Grade Levels

7-10

Duration

60 minutes

Class Size

25 students

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Common Core Standards

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.8.1
Participate in collaborative conversations with peers and adults in small and larger groups.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters develop over the course of a text, interact with others, and advance the plot or develop the theme.

CCSS.ELA-LITERACY.L.7.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

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Lesson Objectives

Students will be able to:

• Identify and differentiate between expected and unexpected conversational topics and responses in school settings.
• Analyze the appropriateness of conversational responses based on context and social norms.
• Practice formulating appropriate conversational responses during role-play scenarios.
• Reflect on their own communication styles and make adjustments to improve social interactions.

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Success Criteria

I can…

• Recognize which topics are expected or unexpected in different school conversations.
• Explain why some responses are more appropriate than others in school settings.
• Use respectful and relevant language during a conversation with my peers.
• Adapt my responses to fit the context of a conversation.

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Materials Needed

• Scenario cards (contain school-based conversation snippets)
• Whiteboard and markers
• Dyslexia-friendly scripts printed in OpenDyslexic font, with clear spacing
• Graphic organizers for conversation analysis
• Timer or stopwatch

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Lesson Sequence

1. Introduction & Hook (10 minutes)

• Teacher greets students and opens with a brief discussion:
  “Think about a time when a conversation at school surprised you — maybe it was about a topic you didn’t expect, or someone responded in a way you didn’t expect. How did that make you feel?”
• Write student responses on the board under two columns: Expected Topics/Responses vs Unexpected Topics/Responses.
• Reveal the lesson objective: “Today, we’re going to explore the difference between expected and unexpected conversations and practice handling both respectfully.”

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2. Mini-Lesson: Defining Expected vs Unexpected (10 minutes)

• Define “expected” conversations as those involving topics and responses appropriate and common in school settings (e.g., asking about homework, discussing school events).
• Define “unexpected” conversations as those involving off-topic, inappropriate, or surprising responses or topics (e.g., personal insults, controversial topics unrelated to school).
• Use examples from student ideas and add a few scripted examples on the board.
• Dyslexia-friendly option: Provide printed, highlighted handouts with definitions and examples in OpenDyslexic font.

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3. Group Activity: Scenario Analysis (15 minutes)

• Divide the class into 5 groups of 5 students.
• Each group receives 3 scenario cards showing school conversations with mixed expected/unexpected topics and responses.
• Students use graphic organizers to:
  • Identify the expected and unexpected parts in each conversation.
  • Decide how to redirect or respond appropriately to unexpected responses.
• Teacher circulates and provides scaffolding as needed.

Differentiation:

• For students needing support, provide partially completed organizers with guiding questions.
• For advanced learners, add a challenge: have them rewrite the unexpected parts to create smoother conversations.

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4. Role-Play Practice (15 minutes)

• Groups select one scenario they analyzed.
• Students take turns role-playing both expected and unexpected conversational roles.
• Emphasize: Using appropriate tone, body language, and responses.
• Class reflects briefly after each role-play: what went well? What could improve?

Dyslexia-friendly note: Provide printed role-play scripts in dyslexia-friendly font with large spacing. Encourage students to rehearse quietly before performing.

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5. Reflection & Wrap-Up (10 minutes)

• Individually, students write a brief reflection answering:
  • What is one thing I learned about conversations today?
  • How will I use this knowledge in my school life?
• Volunteers share reflections aloud if comfortable.
• Teacher summarizes key points and reminds students:
  “Good conversation skills help us build respect and understanding at school — knowing what topics and responses are expected helps us all get along better.”

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Extension Activities (for advanced learners)

• Write a short dialogue or skit involving both expected and unexpected conversations, culminating in a positive resolution.
• Research cultural differences in conversational expectations and present findings to the class.

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Differentiation Strategies

• Visual aids and graphic organizers support diverse learning styles.
• Small group instruction and guided practice for learners who struggle.
• Provide sentence starters or response templates for students needing language support.
• Allow oral responses instead of written reflections if needed.

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Assessment

• Observation of group discussions and role-plays for participation and understanding.
• Review graphic organizers for accuracy in identifying expected/unexpected elements.
• Evaluate reflections for depth of understanding and application.

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Teacher Notes

• Encourage a respectful classroom environment where students feel safe discussing social norms.
• Adjust complexity of scenarios depending on grade band (simplify for Grade 7, add nuance for Grades 9-10).
• Reinforce social-emotional learning by highlighting empathy during conversations.

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End of Plan