may use speech-to-text, dictate to an adult, or provide a written response.

Resources

• the complete respectful-language slide deck
• the statement classification and revision sheet
• Prepared statement cards based on general classroom situations
• Chart paper, markers, sticky notes, or digital board
• Vocabulary cards and nonverbal response cards
• Approved reference resources about Nations and cultural information
• Dyslexia-friendly copies in Arial or Verdana, 14-point font

Assessment

• Listen for accurate classification and evidence-based explanations during modelling and pair work.
• Check revised wording for respectful questions, appropriate uncertainty, specific language, and avoidance of stereotypes.
• Use the final response to identify students needing reteaching about evidence, generalisations, or repair language.

Differentiation

• Provide colour-coded examples, simplified text, read-aloud support, enlarged dyslexia-friendly copies, and vocabulary cards with clear definitions.
• Offer sentence frames, a partially completed chart, nonverbal response cards, speech-to-text, scribing, and rehearsal with a trusted partner.
• Allow students to respond privately or in writing and avoid requiring anyone to disclose, represent, or role-play personal or cultural experiences.
• Extend advanced learners by analysing how one statement could affect belonging and writing two context-sensitive repair responses, explaining why each is respectful.

Extension

• Select one statement and explain how its wording might affect a person’s sense of belonging.
• Write two different repair responses for different contexts, such as correcting yourself privately or correcting wording in a group discussion.
• Identify which response is more effective and justify the choice using audience, purpose, and tone.