Lesson Plan
Session 1 Lesson Plan
Students will learn and practice active listening and empathy by engaging in guided discussions and role-play, aiming to improve peer communication.
Positive communication builds trust, reduces misunderstandings, and creates a supportive classroom where every student feels heard and respected.
Audience
High School Students (Instructional/Self-Contained)
Time
30 minutes
Approach
Interactive discussion, guided practice, and role-play.
Materials
- Session 1 Slide Deck, - Session 1 Presenter Script, - Active Listening Worksheet, - Empathy Role-Play Scenario Cards, - Whiteboard and Markers, and - Timer
Prep
Prepare Session Materials
15 minutes
- Print enough copies of Active Listening Worksheet and Empathy Role-Play Scenario Cards for each student or pair.
- Review the flow and notes in Session 1 Slide Deck alongside the Session 1 Presenter Script.
- Arrange desks or chairs into pairs to facilitate role-play activities.
- Check that whiteboard, markers, and timer are set up and functioning.
Step 1
Warm-Up & Introduction
5 minutes
- Display title slide from Session 1 Slide Deck.
- Briefly explain today’s objective: practicing active listening and showing empathy.
- Ask: “What does good communication look like?” Write student responses on the whiteboard.
- Provide sentence starters on the board (e.g., “I hear you when…”).
Step 2
Mini-Lesson: Active Listening
10 minutes
- Use slides 2–4 in Session 1 Slide Deck to define active listening (eye contact, nodding, reflection).
- Model an active listening exchange with a volunteer using the Session 1 Presenter Script.
- Distribute Active Listening Worksheet.
- Students complete the first two sections with teacher support: identify listening behaviors and rate their own skills; offer sentence-frame prompts as needed.
Step 3
Activity: Empathy Role-Play
10 minutes
- Explain role-play rules: two students per scenario, one speaker and one listener.
- Distribute Empathy Role-Play Scenario Cards.
- Set timer for 3 minutes per round; after each round, partners switch roles.
- Circulate, prompting use of active listening phrases from the worksheet and offering support to students with lower reading levels.
Step 4
Reflection & Closing
5 minutes
- Gather students in a circle; ask volunteers to share one thing they did well and one area to improve.
- Record key reflections on the whiteboard.
- Preview next session’s focus on respectful feedback and peer support.
- Remind students to bring their completed worksheets next time.
Slide Deck
Friendly Class Vibes: Session 1
Active Listening & Empathy
Engaging Positively with Peers
Welcome students. Introduce yourself and today’s focus: active listening and empathy. Tell students this is Session 1 of "Friendly Class Vibes."
Session Objectives
• Learn what active listening looks like
• Practice empathy in peer conversations
• Build respect and trust through positive communication
Briefly read each objective aloud and explain its importance. Encourage students to refer back to these throughout the lesson.
Warm-Up Discussion
Prompt: What does good communication look like?
• List your ideas on the board
• Think about when you’ve felt heard
Ask: “What does good communication look like?” Write answers on the whiteboard. Encourage all voices. Use prompts as needed for students who struggle.
What Is Active Listening?
Key Behaviors:
• Eye contact
• Nodding or verbal affirmations (e.g., “Uh-huh,” “I see”)
• Paraphrasing (“So you’re saying…”)
• Asking clarifying questions
Use slides to define active listening. Refer to the presenter script to model an example. Ask a volunteer to role-play with you.
Sentence Starters for Listening
• “I hear you when…”
• “It sounds like you feel…”
• “Tell me more about…”
• “When you say …, do you mean…?”
Display sentence starters and read them aloud. Encourage students to copy these into their worksheets if helpful.
Active Listening Worksheet
- Identify the listening behaviors you use.
- Rate your listening skills (1 = needs work, 5 = excellent).
- Note one behavior you want to improve.
Distribute the Active Listening Worksheet. Guide students through Sections 1 and 2. Pair stronger readers with peers who need support.
Empathy Role-Play Activity
• Pair up: one speaker, one listener
• Speaker shares a scenario from your card
• Listener practices active listening
• 3 minutes per round, then switch roles
Explain role-play roles and timing. Hand out scenario cards. Circulate and prompt use of active listening phrases, offering sentence frames as needed.
Reflection & Closing
• Share one thing you did well
• Share one thing to improve next time
• Preview: Respectful feedback in Session 2
Gather students back together. Ask for 2–3 volunteers to share reflections. Record main points on the whiteboard and remind students about Session 2.
Script
Session 1 Presenter Script
Warm-Up & Introduction (5 minutes)
Teacher: “Good morning, everyone! Welcome to our first session of Friendly Class Vibes. Today, we’re going to focus on two important skills: active listening and empathy. These skills help us understand each other better and build a stronger classroom community.”
Display Session 1 Slide Deck, Slide 1.
Teacher: “This title slide shows our focus: Active Listening & Empathy—Engaging Positively with Peers.”
Advance to Slide 2.
Teacher: “Here are our session objectives:
- Learn what active listening looks like
- Practice empathy in peer conversations
- Build respect and trust through positive communication
We’ll refer back to these as we go.”
Warm-Up Discussion (5 minutes)
Advance to Slide 3.
Teacher: “Let’s start with a question: What does good communication look like? Think of a time when you felt really heard. What made that experience feel genuine?”
Teacher: “Take a moment to think silently. When you’re ready, raise your hand and share one idea.”
Teacher: “Thank you for sharing! Julia said eye contact and not interrupting. Does anyone have another idea? Carlos?”
Write student responses on the whiteboard.
Teacher: “Fantastic ideas—keep them coming so everyone feels heard.”
Mini-Lesson: Active Listening (10 minutes)
Advance to Slide 4.
Teacher: “Now let’s talk about active listening. That means showing someone you’re fully paying attention. Key behaviors include:
- Eye contact
- Nodding or brief affirmations (like ‘uh-huh’ or ‘I see’)
- Paraphrasing (‘So you’re saying…’)
- Asking clarifying questions”
Teacher: “To see this in action, I need a volunteer. Who wants to help me with a quick role-play?”
Select a volunteer and invite them to stand beside you.
Teacher: “Great! I’ll share a thought, and your job is to paraphrase what you heard. Ready?”
Teacher: “I felt upset when I didn’t get to share my ideas in today’s discussion.”
Teacher: “Now, could you paraphrase that for me?”
Volunteer paraphrases.
Teacher: “Exactly—that’s active listening in action. Nice work!”
Sentence Starters (Brief)
Advance to Slide 5.
Teacher: “Here are some sentence starters you can use when you’re listening:
- ‘I hear you when…’
- ‘It sounds like you feel…’
- ‘Tell me more about…’
- ‘When you say __, do you mean __?’
Feel free to jot these down—especially if writing support helps you.”
Practice with Worksheet (10 minutes)
Advance to Slide 6.
Teacher: “I’m passing out the Active Listening Worksheet. On your worksheet, complete Sections 1 and 2:
- Identify the listening behaviors you already use.
- Rate your listening skills from 1 (needs work) to 5 (excellent).
If you need help reading or writing, ask a partner or me. I’ll be walking around to support you.”
Distribute worksheets.
Teacher: “Great job, everyone! Please wrap up and hold onto your worksheets for next time.”
Empathy Role-Play Activity (10 minutes)
Advance to Slide 7.
Teacher: “Now let’s practice empathy. Pair up: one person will be the speaker; the other will be the listener. I’m passing out Empathy Role-Play Scenario Cards.”
Teacher: “Speaker, choose a card and share the scenario. Listener, use your active listening skills and sentence starters to respond. You’ll have three minutes, then switch roles.”
Teacher: “If anyone needs help reading their scenario, raise your hand.”
Distribute cards and start timer.
Teacher: “Excellent effort! Let’s clean up and return to our circle for reflection.”
Reflection & Closing (5 minutes)
Advance to Slide 8.
Teacher: “Before we finish, let’s share:
- One thing you did well today.
- One thing you’d like to improve next time.
Who’d like to go first?”
Teacher: “Thank you for sharing your reflections. I’ve noted our ideas here on the board. Next session, we’ll learn how to give respectful feedback and continue building our positive class vibes.”
Teacher: “Don’t forget to bring your completed worksheets next time. Have a wonderful day!”
Discussion
Session 1 Discussion Guide (Differentiated)
1. Warm-Up Discussion (5 minutes)
Purpose: Activate prior knowledge about good communication.
Prompt: What does good communication look like to you?
• Think of a time you felt truly heard by someone.
• What did they do or say that made you feel heard?
Sentence Starters (use as needed):
- “I felt heard when someone __________.”
- “Good listeners often __________.”
Support Option (Multiple Choice):
For students who need extra help, choose one aspect of good communication below and explain why it matters.
A. Eye contact
B. Nodding or verbal affirmations (e.g., “uh-huh”)
C. Paraphrasing (“So you’re saying…”)
D. Asking clarifying questions (e.g., “When you say ____, do you mean ____?”)
My choice & why it matters: _________________________________
Teacher Notes:
- Encourage all students to share one idea.
- Record key phrases on the board.
2. Mid-Lesson Check-In (Optional)
Purpose: Reinforce active listening behaviors during role-play.
Ask pairs to pause and share:
- One listening behavior you noticed in your partner.
- One phrase from the sentence starters you used.
Possible Prompts:
- “I noticed you made eye contact when…”
- “You said, ‘Tell me more about…’ which helped me feel…”
3. Reflection & Closing Discussion (5 minutes)
Purpose: Encourage self-assessment and goal setting.
- Share one thing you did well as a listener today.
- Share one area you’d like to improve next time.
- How will you practice this behavior in our next session?
Support Option (Multiple Choice):
If you’d like extra support, choose one behavior from the list below for either Q1 or Q2 and explain:
A. Make eye contact
B. Nod or give verbal affirmations
C. Paraphrase what you hear
D. Ask clarifying questions
My choice & plan: ____________________________________________
Sentence Frames for Reflection:
- “I did well when I __________.”
- “Next time, I want to try __________.”
- “I will remember to __________ during the next activity.”
Teacher Notes:
- Invite 2–3 volunteers to share aloud.
- Write common themes on the board as class goals for Session 2.
Game
Empathy Role-Play Scenario Cards
-
You tried out for the basketball team but didn’t make it. You feel disappointed.
-
You had a fight with your best friend and feel sad.
-
You are nervous about speaking in front of the class tomorrow.
-
You thought you lost your homework and are worried.
-
Your classmates planned a party and didn’t invite you. You feel left out.
-
Your computer crashed, and you lost your assignment. You feel frustrated.
-
You tripped and fell in front of everyone. You feel embarrassed.
-
Your favorite teacher is leaving, and you feel upset.
Worksheet
Active Listening Worksheet
Name: ______________________ Date: ____________
Section 1: Which Active Listening Behaviors Do You Use?
Check the behaviors you already do when someone is speaking to you. Then, under “Example,” write one short example of when you used that behavior.
- I make eye contact. Example: ________________________
- I nod or give verbal affirmations (e.g., “Uh-huh,” “I see”). Example: ________________________
- I paraphrase (e.g., “So you’re saying…”). Example: ________________________
- I ask clarifying questions (e.g., “When you say ____, do you mean ____?”). Example: ________________________
Section 2: Rate Your Listening Skills
On a scale of 1–5, circle the number that best describes your current active listening skills. (1 = needs work; 5 = excellent)
1 2 3 4 5
Why did you choose that number? Write one sentence explaining your rating.
Section 3: Set a Goal to Improve
Choose one listening behavior below that you would like to practice more. Then write a goal using one of these sentence starters:
• “Next time, I will …”
• “I will try to …”
Behaviors to Choose From:
- Make better eye contact
- Use more nods or verbal affirmations
- Paraphrase what I hear
- Ask clear questions to understand more
My goal: ____________________________________________________________
Lesson Plan
Session 2 Lesson Plan
Students will learn to give and receive respectful feedback and practice peer support through guided discussion, role-play, and an affirmation activity.
Constructive feedback and positive peer support strengthen relationships, boost confidence, and foster a respectful, inclusive classroom where everyone feels valued.
Audience
High School Students (Instructional/Self-Contained)
Time
30 minutes
Approach
Interactive discussion, modeling, role-play, and peer affirmation.
Materials
- Session 2 Slide Deck, - Session 2 Presenter Script, - Respectful Feedback Worksheet, - Peer Support Role-Play Cards, - Whiteboard and Markers, and - Timer
Prep
Prepare Session Materials
15 minutes
- Print enough copies of Respectful Feedback Worksheet and Peer Support Role-Play Cards for each pair.
- Review notes and flow in Session 2 Slide Deck alongside the Session 2 Presenter Script.
- Arrange seating in pairs or small groups for role-play.
- Ensure whiteboard, markers, and timer are ready and visible.
Step 1
Warm-Up & Recap
5 minutes
- Display title slide from Session 2 Slide Deck.
- Briefly review key takeaways from Session 1 (active listening, empathy).
- Ask: “Why is it important to share feedback respectfully?” Record responses on the whiteboard using sentence stems (e.g., “I feel supported when…”).
Step 2
Mini-Lesson: Respectful Feedback
10 minutes
- Advance to slides defining respectful vs. unhelpful feedback in Session 2 Slide Deck.
- Model a feedback exchange with a volunteer using the Session 2 Presenter Script: speaker shares a strength, listener offers constructive comment using “I appreciate…, and you could try…” frames.
- Highlight tone, word choice, and “sandwich” structure (positive–area to grow–positive).
Step 3
Activity: Feedback Role-Play
10 minutes
- Distribute Peer Support Role-Play Cards.
- Students pair up: one shares a scenario from their card, the other practices giving respectful feedback.
- Use sentence frames from the worksheet (e.g., “I like how…,” “Next time, you might…,” “I’m here to help by…”).
- After 3 minutes, partners switch roles. Circulate, offering prompts to students needing support.
Step 4
Affirmation Circle
5 minutes
- Form a large circle. Each student turns to a classmate and shares one genuine affirmation (e.g., “I appreciate how you…”).
- Continue around until every student has given and received an affirmation.
- Encourage clear eye contact and positive body language.
- Conclude by asking: “How did it feel to give and receive support?”
Slide Deck
Friendly Class Vibes: Session 2
Respectful Feedback & Peer Support
Welcome back! Introduce today’s focus on giving and receiving respectful feedback and supporting peers. Remind students this is Session 2 of “Friendly Class Vibes.”
Session 2 Objectives
• Learn to give and receive respectful feedback
• Practice constructive peer support through role-play
• Build confidence with positive affirmations
Read each objective aloud. Encourage students to keep these goals in mind throughout the session.
Warm-Up & Recap
• Recall: Active Listening & Empathy
• Prompt: Why is it important to share feedback respectfully?
– “I feel supported when…”
– “It helps me grow because…”
Briefly recap active listening and empathy from Session 1. Ask the prompt and record responses with sentence stems on the board.
Respectful vs. Unhelpful Feedback
Respectful Feedback:
• Uses “I” statements
• Focuses on behavior, not the person
• Balances positives with areas to grow
Unhelpful Feedback:
• Blames or judges (“You always…”)
• Only points out negatives
• Sounds harsh or critical
Define the difference between helpful and unhelpful feedback. Use examples from the script to illustrate.
Feedback Structure
Positive – Area to Grow – Positive
Sentence Frames:
• “I appreciate… because…”
• “Next time, you might try…”
• “I’m here to help by…”
Explain the “feedback sandwich” structure and review sentence frames from the worksheet.
Feedback Role-Play
• Pair up and pick a card from Peer Support Role-Play Cards
• Person A shares the scenario; Person B gives feedback using frames
• 3 minutes per turn, then switch roles
• Use the Respectful Feedback Worksheet as a guide
Explain role-play steps and refer students to their worksheets and cards. Circulate and prompt as needed.
Role-Play Example
Scenario: Your partner forgot to include you in a group project.
Feedback: “I appreciate how you include everyone’s ideas. Next time, you might ask me to join. I’m here to help by sharing my notes.”
Model one round if needed. Encourage students to speak clearly and use “I” statements.
Affirmation Circle
• Form a circle
• Turn to the person on your right and give one affirmation (e.g., “I appreciate how you…”)
• Continue until everyone has given and received
• Notice how it feels to support each other
Guide students through the affirmation circle. Highlight the importance of eye contact and tone.
Reflection & Closing
• How did it feel to give and receive feedback?
• What will you remember next time?
• Keep practicing these skills to build a positive classroom community!
Lead a brief whole-group reflection. Invite volunteers to share takeaways.
Script
Session 2 Presenter Script
Warm-Up & Recap (5 minutes)
Teacher: “Good morning, everyone! Welcome back to Friendly Class Vibes, Session 2. Today, we’ll learn how to give and receive respectful feedback and practice peer support.”
Display Session 2 Slide Deck, Slide 1.
Teacher: “This slide shows our focus: Respectful Feedback & Peer Support.”
Advance to Slide 2.
Teacher: “Here are our objectives for today:
- Learn to give and receive respectful feedback
- Practice constructive peer support through role-play
- Build confidence with positive affirmations
Keep these goals in mind as we go.”
Advance to Slide 3.
Teacher: “Let’s start by recalling what we practiced last time: active listening and empathy. Why is it important to share feedback respectfully?”
Teacher: “Use these stems to help you:
- ‘I feel supported when…’
- ‘It helps me grow because…’”
Teacher: “Turn to a partner and share one idea. Then we’ll write our responses on the board.”
Teacher: “Who would like to share what they discussed? Let’s start with Maria.”
Record student response under “I feel supported when…” on the whiteboard.
Teacher: “Great! Thanks, Maria. Anyone else with a thought on ‘It helps me grow because…’?”
Capture responses.
Teacher: “Wonderful—thank you! Let’s move on.”
Mini-Lesson: Respectful Feedback (10 minutes)
Advance to Slide 4.
Teacher: “This slide compares Respectful Feedback with Unhelpful Feedback. Notice how respectful feedback:
• Uses “I” statements
• Focuses on behavior, not the person
• Balances positives with areas to grow
Unhelpful feedback often:
• Blames or judges (‘You always…’)
• Only points out negatives
• Sounds harsh or critical”
Teacher: “Can someone give an example of unhelpful feedback you might hear?”
Pause for student responses.
Teacher: “Thank you. Now let’s learn a simple structure to keep feedback respectful.”
Advance to Slide 5.
Teacher: “This is called the feedback sandwich: Positive–Area to Grow–Positive. You can use these frames:
• ‘I appreciate ___ because ___.’
• ‘Next time, you might try ___.’
• ‘I’m here to help by ___.’
I need a volunteer to help me model this. Who would like to be Person B (the listener)?”
Select a volunteer and invite them up.
Teacher (as Speaker): “Thank you for helping. Here’s a quick scenario: You helped set up our class display, and I noticed you worked hard.”
Teacher: “Now, Person B, please respond with a feedback sandwich.”
Volunteer responds, using frames.
Teacher: “Excellent! Let’s break down what you said:
- Positive: ‘I appreciate how you…’
- Area to Grow: ‘Next time, you might…’
- Positive close: ‘I’m here to help by…’
Great job!”
Activity: Feedback Role-Play (10 minutes)
Advance to Slide 6.
Teacher: “Now it’s your turn. I’m handing out Peer Support Role-Play Cards.”
Teacher: “Pair up. Person A will read the scenario on your card. Person B will give respectful feedback using the sandwich structure and sentence frames. You have 3 minutes, then switch roles.”
Distribute cards and Respectful Feedback Worksheet.
Teacher: “If you need help with reading or framing your feedback, raise your hand or check your worksheet. I’ll be walking around to support you.”
Start timer and circulate.
Teacher: “Time’s up! Please clear your space and we’ll move back to the circle.”
Affirmation Circle (5 minutes)
Advance to Slide 8.
Teacher: “Let’s end with an Affirmation Circle. Form a large circle. Turn to the person on your right and share one genuine affirmation using ‘I appreciate how you…’”
Teacher: “For example, ‘I appreciate how you listen carefully.’ Then that person will respond, ‘Thank you.’”
Teacher: “Let’s begin now. I’ll start by giving an affirmation to the student on my right.”
Model with the first student, then allow the circle to continue.
Teacher: “Fantastic energy! Thank you, everyone.”
Reflection & Closing (5 minutes)
Advance to Slide 9.
Teacher: “Before we finish, let’s reflect:
- How did it feel to give and receive feedback?
- What is one key tip you’ll remember next time?
Who would like to share?”
Invite 2–3 volunteers.
Teacher: “Great insights—thank you for sharing. Keep practicing these respectful feedback skills and affirmations. Have a wonderful day!”
Discussion
Session 2 Discussion Guide
1. Warm-Up Discussion (5 minutes)
Purpose: Connect to prior learning and introduce respectful feedback.
Prompt: Why is it important to share feedback respectfully?
- Think of a time when someone gave you feedback that felt supportive.
- What made it feel helpful rather than hurtful?
Sentence Starters (use as needed):
- “I feel supported when someone tells me …”
- “It helps me grow because …”
Teacher Notes:
- Invite 2–3 volunteers to share.
- Record responses under the stems on the board.
- Reinforce use of “I” statements.
2. Mid-Lesson Check-In (Optional)
Purpose: Observe how students apply feedback frames during role-play.
Ask pairs to pause and share with each other:
- Which sentence frame did you use first?
- How did it feel to give feedback using the “sandwich” structure?
Prompts to share aloud:
- “I started with ‘I appreciate…’ which helped me …”
- “Using ‘Next time, you might…’ felt …”
Teacher Notes:
- Circulate and listen for correct frame use.
- Offer corrective guidance privately if needed.
3. Reflection & Closing (5 minutes)
Purpose: Encourage self-assessment, emotional awareness, and goal setting.
- How did it feel to give feedback today?
- How did it feel to receive feedback today?
- What is one thing you will remember next time you give feedback?
Sentence Frames for Reflection:
- “I liked giving feedback when …”
- “Receiving feedback felt …”
- “Next time, I will remember to …”
Teacher Notes:
- Invite 2–3 volunteers to share one point each.
- Highlight common themes and write them on the board as class goals.
- Encourage students to use these insights in future peer interactions.
Worksheet
Respectful Feedback Worksheet
Name: ______________________ Date: ____________
Section 1: Examples of Respectful Feedback
Think of two times you have given or received feedback that felt supportive. Write each example below using the feedback “sandwich” structure (Positive – Area to Grow – Positive).
-
Example One:
I appreciate… because…
Next time, you might…
I’m here to help by…
________________________________________________________________ -
Example Two:
I appreciate… because…
Next time, you might…
I’m here to help by…
________________________________________________________________
Section 2: Practice Giving Feedback
Partner up and choose a scenario from Peer Support Role-Play Cards. Write your feedback below before sharing it aloud.
I appreciate… because…
Next time, you might…
I’m here to help by…
Section 3: Reflection & Goals
-
How did it feel to give feedback using this structure?
-
How did it feel to receive feedback?
-
What is one thing you will remember next time you give feedback?