Speaking Up and Leading
Students lead a class project focused on inclusion or community well-being, managing the full sequence and actively involving peers at each stage. They build peer influence for positive classroom norms by modeling behavior and explaining why it matters in peer conversations. They speak up for peers in group contexts using calm, direct, peer-influence approaches. They identify real needs in the class and propose specific leadership projects. They reflect on the difference between leading because asked and leading because they saw a need.
Lesson Overview
What students will be able to do after this lesson: Students will be able to spot a real need in their class, propose and lead a project to address it, use peer-level language to build positive norms and speak up against group pressure, and reflect on the difference between leading because they were asked and leading because they chose to.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Spotting the Need | RS-ADV-4-4 |
| 2 | Leading from Start to Finish | RS-ADV-4-1 |
| 3 | Peer Influence and Speaking Up | RS-ADV-4-2 · RS-ADV-4-3 |
| 4 | Leading Because You Care | RS-ADV-4-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| SoA-INC-4-1 | Students identifying class needs and designing inclusion-focused projects naturally draws on the skill of recognizing who is left out and designing a response |
| SoA-FAR-4-3 | Leading a class project requires understanding that the leader carries responsibility for the group, not just themselves |
| RS-COM-4-5 | Segments 3 and 4 both require students to lead brief peer exchanges — the same skill practiced in RS-COM |
Key Vocabulary
- peer leadership — when a student (not a teacher) uses their actions and words to positively influence what their class does or how it feels
- peer influence — the effect students have on each other through what they say and do; every student has some
- norm — what feels normal or expected in a group; norms can be changed, and students can help change them
- self-initiated — something you started because you decided it mattered — not because you were assigned it or asked to do it
Materials
- Whiteboard or chart paper and markers (for key language, examples, and contrast columns)
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
- No additional printed materials required during the I Do or We Do
How this lesson is structured: Each skill segment below has an I Do (teacher models the skill with a realistic scenario) and a We Do (class practices together with your guidance). Independent practice — the You Do — lives in the practice resources that go alongside this lesson.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 4 quick set-ups before the I Do“More kindness” vs. a real, specific need · Peer-level delivery vs. adult-lecture delivery · Leading vs. bossing · Assigned vs. self-initiated — telling them apart takes honest reflection
- Rescue planIf students are significantly behind
This section opens when Grade 4 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
This section opens when Grade 4 launches.
Spotting the Need
- What’s inside
- I do: 4 teacher modelsWrong version → fix: from vague to specific · What a strong project proposal looks like · Ordinary, non-crisis scenario: spotting a need when things are mostly fine · Wrong version: jumping to action without a real need
- We do: 4 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 4 launches.
Leading from Start to Finish
- What’s inside
- I do: 4 teacher modelsWhat the full four-stage sequence looks like · Wrong version → fix: solo leadership vs. genuine peer involvement · What to do when the project hits a snag mid-way · The difference between involving peers and being led by them
- We do: 3 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 4 launches.
Peer Influence and Speaking Up
- What’s inside
- I do: 4 teacher modelsBuilding a norm: modelling the behavior AND having a peer conversation (ADV-4-2) · Wrong version → fix: adult-lecture vs. peer delivery (ADV-4-2) · Speaking up against group pressure for a peer (ADV-4-3) · Wrong version: staying quiet vs. speaking up (ADV-4-3)
- We do: 4 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 4 launches.
Leading Because You Care
- What’s inside
- I do: 3 teacher modelsAssigned vs. self-initiated: same action, different motivation · Wrong version: convincing yourself that assigned is the same as chosen · An ordinary reflection: noticing what kind of leader you are
- We do: 3 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 4 launches.
Closing the Week
- What’s inside
- 4 partner-share roundsOne for each segment, with the frame students say together
- Closing prompt
- Land the key idea
- Connect to daily life
- Optional — Quick check-in
This section opens when Grade 4 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 4 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Relationship Skills resources for Grade 4, ready to use today.
