Grade Level

2nd Grade

Duration

15 minutes

Class Size

16 students

---

Objectives

Students will:

• Identify feelings of confusion and hesitation when asking for help.
• Practice self-advocacy by expressing needs clearly and confidently.
• Understand that asking for help is a responsible and positive action.
• Recognize appropriate people to ask for help in a classroom setting.

---

Standards Alignment

This lesson is aligned with the following Common Core State Standards:

CCSS.ELA-LITERACY.SL.2.1:
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.2.3:
Ask and answer questions about what a speaker says to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

CCSS.ELA-LITERACY.RL.2.3:
Describe how characters in a story respond to major events and challenges.

---

Materials

• Projector or whiteboard
• Printed worksheet (see attached below) for each student
• Pencils/crayons

---

Lesson Outline

1. Introduction and Scenario Reading (4 minutes)

• Gather students in a circle or around the whiteboard.
• Read aloud the following scenario:

“Maria is working on a math problem in class. She does not understand the directions, but everyone else seems busy working. She feels confused and worries that asking for help might make her look silly.”

• Ask students:
  • How do you think Maria feels? (Expected answers: confused, worried, shy)
  • Why do you think she feels that way?

2. Guided Discussion (5 minutes)

• Discuss with students the importance of speaking up and how asking for help is a smart and responsible choice.
• Ask:
  • What could Maria say to ask for help?
  • Who could she ask for help? (teacher, classmates, teacher’s aide)
  • What might happen if Maria talks to someone? (She will understand the problem better, feel less worried, be able to complete her work)
• Reinforce the idea that everyone needs help sometimes and that it is okay to ask questions.

3. Role-Playing Activity (3 minutes)

• In pairs, have students practice saying phrases like:
  • "Excuse me, I’m having trouble with this. Can you help me?"
  • "I don’t understand the directions. Can you explain them to me?"
• Walk around to support and encourage students with positive feedback.

4. Worksheet Completion (3 minutes)

• Hand out the worksheet (attached below).
• Students fill in answers by circling feelings and writing or drawing responses to questions like:
  • How is Maria feeling?
  • What could she say?
  • Who could she ask?
• Circulate and help as needed.

---

Assessment

• Observe student participation in discussion and role-play to ensure understanding of concepts.
• Review worksheet answers to assess comprehension of feeling recognition and self-advocacy.

---

Extensions (Optional)

• Create a “Help Request” poster for the classroom illustrating sentences students can say when they need help.
• Write a short story or draw a comic strip about a time when a student asked for help and what happened.

---

Worksheet: Asking for Help

1. How is Maria feeling? (Circle all that apply)
Happy / Confused / Silly / Worried / Angry

2. What could Maria say to ask for help?
Write one sentence she could say:

---

3. Who could Maria ask for help?
(Check all that apply)
[ ] Teacher
[ ] Classmate
[ ] The janitor
[ ] Teacher’s aide

4. What might happen if Maria asks for help?
Draw a picture or write your answer below:

---

5. Why is it a good idea to ask for help when you don’t understand?

---

---

This concise, engaging lesson empowers young students to express themselves and understand the value of seeking help. It builds social-emotional learning foundations aligned with Common Core standards related to communication, understanding feelings, and responsible behavior.