Being a Leader in Friendship Script

I. Warm-Up & Introduction (10 minutes)

Teacher: "Good morning, everyone! Let's start with a quick warm-up. On your Warm-Up: Friendship Scenarios sheet, please respond to the scenarios provided. Think about what you would do or say in each situation."

(Allow students a few minutes to complete the warm-up.)

Teacher: "Now, let's share some of our thoughts. Who would like to share their response to scenario 1?" (Call on a few students. Facilitate a brief discussion.)

Teacher: "Excellent ideas! Today, we're going to explore something really important: Being a Leader in Friendship. (Advance to Slide 1: Being a Leader in Friendship). What comes to mind when you hear 'leader'? We often think of someone in charge, right? But being a leader in friendship is a bit different. It means setting a good example and making sure everyone feels safe and included. (Advance to Slide 2: Our Teaching Point). Our teaching point for today is: Friends set positive examples and help others feel safe and included. We're going to learn how to do just that!"

II. Kid President: How to Change the World (7 minutes)

Teacher: "To kick us off, I want to share a short video from someone who knows a lot about making a difference, even if they're small. Let's watch Kid President: How to Change the World." (Play the video from Slide 3.)

Teacher: "Wow, Kid President has some powerful words! (Advance to Slide 3 for discussion prompts). He talks about changing the world. How can his message inspire us to be better friends? How can 'changing the world' actually start with our own friendships? What are some small ways we can make a big difference, just like he suggests?" (Facilitate a short discussion, encouraging students to connect the video to their own experiences.)

III. Reading: Each Kindness (10 minutes)

Teacher: "That brings us perfectly to our next activity. I'm going to read a book called 'Each Kindness' by Jacqueline Woodson. As I read, I want you to pay close attention to the characters' actions and how they make others feel." (Read 'Each Kindness' aloud.)

Teacher: "That was a powerful story. (Advance to Slide 4: Discussing 'Each Kindness'). What was the main message of 'Each Kindness'? How did Maya feel throughout the book? Why do you think she felt that way? How did Chloe's actions, or lack thereof, impact Maya? What does this book teach us about kindness, exclusion, and taking action?" (Lead a thoughtful discussion, allowing students to express their feelings about the story and its themes.)

IV. Activity: Upstander vs. Bystander Role-Play (10 minutes)

Teacher: "The story of Maya and Chloe really highlights a key idea: when we see something unkind happening, we have a choice. We can either be a bystander or an upstander. (Advance to Slide 5: Upstander vs. Bystander). A bystander is someone who sees unkindness happening but does nothing. An upstander is someone who sees unkindness happening and takes action to help or report it. Which one would you rather be? Why?"

Teacher: "Now, we're going to practice being upstanders in different situations. We're going to do some role-playing using our Activity: Upstander vs. Bystander Role-Play. I'll give you a scenario, and I want a few volunteers to show us how they would act as an upstander." (Lead 2-3 role-play scenarios from the Activity. Encourage different ways of being an upstander: speaking up, telling an adult, including the person, etc.)

V. Worksheet & Discussion (5 minutes)

Teacher: "You all did a wonderful job being upstanders! Now, let's take a moment to reflect individually on what we've learned. Please take out your Worksheet: Friendship Leadership and complete it. When you're done, we'll have a brief discussion." (Distribute and allow time for students to complete the worksheet.)

Teacher: "To wrap up our lesson, let's have a quick Discussion: Our Friendship Leaders. What is one way you commit to being a friendship leader this week? How will you make sure others feel safe and included?" (Call on a few students to share their commitments.)

VI. Optional Game & Test (As needed)

Teacher: "If we have a little more time, we can play a fun Game: Kindness Connect Four to reinforce our ideas about kindness. Afterwards, we'll take a short Test: Friendship Leadership Quiz to see what we've learned."

VII. Cool-Down (3 minutes)

Teacher: "Great work today, everyone! As an exit ticket, please complete the Cool-Down: My Friendship Pledge. Write down one thing you will pledge to do to be a friendship leader." (Collect pledges as students exit.)

Friendship Scenarios Warm-Up

Instructions: Read each scenario below and write down what you would do or say.

Scenario 1

You see a new student sitting alone at lunch. No one is talking to them.

Scenario 2

Your friend tells a joke that makes another classmate feel bad. Your friend doesn't realize they hurt their feelings.

Scenario 3

Two of your friends are arguing, and it's making everyone around them uncomfortable.

Scenario 4

You notice a group of classmates consistently excluding one person from their games during recess.

The Power of One Kind Act

Every day, we have the chance to make a difference in someone's life, even with something small. Think about a time when someone smiled at you when you were feeling down, or when a friend offered to share their snack. These small acts of kindness can change our whole day, or even our week!

Sometimes, being kind means being brave. Imagine you see someone being left out or treated unfairly. It can be scary to speak up, but that's what an upstander does. An upstander is someone who sees a problem and chooses to do something good about it. They might tell an adult, speak up politely, or simply invite the person who is being excluded to join them. It takes courage, but it makes a huge difference.

Being an upstander is the opposite of being a bystander. A bystander sees something unkind happening but doesn't do anything. When we are bystanders, we are not helping, and sometimes it can even make the person being treated unkindly feel worse. Their silence can feel like agreement with the unkindness.

Being a leader in friendship means understanding the power of your actions. It means choosing to be an upstander, showing empathy, and always working to make sure everyone feels valued and included. Remember, one kind act can create a ripple effect, spreading positivity and making the world a friendlier place, one friendship at a time.

Upstander vs. Bystander Role-Play Activity

Instructions: In small groups or as a class, read each scenario. Volunteer to role-play how you would act as an upstander in each situation. Think about what you could say or do to help.

Scenario 1: The Excluded Game

During recess, you see a group of kids playing soccer. Another classmate, who is usually quiet, walks over and tries to join, but one of the players says, "No way, you're not good enough." The quiet classmate looks sad and walks away.

How can you be an upstander?

Scenario 2: The Hurtful Joke

Your friend tells a joke about another student's unique name, and everyone laughs, including your friend. You notice the student whose name was targeted looks very uncomfortable and upset.

How can you be an upstander?

Scenario 3: The Rumor Mill

You overhear two classmates spreading a false rumor about another student. The rumor is unkind and could really hurt the student's feelings and reputation.

How can you be an upstander?

Scenario 4: The Unfair Group Project

In a group project, one student is doing all the work, while two others are just chatting and not contributing. The hard-working student looks frustrated and stressed.

How can you be an upstander?

Scenario 5: The Lost Item

A classmate accidentally drops their favorite hat, and another student quickly picks it up and hides it, laughing. The first classmate is now frantically searching for their hat.

How can you be an upstander?

Our Friendship Leaders: Discussion Questions

Instructions: Discuss these questions with your classmates to reflect on what it means to be a leader in friendship and how you can apply these ideas in your daily life.

1. What is one new thing you learned today about being a leader in friendship?
   
   
   

2. Think about someone you admire who is a good friend. What qualities do they show that make them a 'friendship leader'?
   
   
   

3. What are some specific actions you can take this week to make someone feel safe or included?
   
   
   

4. Why is it important to be an upstander when you see unkindness happening, even if it feels difficult?
   
   
   

5. How can being a friendship leader help create a better classroom or school community for everyone?
   
   
   

Friendship Leadership Worksheet

Instructions: Reflect on today's lesson and answer the following questions.

1. In your own words, what does it mean to be a leader in friendship?
   
   
   
   
   
   

2. Think about the book Each Kindness. What was one important lesson you learned about how your actions can affect others?
   
   
   
   
   
   

3. Imagine you see a friend being a bystander when someone needs help. What could you say or do to encourage them to be an upstander?
   
   
   
   
   
   

4. Write down one specific way you will try to set a positive example for your friends this week.
   
   
   
   
   
   

5. How can you help someone feel safe and included in your classroom or during playtime today?
   
   
   
   
   
   

Kindness Connect Four

Players: 2-4 players

Materials: A Connect Four game board, a set of cards with kindness/friendship leadership questions or scenarios.

Objective: Be the first player to get four of your colored checkers in a row (horizontally, vertically, or diagonally) by answering kindness questions correctly.

How to Play:

1. Set Up: Place the Connect Four game board in the center of the playing area. Shuffle the question/scenario cards and place them face down in a pile.
2. Player Turns: The youngest player goes first. On a player's turn, they draw one card from the pile.
3. Answer the Question: The player reads the question or scenario aloud. They must answer the question or describe how they would act in the scenario, focusing on principles of friendship leadership, kindness, and being an upstander.
   • Example Question: "Tell about a time you showed kindness to someone who was feeling sad."
   • Example Scenario: "You see someone drop their books and no one else stops to help. What do you do?"
4. Teacher/Peer Approval: The teacher (or designated peer leader) approves the answer. If the answer demonstrates understanding of kindness and friendship leadership, the player gets to place one of their colored checkers into any slot on the Connect Four board.
5. Incorrect/Unclear Answers: If the answer is incorrect, unclear, or doesn't show understanding, the player does not get to place a checker, and their turn ends. The card is returned to the bottom of the pile.
6. Winning the Game: The first player to get four of their checkers in a row wins the round!
7. Continue Playing: Reset the board and shuffle the cards to play again.

Sample Question/Scenario Cards (to be written on separate cards):

• What does it mean to be a friendship leader?
• Give an example of setting a positive example for your friends.
• How can you help someone feel safe and included?
• What is the difference between an upstander and a bystander?
• Describe a time you were an upstander or saw someone else being one.
• Someone is spreading a rumor about another student. What could you do?
• You see a new student sitting alone at lunch. What could you do?
• Your friend accidentally hurt someone's feelings. How can you help them make it right?
• Why is it important to apologize when you've made a mistake with a friend?
• What is one small act of kindness you can do for a friend today?
• How can you encourage your friends to be more inclusive?
• What does it mean to truly listen to your friends?

My Friendship Pledge

Instructions: Complete the pledge below to show how you will be a leader in friendship.

I, ______________________________, pledge to be a leader in friendship by:

1. Setting a positive example by _____________________________________________________________________________
   
   
   
   
2. Helping others feel safe and included by _________________________________________________________________________
   
   
   
   
3. Being an upstander when I see unkindness by _____________________________________________________________________
   
   
   
   

I understand that my actions can make a big difference in my friendships and in our classroom community.

Signed: ____________________________

Date: ______________________________

Friendship Leadership Worksheet Answer Key

Note to Teacher: Student answers may vary. Focus on responses that demonstrate understanding of the concepts of friendship leadership, setting positive examples, inclusion, and being an upstander.

1. In your own words, what does it mean to be a leader in friendship?

   • Thought Process: A friendship leader is someone who guides their friends positively. They don't boss people around, but instead show good behavior and help everyone feel included and safe. It's about taking initiative to make friendships strong and kind.
   • Suggested Answer: Being a leader in friendship means showing others how to be a good friend by being kind, including everyone, and standing up for what's right. It's about making sure your friends feel safe and happy.

2. Think about the book Each Kindness. What was one important lesson you learned about how your actions can affect others?

   • Thought Process: The book shows how even small acts of exclusion or inaction can have a big impact over time, causing deep sadness. Conversely, small acts of kindness can make a huge difference.
   • Suggested Answer: I learned that even if you don't mean to be unkind, ignoring someone or not including them can really hurt their feelings. It taught me that every act, big or small, has an effect on others.

3. Imagine you see a friend being a bystander when someone needs help. What could you say or do to encourage them to be an upstander?

   • Thought Process: Students should consider gentle ways to prompt their friend to act, without shaming them. This could involve direct suggestions, asking questions, or leading by example.
   • Suggested Answer: I could say, "Hey, that's not cool what's happening. Maybe we should say something or get a teacher." Or I could just start helping the person, hoping my friend would join in.

4. Write down one specific way you will try to set a positive example for your friends this week.

   • Thought Process: Answers should be concrete and actionable, reflecting positive friendship behaviors.
   • Suggested Answer: I will make sure to share my supplies with friends who forget theirs, or I will use kind words when talking about other people.

5. How can you help someone feel safe and included in your classroom or during playtime today?

   • Thought Process: Answers should focus on direct actions of inclusion and ensuring emotional or physical safety.
   • Suggested Answer: I can invite someone who is sitting alone to come play with my group at recess, or I can tell a friend to stop teasing someone if I see it happening.

Friendship Leadership Quiz Answer Key

1. What does it mean to be a leader in friendship?

   • Correct Answer: Someone who helps others feel safe and included.
   • Explanation: A friendship leader isn't necessarily in charge, but rather sets a good example of kindness, empathy, and ensures everyone feels valued.

2. What is an upstander?

   • Correct Answer: Someone who sees unkindness and takes action to help.
   • Explanation: An upstander actively intervenes or reports unkind behavior, instead of doing nothing.

3. According to the lesson, how can you set a positive example in friendship?

   • Correct Answer: By showing kindness and respect to everyone.
   • Explanation: Positive examples are shown through actions that demonstrate kindness, respect, and inclusive behavior towards all peers.

4. Describe a situation where you could be an upstander. What would you do or say?

   • Thought Process: This is an open-response question, so answers will vary. Look for responses that describe a realistic scenario where unkindness or exclusion occurs, and then articulate a clear, appropriate, and proactive response from the student (e.g., speaking up, getting an adult, inviting someone to join).
   • Sample Strong Answer: "If I saw someone making fun of a classmate's drawing, I would walk over and tell them, 'Hey, that's not nice. Everyone works hard on their art.' Then I would tell the classmate whose drawing was made fun of that I think their drawing is great."

5. How important do you think it is to make new friends feel welcome?

   • Correct Answer: Extremely important (or Very important).
   • Explanation: Making new friends feel welcome is crucial for inclusion and fostering a positive environment, aligning with the core teaching point of helping others feel safe and included.