Listening Pro Plan Session 1: Communication Basics
Listening Pro Plan
LVL 1
Objective
Students will learn to identify the key components of active listening and practice active listening skills to improve their understanding and communication in social interactions.
Why This Matters
Effective listening is crucial for building strong relationships, resolving conflicts, and truly understanding others. This lesson will equip students with practical skills they can use every day.
Time
30 minutes
Audience
7th Grade Students
Approach
Interactive Discussion, Paired Practice
Teacher Preparation
10 minutes prep time
Review the Listening Pro Slide Deck and become familiar with the content.
Print copies of the Worksheet for each student.
Read through the Teacher Script to prepare for facilitation.
Instructional Flow
05m
Warm-Up: Listen Up!
Begin with the Warm-Up activity sheet. Ask students to quickly share their responses with a partner or the class.
06m
Introduction to Active Listening
Use the Slide Deck to introduce concepts. Follow the Script to guide discussion on non-verbal cues and verbal affirmations.
06m
Game: Human Mirror Challenge
Pair students up. Focus on physically mirroring and accurately paraphrasing their partner before responding.
10m
Practice Time: Scenario Application
Distribute the Worksheet. Students practice in pairs using the provided scenarios, focusing on both verbal and non-verbal cues.
03m
Cool-Down: One Takeaway
Conclude with the Cool-Down activity. Ask students to share one strategy they will try to use this week.
Listening Pro Slides Session 01
Listening Like a Pro
How well do you really listen?
Power Up
Level 01
What is Active Listening?
It's not just hearing words, it's about showing you understand!
Fully focusing on the speaker.
Understanding their message.
Responding thoughtfully.
👂
Show You're Listening (Without Words!)
Eye Contact
Look at the person speaking (but don't stare them down!)
Nodding
Show you're following along with small, regular nods.
Body Language
Face the speaker, keep arms uncrossed and body open.
Minimize Distractions
Put away phones and stop fidgeting to show full respect.
Show You're Listening (With Words!)
1
Brief Affirmations
"Uh-huh," "I see," "Go on..."
2
Summarizing / Paraphrasing
"So, what I hear you saying is..."
3
Asking Clarifying Questions
"Can you tell me more about that?"
X
Avoid Interrupting
Let them finish their thoughts completely before you speak.
Why Does Being a "Listening Pro" Matter?
Better Relationships
Friends feel heard and truly understood by you.
Fewer Misunderstandings
You get the full, accurate picture the first time.
You Learn More
You absorb and remember information better.
People Trust You
They know you care about what they have to say.
Time to Practice!
You'll work with a partner to practice your new active listening skills using scenarios.
Current Objective
Use BOTH verbal and non-verbal cues in your conversation!
Listening Pro Warm Up Session 1 Warm-Up
Listen Up!
Name
Date
Think about it: What does it feel like when someone is really listening to you? What do they do? What does it feel like when someone isn't listening to you?
When someone is REALLY listening...
When someone ISN'T listening...
Be ready to share one sign of good listening with the class!
Human Mirror Challenge Game Mini-Game Challenge
Human Mirror
Level up your active listening skills
Instructions
Work with a partner. Take turns being the "Speaker" and the "Human Mirror."
1 The Speaker
Share a short thought or feeling (1-2 sentences) on a simple, non-controversial topic (e.g., "I'm excited for the weekend because I'm seeing a movie."). Use clear body language and facial expressions.
2 The Human Mirror
Before responding, you MUST do two things:
Physically Mirror: Mimic the Speaker's body posture and facial expression exactly.
Paraphrase: Summarize what they said. Start with: "So, what I hear you saying is..." or "If I understand correctly, you feel..."
Victory Condition
If the Mirror successfully mirrors and paraphrases, the Speaker gives a thumbs up. Switch roles and play again!
The Goal
To enhance active listening by connecting verbal understanding with non-verbal observation and reflection.
Listening Pro Worksheet Session 1 Practice
Listening Pro Worksheet
XP Activity
Student Name
Date
Mission Briefing
Work with a partner. One person is the Speaker, the other is the Listener. The Speaker chooses a scenario and talks for 1-2 minutes. The Listener practices active listening (non-verbal & verbal). Switch roles, then answer the questions below.
Scenarios
1. Exciting Event
Tell about something fun that happened recently (game, trip, movie).
2. A Challenge
Talk about a small challenge you faced this week (homework, disagreement).
3. Hobby or Interest
Describe a favorite hobby and why you enjoy it so much.
4. Weekend Plans
Share what you're looking forward to doing this upcoming weekend.
Post-Mission Debrief
1. As the LISTENER, which techniques were easiest? Which were hardest?
2. As the SPEAKER, how did it feel when your partner was actively listening? How did you know?
3. What is one specific piece of feedback for your partner about their listening?
4. What is one technique your partner used that you want to try in the future?
Listening Pro Cool Down Session 1 Exit Ticket
Listening Pro Cool-Down
Quick Reflection
What is one active listening strategy you learned today that you want to try to use this week? Why did you choose that one?
Lesson Completed
Student Initials
Listening Pro Script Teacher Resource
Listening Pro Script
Session 1 / 6
00-05 min
Warm-Up: Listen Up!
Say: "Good morning/afternoon, everyone! To start our session today, I want you to take a moment to think about something."
"Think about what it feels like when someone is really listening to you? What do they do? How do you know? Now, think about the opposite: what does it feel like when someone isn't listening to you? What do they do or not do?"
Give students about 2 minutes to jot down their thoughts or simply think about it.
Say: "Can a few volunteers share some of their ideas? What are some signs of good listening? What are some signs that someone isn't listening?"
05-11 min
Intro to Active Listening
Say: "Great job! Today, we're going to dive into what we call active listening. It's a super important social skill, and it's not just about hearing words; it's about showing you truly understand what someone is saying."
Transition to Slide 2: What is Active Listening?
"As the slide says, active listening is about fully focusing, understanding, and responding thoughtfully. It makes the other person feel valued and understood."
Transition to Slide 3: Show You're Listening (Without Words!)
"Let's talk about non-verbal cues. Eye Contact isn't a stare-down, but it shows engagement. Nodding shows you're following. Open Body Language sends a message of approachability."
11-17 min
Game: Human Mirror Challenge
Say: "Before we dive into our main practice, let's play a quick game to warm up our active listening muscles! We're going to play the Human Mirror Challenge."
Briefly explain rules: one speaker, one 'human mirror' who must physically mirror and paraphrase before responding.
"The goal is not just to repeat words, but to show your partner you understand their message. Remember those verbal and non-verbal cues!"
17-27 min
Practice Time: Scenarios
Say: "Excellent job! Now, let's move to more in-depth practice. I'm handing out the Practice Worksheet."
"The speaker chooses a scenario and talks for 1-2 minutes. The listener uses ALL the skills—eye contact, nodding, affirmations, and paraphrasing. Then switch!"
Circulate, offering prompts and feedback. Encourage students to really try the techniques.
27-30 min
Cool-Down
Say: "Alright, let's bring it back together. For our cool-down, I want each of you to think about one strategy you learned today that you want to try this week."
"Let's hear a few responses. What's one thing you're going to try?"
Conclusion: "Excellent! Remember, active listening is a skill that gets better with practice. Great job today!"
Clear Connections Plan Session 2: Expression & Needs
Clear Connections Plan
LVL 2
Objective
Students will practice using "I" statements to express their feelings and needs clearly and respectfully, reducing misunderstandings and blame in conversations.
Why This Matters
Clear communication helps prevent arguments, build trust, and ensure your message is truly heard. Using "I" statements empowers students to express themselves without triggering defensiveness in others.
Time
30 minutes
Materials
Slide Deck
Script
Worksheet
Soft ball ("potato")
Teacher Preparation
10 minutes prep time
Review the Clear Connections Slide Deck .
Print the Warm-Up and Worksheet for all students.
Gather a soft object for the Hot Potato Game .
Instructional Flow
05m
Warm-Up: Guess My Feeling
Students analyze situations to identify potential feelings and "careless" verbal reactions.
08m
Introduction to "I" Statements
Contrast "You" vs "I" statements. Teach the 4-part formula: Feeling + Behavior + Impact + Need.
06m
Game: I-Statement Hot Potato
Rapid-fire conversion of "You" statements in a circle game to build muscle memory.
08m
Practice Time: Role-Play
Pairs rewrite statements and role-play delivering them respectfully.
03m
Cool-Down: Personal Plan
Students identify one upcoming situation where they will use an "I" statement.
Clear Connections Slides Session 02
Clear Connections
How can you make sure people understand YOU?
Power Up
Level 02
Ever Felt Misunderstood?
It's tough when people don't get what you're trying to say, or when a conversation turns into an argument by accident.
The goal today:
Learn a "formula" to express yourself clearly without causing a fight.
🤷♂️
The Problem: "You" Statements
"You always interrupt me!"
"You make me so mad!"
"You never listen!"
The Issue:
These sound like blame and can make people defensive. They stop listening and start arguing.
The Solution: "I" Statements
Focus on your feelings and needs, not on blaming the other person.
Instead of:
"You make me mad when you take my stuff."
Try:
"I feel frustrated when my things are taken without asking, because I worry they might get lost."
The "I" Statement Formula
I feel...
[emotion]
when...
[specific behavior]
because...
[impact or reason]
and I need/want...
[your request]
Time to Practice!
We're going to take some common "You" statements and turn them into powerful "I" statements.
Ready for the Hot Potato Challenge?
Clear Connections Warm Up Session 2 Warm-Up
Guess My Feeling!
Name
Date
Read the following situations. How do you think the person is feeling? What might they want to say if they weren't thinking carefully?
1 Situation: Partner hasn't done their work for tomorrow's deadline.
How you might feel:
What you might WANT to say (but maybe shouldn't):
2 Situation: Someone borrowed your favorite hoodie and hasn't returned it.
How you might feel:
What you might WANT to say (but maybe shouldn't):
3 Situation: A friend cancelled at the last minute for the 3rd time.
How you might feel:
What you might WANT to say (but maybe shouldn't):
I Statement Hot Potato Game Speed Round Game
Hot Potato
Mastering the "I" Statement Formula
How to Play
Stand in a large circle. The teacher starts with a soft ball (the "hot potato").
1 The Challenge
The teacher announces a "You" Statement scenario (e.g., "Someone took your pencil without asking!").
2 The Response
The student holding the potato must quickly (within 5-10 seconds) convert it into a complete "I" Statement.
Use the formula:
I feel [emotion] when [situation] because [why] and I need/want [what you need].
Pass the Potato
Successfully create the statement? Pass the potato! If you're stuck, the class gives a quick hint, then pass it on.
The Goal
Build muscle memory for clear communication so you can use it in real life when you're frustrated!
Clear Connections Worksheet Session 2 Practice
Clear Connections
I-Statement Mastery
Student Name
Date
The Formula
I feel [emotion] when [situation] because [why] and I need [what you want].
Part 1: Rewrite Blaming Statements
1. "You never let me talk!"
2. "You always leave your mess for me to clean up!"
3. "You make boring suggestions for things to do!"
4. "You ignored me in the hallway!"
Part 2: Role-Play Debrief
Choose 2 scenarios from above to role-play with your partner. Then answer these questions.
1. Was it easy or hard to come up with these "I" statements? Why?
2. How did it feel to SAY the "I" statement compared to how you'd feel saying a "You" statement?
3. How do you think someone would react to your "I" statement vs. a "You" statement?
Clear Connections Cool Down Session 2 Exit Ticket
My "I" Statement Plan
Action Plan
Think about one situation, big or small, that might come up this week where you could try using an "I" statement instead of a "You" statement. Briefly describe the situation and what your statement might be.
Power Up: Communication Mastery
Name
Clear Connections Script Teacher Resource
Clear Connections Script
Session 2 / 6
00-05 min
Warm-Up: Guess My Feeling
Say: "Good morning/afternoon, everyone! Today we're going to talk about another really important communication skill: how we express ourselves."
"To start, I've got a warm-up called 'Guess My Feeling!' I'm going to give you three situations. Think about two things: 1) How you might feel, and 2) What you might want to say if you weren't thinking carefully. Try to be honest!"
Give students 2-3 minutes. Facilitate a brief discussion highlighting how easy it is to jump to blaming language.
05-13 min
Intro to "I" Statements
Say: "It's normal to want to blame someone when we're upset. But sentences starting with 'You' often make the situation worse."
Transition to Slides 3-4: The Problem and The Solution
"'You' statements sound like blame. People get defensive and shut down. The solution is the I Statement. We focus on our own feelings and needs."
Transition to Slide 5: The Formula
"The formula has four parts: 1) I feel... [emotion], 2) when... [specific behavior], 3) because... [impact/reason], and 4) I need/want... [request]."
13-19 min
Game: I-Statement Hot Potato
Say: "Before the worksheet, let's play I-Statement Hot Potato! I'll give a 'You' statement, and you convert it to an 'I' statement as fast as possible using the formula."
Divide students into small groups or one large circle. Play for 5 minutes.
19-27 min
Practice Time: Role-Play
Say: "Great job! Now, work with a partner on the Practice Worksheet. Rewrite the statements and then role-play delivering them."
Circulate, listening to their 'I' statements and providing feedback.
27-30 min
Cool-Down
Say: "Fantastic work. For our cool-down, think about one situation this week where you could try an 'I' statement. Write it on your cool-down sheet."
Conclusion: "Remember, the more you practice, the easier it becomes. Great job today!"
Empathy Power Plan Session 3: Perspective Taking
Empathy Power Plan
LVL 3
Objective
Students will define empathy, differentiate it from sympathy, and practice perspective-taking to better understand and respond to others' emotions and experiences.
Why This Matters
Understanding others' feelings is key to building strong friendships, resolving conflicts peacefully, and creating a more supportive school community.
Time
30 minutes
Method
Interactive Discussion, Simulation, Scenario Analysis
Teacher Preparation
Review the Empathy Power Slide Deck .
Print Warm-Up and Worksheets for students.
Prepare scenario cards for the Empathy Walk-Around and place them at "Feeling Stations" around the room.
Instructional Flow
05m
Warm-Up: Picture This!
Students analyze images or scenarios to identify feelings and needs.
06m
Introduction to Empathy
Define empathy vs sympathy. Discuss the benefits of "walking in someone else's shoes."
06m
Game: Empathy Walk-Around
Students rotate to different stations, identifying emotions and practicing empathetic responses.
10m
Practice Time: Scenario Deep Dive
Small groups work through detailed scenarios on the worksheet, applying the 5 steps for empathy.
03m
Cool-Down: Empathy in Action
Students plan one specific way to show empathy to someone this week.
Empathy Power Slides Session 03
Empathy Power
Stepping into someone else's shoes!
Power Up
Level 03
What is Empathy?
Ability to understand and share the feelings of another person.
Seeing things from their point of view.
Understanding why they feel that way.
👟👟
Empathy vs. Sympathy
Sympathy
Feeling pity or sorrow for someone else's misfortune.
"I feel bad for you that your dog ran away."
Empathy
Feeling with someone; understanding emotions as if they were your own.
"I can imagine how heartbroken you must feel. That's really tough."
How Can You Show Empathy?
01
Listen Actively Really hear what they're saying (and not saying).
02
Imagine Their Perspective "If I were them, how would I feel?"
03
Acknowledge Their Feelings "That sounds really tough."
04
Validate Their Experience "It makes sense that you feel that way."
Empathy Walk-Around
Ready to visit the Feeling Stations? We're going to practice identifying emotions and formulating responses.
Listen for the music to move!
Empathy Power Warm Up Session 3 Warm-Up
Picture This!
Name
Date
Look at the scenarios below. How do you think the person in each situation is feeling? Why? What might they need from someone else?
1. A friend didn't make the basketball team they wanted to join.
How they feel:
Why they feel it:
What they need:
2. A new student is starting their first day at your school.
How they feel:
Why they feel it:
What they need:
3. Someone is celebrating a big achievement (winning a competition).
How they feel:
Why they feel it:
What they need:
Empathy Walk Around Game Movement & Connection
Walk-Around
Navigating the World of Feelings
Mission Briefing
Scenario cards are placed around the room at different "Feeling Stations" (e.g., Frustration Station, Excitement Alley, Worry Corner).
1 Round 1: Feeling Identification
Walk around. When the music stops, pause at the nearest station. Identify at least two emotions the person in the scenario might be feeling.
2 Round 2: Empathetic Response
Move to a different scenario. Brainstorm a specific empathetic response using the 5 steps:
Listen
Imagine
Acknowledge
Validate
Support
Movement Tip
When the music stops, join the nearest classmate. Discussion is always better with a partner!
Empathy Power Worksheet Session 3 Practice
Empathy Scenarios
Perspective XP
Student Name
Date
Scenario 1: Missing the Field Trip
Alex looks down. They couldn't go to the Science Museum because of a dentist appointment they couldn't reschedule. They were really looking forward to it.
How might Alex feel?
What could you SAY to show empathy?
Scenario 2: Group Project Trouble
Sam is usually confident, but today they are quiet. They mumble "Yeah, fine," but they keep looking at their phone and sighing.
How might Sam feel?
What could you DO to show empathy?
Scenario 3: Lost Item Frustration
Jamie is frantically searching through their backpack. They lost their new earbuds that they saved up for. They look really upset.
How might Jamie feel?
What empathetic statement could you say?
Empathy Power Cool Down Session 3 Exit Ticket
Empathy in Action
My Plan
Think about someone you interact with regularly (friend, family, classmate). What is one specific way you could show empathy to that person this week?
Level 3: Emotional Intelligence
Student Name
Empathy Power Script Teacher Resource
Empathy Power Script
Session 3 / 6
00-05 min
Warm-Up: Picture This!
Say: "Good morning/afternoon! Today we explore empathy—a super important social skill. Check out your Warm-Up sheet."
"For each scenario, think: How is the person feeling? Why? And what might they need from someone else?"
Give 2-3 minutes. Facilitate brief discussion for each scenario, encouraging consideration of different emotions.
05-11 min
Introduction to Empathy
Transition to Slide 2: What is Empathy?
Say: "Empathy is understanding and sharing the feelings of another. It's 'walking in someone else's shoes.'"
Transition to Slide 3: Empathy vs. Sympathy
"Sympathy is feeling for someone ('I feel bad for you'). Empathy is feeling with someone ('I imagine how you feel'). One is pity, the other is understanding."
11-17 min
Game: Empathy Walk-Around
Say: "Let's sharpen our skills! We're doing an Empathy Walk-Around. Move to scenario cards around the room. First round is for identifying feelings. Second round is for brainstorming responses."
Start music. 2 mins for Round 1. 4 mins for Round 2. Circulate and listen.
17-27 min
Practice Time: Scenarios
Say: "Now, work in pairs on the Empathy Worksheet. Think about how the person feels and what they might be thinking. What would you say or do?"
Circulate, listening to discussions. Encourage students to be specific with responses.
27-30 min
Cool-Down
Say: "Remember, empathy is a muscle. The more you use it, the stronger it gets. Let's all try to be more empathetic this week!"
Friendship Fumbles Plan Session 4: Conflict Resolution
Friendship Fumbles Plan
LVL 4
Objective
Students will identify common friendship challenges and apply strategies for resolving minor conflicts and misunderstandings respectfully through repair strategies.
Why This Matters
Friendships are essential, but conflicts are inevitable. Learning how to navigate these "fumbles" helps students maintain positive relationships and build resilience.
Time
30 minutes
Materials
Slide Deck, Script, Game Cards, Worksheet
Teacher Preparation
Review the Friendship Fumbles Slide Deck .
Print Warm-Up and Worksheets .
Prepare scenario cards for the Conflict Charades Game .
Instructional Flow
05m
Warm-Up: Friendship Challenge!
Students brainstorm common friendship disagreements and the feelings they cause.
06m
Intro to Friendship Fumbles
Identify causes of conflict: misunderstandings, expectations, and lack of communication.
06m
Strategies for Repair
Teach apologize, forgive, compromise. Connect to 'I' statements and active listening.
10m
Game: Conflict Charades
Groups act out a "fumble" and create a "tableau" representing the resolution.
03m
Cool-Down: My Friendship Tool
Reflect on the most important strategy for personal friendship growth.
Friendship Fumbles Slides Session 04
Friendship Fumbles
Fixing conflicts and repairing relationships!
Power Up
Level 04
What Causes the Fumble?
Misunderstandings
Different Expectations
Strong Emotions
"Even the best friendships have their ups and downs. Fumbles happen when we stop communicating or seeing things from the other side."
The Key:
It's not about NEVER having a conflict—it's about HOW you fix it!
Fixing the Fumble
Apologize
"I'm sorry for [action] because [impact]."
Forgive
Letting go of the anger to move forward.
Compromise
Finding a middle ground where everyone gives a little.
Putting it into Practice
Remember your communication toolkit:
Active Listening
Hear their side first.
"I" Statements
No blame, just feelings.
Empathy
See from their shoes.
Conflict Charades
Time to act it out! We'll show the "fumble" with charades and the "fix" with a tableau.
Can your classmates guess the strategy?
Friendship Fumbles Warm Up Session 4 Warm-Up
Friendship Challenge!
Name
Date
Think about your friendships. Even the best ones have bumps in the road.
What are some common disagreements or problems that pop up between friends? (List 3)
How do these challenges make you feel?
We'll discuss how to fix these "fumbles" today!
Conflict Charades Game Creative Resolution
Conflict Charades
Act • Freeze • Fix
Round 1: The Fumble
Silently plan and act out your "fumble" scenario using charades (no talking!). The audience must guess what the fumble is.
"Focus on body language and expressions!"
Round 2: The Fix
Create a Tableau (a frozen statue) that represents how you would resolve the conflict.
Show: Apology • Compromise • Empathy
The Script Scenarios
1. Forgetting a friend's birthday.
2. Two friends wanting different games at recess.
3. Accidentally breaking a friend's pencil.
4. Feeling left out of a conversation.
5. A friend telling an embarrassing secret about you.
Friendship Fumbles Worksheet Session 4 Practice
What Would You Do?
Conflict XP
Student Name
Date
Scenario 1: The Secret Shared
You told Chris a personal secret. Later, you overhear another classmate talking about it—they mention Chris told them. You feel hurt and betrayed.
How would you approach Chris to talk about this? (Use an "I" statement)
What kind of apology might you need from Chris to fix the fumble?
Scenario 2: Different Weekend Plans
You want to go to the park; Taylor wants to stay home and play video games. Neither of you wants to budge, and you both feel annoyed.
Use an "I" statement to express feelings without blaming:
What might be a good compromise for both of you?
Scenario 3: The Group Project Glitch
Jamie is missing meetings and hasn't finished their part. The deadline is tomorrow. You and the others are worried and frustrated.
How could you approach Jamie with empathy? What might be a reason for their delay?
What could be a fair solution to get the project done on time?
Friendship Fumbles Cool Down Session 4 Exit Ticket
My Friendship Tool
Strategy Reflection
Out of all the strategies we discussed today (apologizing, forgiving, compromising, "I" statements, active listening), which one do you think is most important for you to practice in your friendships? Why?
Level 4: Relationship Repair
Student Name
Friendship Fumbles Script Teacher Resource
Friendship Fumbles Script
Session 4 / 6
00-05 min
Warm-Up: Friendship Challenge!
Say: "Hi everyone! We've been talking about listening and 'I' statements. Today, we're putting those into practice for **friendship fumbles**—those bumps in the road every friendship hits."
"On your Warm-Up, list 3 common disagreements you've seen or had. Then think about how those make you feel."
Allow 3 minutes. Have a few volunteers share challenges and emotions.
05-11 min
Intro to Friendship Fumbles
Transition to Slide 2: Challenges & Causes
Say: "Fumbles happen because of misunderstandings, different expectations, or just strong emotions getting in the way. Not communicating is the biggest reason small problems grow big."
11-17 min
Strategies for Repair
Transition to Slide 3: Repairing the Fumble
Say: "You can recover! First, Apologize Sincerely—it's not just 'I'm sorry,' it's owning what you did. Second, Forgive—letting go of anger. Third, Compromise."
Transition to Slide 4: Using Your Tools
"Don't forget: Use Active Listening, 'I' Statements, and Empathy to fix the fumble."
17-27 min
Game & Practice
Say: "Now, for Conflict Charades! Act out the fumble, then freeze in a tableau showing the fix. After the game, work on the Practice Worksheet with your partner."
Circulate during role-play. Listen for specific repair strategies being used.
27-30 min
Cool-Down
Say: "Think about the most important friendship tool for you. Is it apologizing? Forgiving? Write it down. Great job today!"
Social Sidekick Plan Session 5: Peer Support & Safety
Social Sidekick Plan
LVL 5
Objective
Students will learn to identify appropriate ways to offer peer support and recognize critical situations that require adult intervention for safety and well-being.
Why This Matters
Being a supportive friend means knowing how to help others when they're struggling, and also knowing when a problem is too big for a friend to handle alone. This builds a safer, more supportive community.
Time
30 minutes
Core Skill
Judgment, Peer Support, Advocacy
Teacher Preparation
Review the Being a Social Sidekick Slide Deck .
Print Warm-Up and Worksheets .
Designate two areas of the room: "Peer Support" and "Adult Intervention" for the Support Sort-Out game.
Instructional Flow
05m
Warm-Up: Who's Got Your Back?
Reflect on personal experiences of receiving and giving support.
06m
Introduction to Peer Support
Discuss the components of being a sidekick: listening, empathy, validation, and practical help.
06m
When to Get an Adult Involved
Define safety concerns, serious bullying, and mental health crises that require elevation.
10m
Game & Practice: Support Sort-Out
Movement activity followed by worksheet scenarios to practice judgment calls.
03m
Cool-Down: Sidekick Superpower
Reflect on the most important lesson about helping others safely.
Social Sidekick Slides Session 05
Social Sidekick
How to support your friends and know when to get help!
Power Up
Level 05
How to be a Sidekick
Listen Actively
Show Empathy
Validate Feelings
Small Actions Matter:
"Can I sit with you?"
"Do you want to talk?"
"What do you think would help?"
When is it Too Much for a friend?
Some problems are too big for friends alone. It's okay to get help for:
Safety Concerns
Serious Bullying
Mental Health Crisis
Substance Abuse
Who are the Super-Adults?
Parents / Guardians
Teachers
School Counselor
It's not "telling on" someone—it's caring enough to get them the right help.
Support Sort-Out
We'll read a scenario—you move to the zone that's the best course of action.
Peer Support
Adult Intervention
Being a Social Sidekick Warm Up Session 5 Warm-Up
Who's Got Your Back?
Name
Date
Think about times when you were there for someone—or when they were there for you.
1. Describe a time when a friend or classmate supported YOU. What did they do or say that was helpful?
2. Describe a time when YOU supported a friend. What did you do or say to help?
We'll learn about being a "Social Sidekick" today!
Support Sort Out Game Critical Thinking Challenge
Support Sort-Out
Peer Support vs. Adult Intervention
The Playbook
1. Movement
The teacher will read a scenario. Quickly and silently move to the Peer Support Zone or the Adult Intervention Zone.
2. Discussion
Be ready to explain why you chose that zone. Is it a safety issue? Is it too big for one person?
The Scenarios
1. Friend is upset because they weren't invited to a party.
Peer Support
2. Overhear a classmate saying nothing matters anymore.
Adult Help
3. A friend is struggling with homework and is frustrated.
Peer Support
4. Witnessing consistent exclusion and bullying every day.
Adult Help
5. Friend is worried about a family member's health.
Peer Support
6. Suspicious social media post about a weapon at school.
CRITICAL: Adult
Social Sidekick Worksheet Session 5 Practice
Support Scenarios
Safety XP
Student Name
Date
Scenario 1: The Quiet Friend
Maya has been withdrawn lately. She used to be outgoing, but now she declines invitations and seems sad. She says "I'm fine," but avoids eye contact.
How would you offer peer support? (What would you say/do?)
Would you get an adult involved? Why or why not? If yes, who?
Scenario 2: Cyberbullying Concern
You see mean comments about Ben on a social media app. They are making fun of his appearance and spreading rumors. You're worried about him.
How would you support Ben? (What would you say/do?)
Is adult help needed? Why or why not? Who would you talk to?
Scenario 3: Stressful Study Session
Leo is really stressed about a big test. He's studying non-stop, saying he's going to fail, and is starting to panic.
How would you offer peer support in the moment?
At what point would this become "too much" for a friend to handle?
Social Sidekick Cool Down Session 5 Exit Ticket
My Sidekick Superpower
Key Takeaway
What is the most important thing you learned today about being a social sidekick or getting help for yourself or a friend? Why?
Level 5: Community Support
Name
Social Sidekick Script Teacher Resource
Social Sidekick Script
Session 5 / 6
00-05 min
Warm-Up: Who's Got Your Back?
Say: "Good morning/afternoon! Today we're talking about peer support—how to be a **social sidekick** for your friends. On your Warm-Up, describe a time someone supported you, and a time you supported someone else."
Give 3 minutes. Highlight how support often involves just listening or being there.
05-11 min
How to be a Sidekick
Transition to Slide 2: Peer Support Tools
Say: "Being a sidekick means bringing all our skills together: Active Listening, Empathy, and Validation. It's about small, manageable help like asking 'Do you want to talk?' or 'Can I sit with you?'"
11-17 min
When to get an Adult
Transition to Slide 3: When is it Too Much?
Say: "This is huge: some problems are too big for friends. If there's a safety concern, serious bullying, or a mental health crisis, you MUST get an adult. It's not 'telling on' someone; it's caring enough to get them safe."
Transition to Slide 4: Super-Adults
"Think of your super-adults: parents, teachers, counselors. They are there for the big stuff."
17-27 min
Support Sort-Out & Scenarios
Say: "Let's test our judgment. Move to the Peer Support zone or Adult Intervention zone based on the scenario I read. Afterward, work through the scenarios on your worksheet with a partner."
Read scenarios from Support Sort-Out Game. Facilitate brief debates. Then distribute worksheets.
27-30 min
Cool-Down
Say: "What's your biggest takeaway today? Why is it okay to ask for help? Write it on your cool-down ticket. Great work being brave friends today!"
Respect Differences Plan Session 6: Diversity & Inclusivity
Respect Differences Plan
Final
Objective
Students will recognize the value of individual differences and practice active inclusive behaviors to create a welcoming environment for everyone in their community.
Why This Matters
A diverse and inclusive community is richer and stronger. Learning to respect differences helps students build a wider circle of friends and contribute to a positive school culture where everyone feels they belong.
Time
30 minutes
Aesthetic
Vibrant, Diverse, Welcoming
Teacher Preparation
Review the Respecting Differences & Inclusivity Slide Deck .
Print Warm-Up and Worksheets for students.
Prepare prompts for the Inclusive Circle Challenge .
Instructional Flow
05m
Warm-Up: More Than Meets the Eye
Students reflect on their own unique traits and those of their classmates.
06m
Introduction to Inclusivity
Define diversity and inclusivity. Use the party analogy (diversity = invited, inclusivity = asked to dance).
06m
Game: Inclusive Circle Challenge
Visual and physical demonstration of group diversity through "step forward" prompts.
10m
Practicing Inclusivity
Pairs/small groups work through scenarios on inviting others, listening to new ideas, and challenging stereotypes.
03m
Cool-Down: Inclusive Action
Commit to one specific inclusive action to take during the coming week.
Respect Differences Slides Session 06
Respect Differences
Celebrating what makes us all unique!
Power Up
Final Level
What Makes You, YOU?
Your unique identity is made of many parts:
Hobbies Traditions Culture Talents Personality
🌟
Imagine if everyone was exactly the same. How boring would that be?
The Power Couple
Diversity
"Being invited to the party."
Having a wide range of differences: backgrounds, cultures, abilities, and perspectives.
Inclusivity
"Being asked to dance."
Actively making sure everyone feels welcome, respected, valued, and that they belong.
Why does it Matter?
Richer Learning (New Ideas)
Stronger, Safer Community
Personal Growth & Empathy
🤝
Differences are our STRENGTH!
How to be Inclusive
Step 1
Be Open-Minded & Curious
Step 2
Invite Others In (Join us!)
Step 3
Listen to Different Ideas
Step 4
Speak Up Against Stereotypes
Step 5
Look for Common Ground
Inclusive Circle
We're going to stand in a circle and see just how unique—and how similar—we all are!
Ready to Step Forward?
Respect Differences Warm Up Session 6 Warm-Up
More Than Meets the Eye
Name
Date
Take a moment to think about what makes YOU unique.
List 3 things that make you unique (talents, hobbies, beliefs, traits).
1
2
3
What are some DIFFERENT things you've noticed about your classmates that make them unique?
Today we celebrate our differences and learn to lead with inclusivity!
Inclusive Circle Challenge Game Active Inclusivity
Circle Challenge
Seeing our Strength in Diversity
The Playbook
Stand in a large circle. The teacher will call out a category or preference.
Action
Anyone who identifies with that category takes ONE STEP FORWARD into the circle.
Return
After each prompt, acknowledge your classmates in the center, then return to the outer circle.
Example Prompts
"Step forward if you enjoy reading science fiction!"
"Step forward if you speak more than one language!"
"Step forward if you love to create art!"
"Step forward if you have a unique cultural tradition!"
"Step forward if you prefer quiet time over loud activities!"
Debrief Questions
What did you notice during this activity?
How did it feel when you stepped forward (or stayed)?
Respect Differences Worksheet Session 6 Practice
Inclusive Actions
Inclusion XP
Student Name
Date
Scenario 1: The New Student
Kai is new and often sits alone during lunch. You notice they have a cool sketchbook, but you don't know them yet.
How could you show open-mindedness and try to learn about Kai?
What could you SAY to invite Kai into your group or conversation?
Scenario 2: Different Ideas
Jamie has a strange-sounding idea for your group project. You and Sam already have a strong plan.
How could you actively listen to Jamie's idea without immediately dismissing it?
What could you say to make Jamie feel valued, even if you keep your plan?
Scenario 3: Challenging a Stereotype
Classmates call a student "nerdy" because they are good at math. You know they also love sports and gaming.
How could you speak up respectfully to challenge this stereotype?
Why does challenging stereotypes help create a more inclusive school?
Respect Differences Cool Down Program Finale Exit Ticket
My Inclusive Action
Final Mission
Based on what we discussed today, what is ONE specific thing you will try to do this week to be more inclusive and welcome differences in our school?
Social Skills Power Up: COMPLETED
Name
Respect Differences Script Teacher Resource
Respect Differences Script
Session 6 / 6
00-05 min
Warm-Up: More Than Meets the Eye
Say: "Welcome to our final session! Today is all about celebrating what makes us unique. On your Warm-Up, list 3 things that make you special. Then think about something unique you've noticed in your classmates."
Allow 3 minutes. Have a few volunteers share one trait.
05-11 min
Introduction to Inclusivity
Transition to Slide 2: What Makes You, YOU?
Say: "Your identity is made of many parts: hobbies, traditions, culture. Imagine how boring it would be if we were all the same!"
Transition to Slide 3: Diversity vs. Inclusivity
"Diversity is being invited to the party. Inclusivity is being asked to dance. It's actively making sure everyone feels valued."
11-17 min
Inclusive Circle Challenge
Say: "Let's stand in a circle. I'll call out categories. If it applies to you, take one step forward. Acknowledge each other, then step back."
Run the game for 5-6 mins. Follow with the debrief: "How did it feel when you were in the center?"
17-27 min
Practicing Inclusivity
Say: "Now, work in small groups on the Worksheet. Think about Kai, the new student, or how to handle different ideas in a project. What would an inclusive leader say?"
Circulate and listen for open-minded language.
27-30 min
Cool-Down & Finale
Say: "You've all powered up your social skills over these 6 sessions! For your final exit ticket, commit to ONE inclusive action this week. Thank you all for your hard work!"
Power Up: Complete!
