Saying No

Saying No

Ages 10+ · 7 minutes

Learn how to say "no"

Learn how to say "no" confidently and maintain personal boundaries.

Part of

Standards alignment

Common Core State Standards

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Alabama

  • ELA21.5.R1 — Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Alaska

  • SL.CC.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Arizona

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Arkansas

  • 7.CC.11.P — Adapt speech to a variety of contexts and tasks, using appropriate eye contact, tone, and pacing.

California

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Colorado

  • SS.3.4.1 — Respect the views and rights of others.

Connecticut

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Delaware

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Georgia

  • ELAGSE4SL1.c — Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  • SS3CG2.a — Explain the necessity of respecting the rights of others and promoting the common good.

Indiana

  • 5.CC.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly. (E)

Louisiana

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Maine

  • SL.3.6-8.b — Use appropriate eye contact, adequate volume, and clear pronunciation.

Montana

  • CCRA.SL.6 — Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Nebraska

  • LA.5.SL.1.c — Converse with peers and adults an all-inclusive manner to foster positive relationships while respecting diverse perspectives.

Nevada

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

New Hampshire

  • J — Students will develop personal skills: 1. Communicate and defend one’s own belief, feelings, and convictions 2. Appropriately adjust one’s own behavior in response to the dynamics of various groups $3nd situations 3. Participate in persuading, compromising, debating, and negotiating the resolution of $3onflicts and differences

New Jersey

  • 6.1.5.CivicsHR.4 — Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.

New Mexico

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

New York

  • Standard 1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners; express ideas clearly and persuasively, and build on those of others.
  • 3SL1e — Consider individual differences when communicating with others.

North Carolina

  • SL.5.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
  • SL.5.1.c — Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  • SL.5.4 — Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; adapt speech to a variety of contexts and tasks.

Ohio

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Rhode Island

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

South Dakota

  • SL.CCRA.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Tennessee

  • SL.CC.1 — Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others’ ideas and expressing one’s own clearly and persuasively.

Texas

  • 110.26.b.2.A — use appropriate verbal and nonverbal communication skills in interpersonal situations;
  • 110.26.b.2.C — explain the importance of using tact, courtesy, and assertiveness appropriately in interpersonal situations;
  • 110.26.b.5.B — respond appropriately to persuasive messages in situations such as accepting or rejecting peer pressure and making or responding to requests;
  • 110.26.b.1.E — identify the importance of using appropriate nonverbal communication;

Virginia

  • 6.C.2.A.v — Report orally on a topic or present an opinion. This includes using nonverbal skills, such as proper posture and stance, gestures, and eye movement to enhance the overall message.
  • 5.C.1.A.iii — Prepare for and participate in a range of sustained collaborative discussions with diverse partners on grade five topics and texts. This includes asking and answering relevant questions to build on others’ ideas, clarify ideas, and acquire or confirm information.

Washington

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Washington, D.C.

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Wisconsin

  • SL1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
  • SS.PS2 — Wisconsin students will examine and interpret rights, privileges, and responsibilities in society (cont’d)

Wyoming

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.