Relationship Choices Teacher Guide Teacher Guide
Relationship Choices Unit
Grade 8 | Health Education
Tier 1 Classroom Unit
Unit Background & Rationale
Healthy relationships start with thoughtful choices. This unit uses a six-step decision-making model to help students pause, think through options, and act responsibly in real-life social situations. By the end, learners will recognize and apply each step of the model to build stronger friendships and self-confidence.
Unit Objectives
Describe the six steps of the decision-making model.
Apply the model to a variety of relationship scenarios.
Communicate decisions respectfully and clearly.
Reflect on outcomes and adjust strategies for future situations.
Unit Details
Total Lessons: 9 Sessions
Time per Session: 45 Minutes
Aesthetic: Social Navigator
Evidence-Based Model
Tier 1 Universal Design
Unit Session Roadmap
Session Focus Key Outcomes 1 (Overview) Intro to Model & Scenarios Apply 6-step model to peer situations 2 Setting Healthy Boundaries Identify and communicate personal limits 3 Peer Pressure & Assertiveness Practice refusal skills & "I" statements 4 Digital Citizenship & Respect Navigate online etiquette & privacy 5 Handling Gossip & Rumors Address misinformation responsibly 6 Navigating Conflicts Use 5-step resolution framework 7 Supporting Friends in Trouble Empathy & active listening skills 8 Managing Crushes & Jealousy Normalize and cope with attraction 9 Unit Review & Reflection Consolidate learning & portfolio
Session 1 Script: The Model in Action
5 Minutes: Welcome & Hook
"Good morning, everyone! Today we begin our unit called 'Relationship Choices.' Imagine this: Your best friend asks you to share a secret that could really hurt someone’s feelings. What would you do?"
Pause for responses. Call on 1–2 volunteers to share thoughts on the board.
10 Minutes: Teach the Model
Introduce the 6 steps using the Decision-Making Poster. Use the "Lunch Choice" analogy:
Stop: Pause before grabbing food.
Think: What am I hungry for?
Explore: Sandwich, salad, pizza?
Decide: Pick the healthy choice.
Act: Order and eat.
Reflect: Was it good?
10 Minutes: Guided Example
Project Scenario 1: Alex asks you to lie so they can skip school.
Walk through each step. Record responses on chart paper. Emphasize "Decide" as the step where values meet action.
20 Minutes: Pair Practice & Reflection
Students work in pairs on scenarios 2-6. Circulate and ask: "How does this choice respect you AND the other person?"
EXIT TICKET: "Name one decision-making step and how you'd use it in real life today."
Session 1 Answer Key: Sample Responses
Scenario 1: Cover for Alex
Stop: Pause and breathe; don't say yes immediately.
Think: This feels risky; I'm being asked to lie. I feel pressured.
Options: (A) Lie; (B) Say no; (C) Offer to help Alex with the real problem.
Decide: Say no to lying but offer support for Alex's actual issue.
Act: "I can't lie for you, but I'm happy to talk about why you want to skip."
Reflect: I feel good about being honest; Alex might be mad but our trust is safe.
Scenario 2: False Rumor
Decide: Speak up calmly that you know it's not true, then check on your friend.
Act: "Actually, I know that's not true. I'm going to find my friend now."
Differentiation
Struggling: Pre-fill first two steps. Advanced: Role-play chosen actions. ELL: Visual aids for each step.
Teacher Tips
Reinforce positive language. Keep momentum by limiting off-topic sharing. Use real names if culturally appropriate.
Relationship Choices Overview Slides Relationship Choices
Building Healthy Relationships Using the Decision-Making Model
8th Grade Health Unit
The Crossroads
"Imagine your best friend asks you to share a secret that could hurt someone else’s feelings."
What would you do?
Share it? Keep it? Something else?
Our Mission
Today's Route
1 Learn the Model
2 Guided Example
3 Pair Practice
4 Final Reflection
The Decision-Making Model
1. STOP
Pause before reacting
2. THINK
Identify the problem
3. EXPLORE
List options & outcomes
4. DECIDE
Choose respect & responsibility
5. ACT
Carry it out confidently
6. REFLECT
What did you learn?
Steps 1 & 2
Stop & Think
Example: Lunch
Instead of grabbing the first thing you see, you pause (Stop) and realize you're looking for something healthy because you have a game later (Think).
Steps 3 & 4
Explore & Decide
Explore
List at least 3 possible actions. Think about the consequences for each.
Decide
Choose the option that is respectful to yourself and others. Does it align with your values?
Steps 5 & 6
Carry Through & Learn
Act
Carry out your decision with confidence and respect. Be clear and honest in your communication.
Reflect
Look back. What worked? What would you change next time? Every choice is a chance to grow.
The Big Test
Scenario 1
"Alex asks you to cover for them by saying they were sick so they can skip school to hang out with someone else."
1 How do we Stop?
2 What's the Problem?
3 What are Options?
Decision Making Model Poster NAVIGATING THE PATH
The 6-Step Relationship Decision-Making Model
1
STOP 🛑
Pause before you react. Take a deep breath to give yourself space to think. Don't let your immediate feelings control your actions.
2
THINK 💭
Identify the problem. Ask yourself: What is happening? and How do I feel? Understand the situation clearly.
3
EXPLORE 🤔
Brainstorm possible actions. List at least three choices and consider the positive and negative outcomes for each.
4
DECIDE ✔️
Choose the option that is respectful and responsible . Select the choice that aligns with your values and cares for everyone.
5
ACT 🚀
Carry out your decision confidently. Be honest, clear, and respectful when you take action. Use "I" statements to stay empowered.
6
REFLECT 🔍
Review what happened and what you learned. Ask: What worked well? and What could I do differently next time?
"The quality of your relationships is built on the quality of your decisions."
Relationship Scenarios Handout Navigator Scenarios
Relationship Choices Practice
Name:
Date:
Instructions
Use the six-step decision-making model to work through the scenario assigned to your pair. Write your responses clearly in the space provided. Be prepared to share your choice and your reasoning with the class.
The Situation
Step-by-Step Navigation
"A classmate pressures you to share answers during a test, saying, 'Everyone's doing it—don't be a loser.'"
1. STOP 🛑 (Pause)
2. THINK 💭 (Identify Problem/Feeling)
3. EXPLORE 🤔 (3 Options & Outcomes)
4. DECIDE ✔️ (Respectful Choice)
5. ACT 🚀 (Plan Your Action)
6. REFLECT 🔍 (What Will You Learn?)
Additional Scenarios
Scenario 2: You overhear classmates spreading a rumor about your friend that isn’t true, and they ask you not to tell anyone.
Scenario 3: Your close friend both have a crush on the same person, causing tension and jealousy.
Scenario 4: Someone in your friend group posts an embarrassing photo of you online without your permission.
Scenario 5: Your friends plan to exclude another classmate from a group activity as a joke, and you’re not sure if you should join in.
Final Reflection
"Which step was the hardest for you to complete? Why?"
Setting Healthy Boundaries Lesson Plan Lesson Plan
Setting Healthy Boundaries
Session 2 | Relationship Choices
Why this matters
Strong boundaries promote self-respect, prevent unhealthy dynamics, and teach students to recognize and honor limits in friendships.
Objective
Help students define and set healthy personal boundaries in relationships to respect themselves and others.
Teacher Preparation
Prepare and cut out Boundary Scenarios Cards .
Print Personal Boundaries Worksheet for each student.
Post chart paper or whiteboard space to record boundary examples.
Gather sticky notes and markers.
Quick Stats
Time: 45 Minutes
Audience: 8th Grade
Approach: Sorting & Reflection
Materials
Boundary Scenarios Cards
Personal Boundaries Worksheet
Sticky notes & markers
Instructional Steps
5 min
Hook & Brainstorm
"What does a personal boundary mean to you?"
Record responses on chart paper. Introduce the focus: setting healthy limits.
10 min
Teach Boundary Concepts
Define types: Physical (personal space), Emotional (feelings/time), and Digital (passwords/posts). Discuss respect and consent.
10 min
Scenario Sorting
Groups sort scenario cards into "Healthy Boundary" vs. "Boundary Violation." Circulate to prompt reasoning about why something is a violation.
10 min
Personal Boundary Development
Hand out worksheet. Students list 3 areas for boundaries and write "I" statements to communicate them (e.g., "I feel uncomfortable when...").
10 min
Share & Exit Ticket
Volunteer sharing. Exit ticket: "Name one boundary you set today and how you'll communicate it."
Boundary Scenarios Cards Boundary Scanner
Healthy vs. Unhealthy Dynamics Sorting Cards
Instructions: Cut along the dotted lines. Sort into two piles: "Healthy Boundary" and "Boundary Violation."
"A friend asks before hugging you to say hello."
"Your partner demands you give them your phone password to prove you aren't cheating."
"You tell a friend you can't hang out because you need to study, and they say 'Okay, good luck!'"
"A classmate reads your private journal while you are at lunch without asking."
"You tell someone to stop teasing you, and they continue because they think it's 'just a joke.'"
"A friend waits for you to finish your homework before calling you, knowing you value your study time."
"Someone shares a secret you told them in confidence with the whole group."
"You decide to leave a party early because you feel tired, and your friends respect your decision."
Healthy Boundary
Boundary Violation
Personal Boundaries Worksheet Personal Boundaries
My Values & My Space
Name:
Defining My Limits
A healthy boundary is a limit you set for yourself to feel safe and respected. Use the areas below to identify where you want to set boundaries and how you will communicate them to others.
Area 01
Physical Space
What is my boundary?
How I communicate it (My "I" Statement)
Area 02
Emotional Energy & Time
What is my boundary?
How I communicate it (My "I" Statement)
Area 03
Digital Privacy
What is my boundary?
How I communicate it (My "I" Statement)
Reflection Question
When you set a boundary, why is it important to stay calm and use "I" statements rather than "You" statements?
Peer Pressure Lesson Plan Lesson Plan
Peer Pressure & Assertiveness
Session 3 | Relationship Choices
Why this matters
Building assertiveness helps students stand up for their values and maintain healthy relationships when facing influence from others.
Objective
Equip students to recognize and resist peer pressure and practice clear, respectful assertive communication.
Teacher Preparation
Print and cut out Peer Pressure Role-Play Scripts .
Make copies of the Assertive Communication Handout .
Prepare a timer or stopwatch for timed rehearsals.
Prepare reflection journals or exit ticket slips.
Quick Stats
Time: 45 Minutes
Audience: 8th Grade
Approach: Simulation & Debrief
Materials
Role-Play Scripts
Assertive Handout
Timer
Instructional Steps
5 min
Hook & Discussion
"When have you felt pressured by friends to do something you didn’t want to do?"
Note common tactics: teasing, flattery, guilt. Intro goal: say "no" while staying respectful.
10 min
Teach Assertiveness Skills
Distribute handout. Review: "I" statements, Broken Record (repeat refusal), and confident Body Language (eye contact). Teacher models refusal with student volunteer.
15 min
Role-Play Practice
Pairs rehearsal: Once with a passive response (shrugging, saying "maybe"), once with an assertive response. Circulate and check for "I" statements.
10 min
Group Debrief
Volunteers demonstrate assertive versions. Discuss: What made the refusal feel strong? How did the other person react?
5 min
Reflect & Exit
Exit ticket: "Write one assertive phrase you'll use next time you feel pressured and why it works."
Peer Pressure Role-Play Scripts Pressure Rehearsal
Role-Play Scripts for Assertiveness Training
Practice 1: Passive Practice 2: Assertive
Scenario A: The "Just One Sip" Dare
Peer Pressure
A friend has a drink they aren't supposed to have at a party. They offer it to you.
Friend: "Come on, just try it. It's not a big deal. Everyone's having some, don't be so uptight."
Assertive Goal:
Use the "Broken Record" technique. Refuse firmly without giving an excuse for them to argue with.
Scenario B: The Group Prank
Peer Pressure
A group of friends wants to prank-call a classmate they don't like.
Friend: "Hey, call Jordan and pretend to be the office. It'll be hilarious. We're all going to take turns. You're up next."
Assertive Goal:
Use an "I" statement. Express how you feel about the action itself, not the people.
Scenario C: The Unfinished Work
Peer Pressure
A friend asks to copy your homework because they "forgot" to do it again.
Friend: "Please? I'll fail if I don't turn something in. You're my best friend, you wouldn't let me fail, would you?"
Assertive Goal:
Maintain eye contact. Stand your ground while offering to help them study instead of giving the answers.
Passive Response Checklist
- Looking at the floor
- Quiet, shaky voice
- Saying "maybe later" or "I guess"
Assertive Response Checklist
- Direct eye contact
- Firm, calm, and clear voice
- Using clear "No" and "I" statements
Assertive Communication Handout OWN YOUR VOICE
The Assertive Communication Guide
The 3 Styles
Passive: "I don't matter."
Avoiding conflict, letting others decide, quiet voice, looking away.
Assertive: "We both matter."
Honest, clear, respectful. Using "I" statements and eye contact.
Aggressive: "You don't matter."
Loud, demanding, blaming, or threatening. Disrespectful of others.
The "I" Formula
"I feel _____
when _____
because _____."
"I feel pressured when you ask me to lie because I value my honesty. Please stop asking."
Body Language
Stand tall, maintain eye contact, and keep your hands relaxed.
Broken Record
Calmly repeat your "No" or your "I" statement without arguing.
Self-Respect
Remember that your values and comfort are just as important as anyone else's.
Practice Box
Write an assertive "I" statement for a situation where a friend is pressuring you to stay out past your curfew.
Digital Citizenship Lesson Plan Lesson Plan
Digital Citizenship & Respect
Session 4 | Relationship Choices
Why this matters
As students navigate social media and online platforms, understanding respectful etiquette and privacy rights prevents conflict, cyberbullying, and promotes positive digital relationships.
Objective
Students will learn principles of digital citizenship and respect online, practicing privacy protection and empathetic communication.
Teacher Preparation
Print and cut out Online Respect Scenario Cards .
Make copies of the Digital Citizenship Pledge Worksheet .
Arrange seating for small-group discussion.
Test projector or interactive board for scenario display.
Quick Stats
Time: 45 Minutes
Approach: Scenario Analysis
Materials
Scenario Cards
Pledge Worksheet
Projector (Optional)
Instructional Steps
5 min
Hook & Discussion
"What positive and negative experiences have you had online?"
Record themes on board. Intro today's focus on responsible digital behavior.
10 min
Teach Key Concepts
Define digital citizenship: etiquette, privacy, and safety. Discuss empathy: "Would I say this to their face?"
10 min
Scenario Analysis
Groups analyze cards: What is the issue? Which principle applies? How would you respond? Focus on de-escalation.
10 min
Pledge Development
Students write 3–5 actionable digital commitments on their worksheet. Encourage items like "Think before I post" and "Protect my passwords."
10 min
Share & Exit Ticket
Volunteer pledge sharing. Exit ticket: "Name one action you'll take today to be a positive digital citizen."
Online Respect Scenarios Cards The Digital Screen
Online Respect & Etiquette Scenario Cards
Instructions: Cut along the dotted lines. Discuss each scenario with your group.
"A friend posts a photo of the two of you where they look great, but you have your eyes closed and look upset. They didn't ask before posting."
"You see a group chat where several classmates are making fun of someone's new profile picture with mean emojis."
"A person you just met online asks you for your real name, school, and a photo of your house."
"Your friend is upset because you haven't replied to their text for 10 minutes, even though you are at dinner with your family."
"You get a DM with a 'secret' rumor about a teacher and are asked to forward it to 5 people."
"You receive a follow request from an account that has no profile picture and seems to be using a fake name."
Navigator Discussion Guide
1. Identify the Risk
2. Apply a Principle
3. Choose Respect
Digital Citizenship Pledge Worksheet Digital Citizen Pledge
My Commitment to Online Integrity
Name:
The Digital Gold Rule
"Treat others online the way you want to be treated in person. If you wouldn't say it to their face, don't post it."
I PLEDGE TO...
01
02
03
04
05
I will follow these to be a positive navigator.
Signature:
Relationship Choices Unit | Digital Citizenship Pledge
Gossip and Rumors Lesson Plan Lesson Plan
Handling Gossip & Rumors
Session 5 | Relationship Choices
Why this matters
Handling gossip and rumors fosters a respectful environment, reduces conflict, and teaches students to support peers and communicate truthfully.
Objective
Enable students to recognize harmful gossip, apply decision-making steps to address it, and practice supportive communication.
Teacher Preparation
Prepare and cut out Rumor Role-Play Cards .
Print copies of the Gossip Reflection Journal and exit tickets.
Post chart paper and markers for whole-class debrief.
Quick Stats
Time: 45 Minutes
Approach: Reflective Writing & Drama
Materials
Reflection Journal
Role-Play Cards
Exit tickets
Instructional Steps
5 min
Hook & Discussion
"What is the difference between gossip and rumor?"
Collect examples. Highlight the impact on trust and feelings.
10 min
Teach Key Concepts
Define Gossip (private info) vs. Rumor (unverified info). Discuss how they spread like wildfire. Re-introduce Decision Steps to stop the spread.
10 min
Reflection Journal
Hand out journal. Students write about a past experience with gossip and apply the 6 steps (Stop, Think, Explore, Decide, Act, Reflect).
15 min
Role-Play Practice
Small groups act out rumor cards. Each student must practice a respectful way to stop a rumor from spreading further.
5 min
Share & Exit
Record effective strategies. Exit ticket: "Name one action you'll take next time you hear a rumor."
Rumor Role-Play Cards The Rumor Stop
Role-Play Cards for Breaking the Cycle
Instructions: Cut along the dotted lines. Practice being the person who STOPS the rumor.
"Did you hear? Sam only got the lead in the play because their mom is friends with the teacher. I heard they didn't even audition well."
"I heard Jordan is getting kicked off the team for failing math. They're trying to keep it a secret, but my brother told me."
"Someone told me Casey and Alex had a huge fight and aren't friends anymore. Casey is saying some really mean things about Alex online."
"Don't tell anyone, but I heard that the cafeteria food today was made with expired milk. That's why everyone feels sick."
How to Stop the Spread
1 "That doesn't sound like them. Did you hear it from Sam directly?"
2 "I'm not comfortable talking about people when they aren't here."
3 "Let's wait until we have the facts before we talk about this."
Gossip Reflection Journal Reflection Journal
Relationship Choices: Session 5
Name:
Thinking About Rumors
Reflect on a time you encountered gossip or a rumor. It could be something you heard, something you shared, or something said about you.
01. The Situation
Briefly describe what happened. What was the gossip or rumor?
Applying the Decision Model
Step 2: Think
How did this rumor make you or others feel? What was the real problem?
Step 3: Explore
What were 3 ways you could have reacted? (Ignore, share, speak up, etc.)
Step 4: Decide
What was the most respectful choice? Why?
Step 6: Reflect
Looking back, what did you learn about the importance of truth in friendships?
Truth Builds Trust • Relationship Choices
Navigating Conflicts Lesson Plan Lesson Plan
Navigating Conflicts
Session 6 | Relationship Choices
Why this matters
Equipping students with conflict-navigation skills fosters empathy, effective communication, and healthy peer interactions.
Objective
Teach students structured conflict resolution strategies to address disagreements constructively and restore positive relationships.
Teacher Preparation
Prepare and cut out Conflict Resolution Cards .
Post chart paper and markers for modeling the five steps.
Review key strategies: Active Listening & "I" Statements.
Quick Stats
Time: 45 Minutes
Approach: Modeling & Simulation
Materials
Resolution Cards
Chart paper & markers
Reflection journals
Instructional Steps
5 min
Hook & Discussion
"What is a conflict you’ve experienced with a friend?"
Invite 2-3 examples. Record triggers (jealousy, secrets, misunderstanding) on chart paper.
10 min
Teach Resolution Strategies
Explain 5 steps: 1. Define Problem calmly, 2. Active Listening, 3. "I" Statements, 4. Brainstorm Solutions, 5. Commit to Solution. Display on chart.
10 min
Model a Scenario
Teacher role-plays a sample card with a student volunteer. Explicitly call out each of the 5 steps as they occur.
15 min
Role-Play Practice
Pairs/Triads enact Conflict Resolution Cards. Circulate to prompt specific "I" statements and check for active listening posture.
5 min
Debrief & Reflect
Exit slip: "Name one conflict resolution step you’ll use next time and how it helps." Collect before dismissal.
Conflict Resolution Cards The Bridge Builder
Conflict Resolution Scenario Cards
Instructions: Cut along the dotted lines. Use the 5-Step Resolution Process to reach a solution.
"You and your partner are working on a project. You want to make a video, but they want to make a poster. They start working on the poster without agreeing with you."
"Your best friend is constantly 20 minutes late every time you plan to hang out. It makes you feel like your time isn't important to them."
"You heard that your friend was upset because you didn't invite them to the movies, but you actually didn't go to the movies at all—it was a misunderstanding."
"You let a friend borrow your favorite game/hoodie, and they returned it damaged/stained without saying anything about it."
The 5-Step Resolution Process
1
Define the Problem
2
Active Listening
3
"I" Statements
4
Brainstorm Solutions
5
Agree on Choice
Supporting Friends Lesson Plan Lesson Plan
Supporting Friends in Trouble
Session 7 | Relationship Choices
Why this matters
When peers face challenges, knowing how to listen and help responsibly strengthens friendships and promotes a caring community.
Objective
Teach students how to recognize when friends need help, use empathy and active listening, and offer appropriate support strategies.
Teacher Preparation
Print and display the Support Strategies Poster .
Prepare copies of the Helping Friends Worksheet .
Cut out Empathy Role-Play Cards .
Ready reflection journals or exit ticket slips.
Quick Stats
Time: 45 Minutes
Approach: Interactive Scenarios
Materials
Support Poster
Helping Worksheet
Empathy Cards
Instructional Steps
5 min
Hook & Discussion
"Think of a time you felt upset. What helped you feel better?"
Record ideas: listening, advice, just being there. Introduce goal: supporting others.
10 min
Teach Support Strategies
Unveil Support Strategies Poster. Review: active listening, validating feelings ("It makes sense you feel that way"), and checking back.
10 min
Worksheet Application
Students complete Helping Friends Worksheet. They read scenarios and draft step-by-step supportive responses using empathy language.
15 min
Role-Play Practice
Small groups use Empathy Cards. Practice "I understand" and "How can I help?" phrases. Rotate roles of friend and helper.
5 min
Share & Reflect
Share helper approaches. Exit ticket: "Write one supportive phrase you'll use next time a friend is in trouble."
Support Strategies Poster THE HELPER'S COMPASS
4 Strategies to Support a Friend in Need
Listen Well
Put away your phone. Make eye contact. Give them your full attention without interrupting.
Validate
"That sounds really hard."
"It makes sense you feel that way."
Don't judge.
Ask How
Don't assume they want advice. Ask:
"Do you want me to listen, distract you, or help solve it?"
Check Back
Support doesn't end with one talk. Send a text later: "Thinking of you—hope today is better!"
"Being a friend means being a lighthouse when the waters get rough."
Helping Friends Worksheet Helping Friends
Applying Empathy & Support
Name:
The Helper's Action Plan
Read the scenarios below. Use the support strategies we learned (Listen, Validate, Ask, Check Back) to write a helpful response.
Scenario 01: The Bad Grade
Support Practice
"Your friend Jordan just got a test back. They failed, and they're really upset because they studied hard. Jordan says, 'I'm just so stupid, I'll never get this.'"
1. Validate (What would you say?)
2. Ask How to Help (What question would you ask?)
3. Action/Distraction (What could you suggest doing?)
4. Check Back (What would you text them later?)
Scenario 02: Family Conflict
Support Practice
"Alex tells you that their parents are fighting a lot lately. Alex seems quiet and distracted at lunch. Alex says, 'It's just really loud and stressful at home right now.'"
Write a complete supportive response (incorporating validation and active listening):
Crushes and Jealousy Lesson Plan Lesson Plan
Managing Crushes & Jealousy
Session 8 | Relationship Choices
Why this matters
Adolescents experience strong feelings of attraction and jealousy. Learning to understand and express these emotions prevents misunderstandings and promotes respectful peer relationships.
Objective
Guide students to identify and manage emotions tied to crushes and jealousy, and practice healthy coping and communication strategies.
Teacher Preparation
Print Feelings Map Handout for each student.
Prepare and cut out Coping Strategies Cards .
Post chart paper and markers for whole-class mapping.
Prepare exit ticket slips.
Quick Stats
Time: 45 Minutes
Approach: Mapping & Strategy Practice
Materials
Feelings Map Handout
Coping Cards
Exit tickets
Instructional Steps
5 min
Hook & Personal Reflection
"Have you ever had a crush or felt jealous of a friend’s attention?"
Invite 2-3 volunteers to share how it felt. Intro goal: managing these high-intensity emotions.
10 min
Teach Emotional Awareness
Define: Attraction, Excitement, Jealousy. Use chart paper to map where we feel jealousy physically (racing heart, heat in face).
10 min
Feelings Mapping Activity
Hand out Feelings Map. Students draw/write about a personal experience: physical sensations, thoughts, and triggers. Focus on awareness.
10 min
Coping Strategy Practice
Groups use Coping Cards. Draw an emotion and brainstorm strategies (breathing, talk it out, positive self-talk). Role-play offering a coping tip.
10 min
Share, Chart & Exit
Groups share coping role-plays. Exit ticket: "Name one emotion you'll watch for and one strategy you'll use."
Feelings Map Handout Internal Navigator
Feelings Map: Crushes & Jealousy
Name:
Mapping the Intensity
Sometimes feelings are so strong we can feel them in our bodies. Reflect on a time you felt a "crush" (attraction) or "jealousy."
Physical sensations
Mark where you feel the emotion
(heat, butterflies, tension, etc.)
The Emotion
Circle one: CRUSH / JEALOUSY
The Thoughts
What "voice" or thoughts go through your head when this happens?
The Actions
How do these feelings usually change the way you act toward others?
Coping Strategy goal:
Coping Strategies Cards Coping Controls
Strategy Cards for Intense Emotions
Instructions: Cut along dotted lines. In groups, match the strategy to the feeling.
Square Breathing
Inhale for 4, hold for 4, exhale for 4, hold for 4. Repeat until your heart rate slows down and you can think clearly.
The 24-Hour Rule
When you feel a surge of jealousy or anger, wait 24 hours before sending a text or talking to the person. Let the intensity fade first.
Private Journaling
Reality Check
Write down your feelings exactly as they are. Then, list the facts of the situation separately to see where they differ.
Self-Talk Switch
Replace "They are doing this on purpose to hurt me" with "I don't know the whole story, I will ask when I'm calm."
Why Coping Matters
"When we manage our internal intensity, we prevent external conflict. High emotions can lead to low-quality decisions. Use these tools to regain control."
Unit Reflection Lesson Plan Lesson Plan
Unit Review & Reflection
Session 9 | Relationship Choices
Why this matters
Reflection and synthesis help students internalize the decision-making process, recognize growth, and plan how to apply these skills in future relationship challenges.
Objective
Consolidate mastery of the six decision-making steps and relationship skills by engaging in review activities, reflective writing, and creating a personal exit portfolio.
Teacher Preparation
Print Exit Portfolio Prompts Worksheet and Certificates .
Prepare six chart-paper stations, each labeled with one decision step.
Gather sticky notes, markers, and reflection journals.
Hang the Decision-Making Model Poster visibly.
Quick Stats
Time: 45 Minutes
Approach: Portfolio & Celebration
Materials
Exit Portfolio Prompts
Certificate of Completion
Sticky notes & markers
Instructional Steps
5 min
Welcome & Warm-Up
Quick quiz: students name the 6 steps aloud. Explain goal: synthesis and celebration.
15 min
Step Stations Review
Groups rotate through 6 chart-paper stations. Add sticky-note examples of how they used each step during the unit or in life.
10 min
Exit Portfolio Reflection
Distribute prompts worksheet. Students write specific, honest reflections on their growth and future focus in their journals.
10 min
Share & Celebrate
Share highlight responses. Present each student with a Certificate of Completion to acknowledge their commitment.
5 min
Final Exit Ticket
"Write one key takeaway from this unit and one way you’ll apply it next." Collect and conclude unit.
Exit Portfolio Prompts Worksheet Exit Portfolio
Reflecting on Relationship Choices
Name:
The Journey Map
Reflect on the skills you've built over the last 9 sessions. Be honest, be specific, and think about your future as a social navigator.
01. The Successful Navigate
Describe a time during this unit (or in your life) where you used the 6-step model to handle a situation successfully. What was the outcome?
02. The Growth Zone
Which of the 6 steps (Stop, Think, Explore, Decide, Act, Reflect) is the hardest for you? Why? How will you practice it in the future?
03. Healthy Relationships
What is the most important boundary you identified for yourself during this unit? Why is this boundary vital for your self-respect?
Relationship Choices • 8th Grade Health
Certificate of Completion Relationship Choices
CERTIFICATE OF MASTERY
This acknowledges that
Student Name
has successfully completed the 9-session Relationship Choices unit, demonstrating commitment to healthy boundaries, assertive communication, and the Six-Step Decision-Making Model.
Instructor Signature
PASSED
Unit Outcome
Date Issued
Navigate with Respect • Decide with Integrity