Friendship Definition Worksheet

Name: ____________________________ Date: _______________

1. What does the word “friendship” mean to you? Write your definition below:

1. Think of a good friend you have. List three qualities they show:
   
   1. ____________________________________________
   
   
   2. ____________________________________________
   
   
   3. ____________________________________________

1. For each quality you listed above, explain why it is important in a friendship.

Quality 1: ___________________________________________

Why is this important?

Quality 2: ___________________________________________

Why is this important?

Quality 3: ___________________________________________

Why is this important?

1. Draw a picture of you and your friend showing one of these qualities.
   (Use the space below to sketch your scene.)

Great job! We’ll use your ideas as we build our Friendship Tree together in class.

Friendship Tree Poster

Description:
A large classroom display featuring a tree trunk and bare branches. Throughout the session, students will write or draw friendship qualities on paper leaves and attach them to the branches, creating a colorful “Friendship Tree.”

Materials Needed:

• Large poster board with a printed or hand-drawn tree trunk and branches
• Pre-cut paper leaves (enough for each student plus extras)
• Markers or crayons
• Tape or sticky tack for attaching leaves

How to Use:

1. Before class, hang the Friendship Tree Poster on the wall at child height so everyone can reach it.
2. Give each student a blank paper leaf and a marker.
3. Prompt them to write or draw one quality or action of a good friend on their leaf.
4. Invite each student to come up, read their leaf aloud, and attach it to the tree.
5. As leaves accumulate, point out themes and encourage students to build on each other’s ideas.

Outcome:
By the end of Session 1, the tree will be full of student-generated friendship qualities, serving as a visual reminder of the group’s shared understanding and norms around friendship skills.

Empathy Map Worksheet

Name: ____________________________ Date: _____________________

Instructions:
Think about someone else’s point of view. Read or write a scenario below, then fill in each box of the empathy map to show what that person might See, Think & Feel, Say, and Need.

Scenario: _______________________________________________________

1. Sees

2. Thinks & Feels

3. Says

4. Needs

Reflection: How can understanding someone’s feelings help you be a better friend?

Great work! We’ll use these maps to practice empathy in our role-plays.

Active Listening Role-Play Cards

Use these cards in pairs. Student A reads their card aloud and speaks “in role.” Student B practices active listening—making eye contact, nodding, and then paraphrasing what they heard. After 1–2 minutes, switch roles.

Card 1: Lost Lunch
“I came to lunch today and realized I forgot my lunchbox at home. I’m really hungry and a little upset.”

Card 2: New Student Nerves
“I’m the new student in class. I don’t know anyone yet and feel nervous about making friends.”

Card 3: Team Project Frustration
“I worked hard on our science project, but my partner didn’t do their part. Now I’m worried we won’t finish in time.”

Card 4: Family Move
“My family is moving to a new house across town next week. I’m excited but also sad to leave my friends.”

Card 5: Forgot Homework
“I stayed after school yesterday to practice for a game and forgot to do my math homework. I’m worried about getting in trouble.”

Card 6: Playground Exclusion
“Today at recess, some kids started a game and didn’t ask me to join. I felt left out and lonely.”

Tip for Listeners: After your partner finishes, say: “What I heard you say is…,” “That sounds like you’re feeling…,” or “It seems you need…” to show you understood them.
Switch roles and try new cards!

Feelings Charades Deck

Description:
A set of emotion cards for students to act out without words. Great for warming up and exploring how feelings look in body language.

How to Use:

1. Shuffle the cards and place them face down.
2. A volunteer picks one card and acts out the feeling silently.
3. The class guesses the emotion and shares a time they’ve felt it.
4. Reveal the card and discuss briefly.

Cards:

1. Happy
2. Sad
3. Excited
4. Angry
5. Surprised
6. Nervous
7. Proud
8. Shy
9. Frustrated
10. Scared
11. Curious
12. Calm

Outcome:
Students practice recognizing and expressing emotions nonverbally, laying the groundwork for deeper empathy and discussion in the session.

Conflict Resolution Steps Poster

Step 1: Identify the Problem
• Describe what happened in a calm, fair way.

Step 2: Express Feelings
• Use “I” statements (e.g., “I feel upset when…”).

Step 3: Brainstorm Solutions
• Think of at least 3 ideas to solve the problem.

Step 4: Choose a Solution
• Agree on one solution that works for everyone.

Step 5: Try It & Reflect
• Practice the solution, then discuss what worked and what could change.

Use these steps whenever you need to solve a friendship problem!

Problem-Solving Scenario Cards

Use these cards in pairs. Read your card aloud, then work through the steps on the Conflict Resolution Steps Poster to solve the problem together.

Card 1: Championship Swing
“At recess, you and a friend both want to use the swing, but there’s only one left. You start arguing about who goes first.”

Card 2: Missing Snack Mystery
“You come to lunch and find someone took your favorite snack without asking. You feel upset and confused about who did it.”

Card 3: Art Class Accident
“During art time, a classmate accidentally spills paint on your drawing. You worked hard on it and now it’s ruined.”

Card 4: Project Partner Problem
“You’re working on a group poster, but one partner hasn’t helped at all. You’re worried you can’t finish in time.”

Card 5: Game Rule Argument
“Playing a board game, you and another student disagree on which rule is correct. The disagreement is getting loud.”

Card 6: Excluded on the Playground
“At recess, you see a group playing tag but they didn’t invite you to join. You feel left out and lonely.”

Tip: After reading, follow these steps: Identify the Problem → Express Feelings → Brainstorm Solutions → Choose a Solution → Try It & Reflect.
Take turns role-playing each step to practice calm, fair problem-solving!

Scenario Worksheet

Name: ____________________________ Date: _____________________

Scenario: (Read your Problem-Solving Scenario Card and write it here.)

Step 1: Identify the Problem
Describe what happened in a calm, fair way.

Step 2: Express Feelings
Use “I” statements to share how you feel (e.g., “I feel upset when…”).

Step 3: Brainstorm Solutions
List at least three ideas that could solve the problem.

Step 4: Choose a Solution
Circle or write the solution that works best for everyone involved.

Step 5: Try It & Reflect
After using your solution, describe what happened and what you might do differently next time.

Great job! Use this worksheet whenever you need to solve friendship problems.

Cooperative Puzzle Challenge Kit

Description:
A hands-on kit for small groups to solve a jigsaw puzzle cooperatively, practicing teamwork, communication, and using conflict resolution steps when challenges arise.

Kit Contents:

• One 20–25 piece puzzle (same design) cut into individual pieces for each group
• Sand timer (3–5 minutes) or digital timer
• Role Cards (e.g., Timekeeper, Piece Distributor, Puzzle Assembler, Encourager)
• Mini Conflict Steps Reminder Cards (a small card listing: Identify Problem, Express Feelings, Brainstorm Solutions, Choose Solution, Try & Reflect)
• Group Reflection Sheet (for debrief questions)

How to Use:

1. Divide students into groups of 3–4 and give each group a puzzle set and one sand timer.
2. Have students draw Role Cards so each member has a clear job.
3. Start the timer and encourage the group to assemble the puzzle together.
4. If a disagreement occurs (e.g., two students reach for the same piece), pause and use the Conflict Steps Reminder Card to guide quick resolution.
5. Continue until the puzzle is complete or time ends.
6. After finishing, distribute the Group Reflection Sheet and ask:
   • What strategy helped your team work well together?
   • Which conflict step did you use?
   • How did it feel to solve the puzzle as a group?

Outcome:
Students practice clear communication, share leadership roles, apply conflict-resolution steps in real time, and reflect on cooperation skills that strengthen friendships.

Building Challenge Kit

Description:
A hands-on tower-building challenge where small groups collaborate using limited supplies, practicing clear communication, planning, and shared roles.

Kit Contents:

• 20 drinking straws
• 10 pipe cleaners
• 10 sheets of construction paper (8½×11″)
• 1 roll of masking tape
• Role Cards (Designer, Builder, Materials Manager, Timekeeper)
• Timer or stopwatch
• Group Reflection Sheet (debrief questions)

How to Use:

1. Divide students into groups of 3–4 and give each group one kit.
2. Have students draw or assign Role Cards so each member has a clear job.
3. Set a timer for 8 minutes.
4. Groups plan first—sketch ideas on paper—and then start building their tallest free-standing tower.
5. Encourage students to communicate ideas, ask for help, and listen when teammates speak.
6. If a snag or disagreement happens, pause and use group norms or conflict-resolution steps to stay respectful.
7. When time’s up, measure each tower, celebrate all efforts, and discuss what strategies worked best.
8. Distribute the Group Reflection Sheet and ask:
   • What communication or planning strategy helped your team succeed?
   • Which role did you find most important or fun?
   • What would you try differently next time?

Outcome:
Students practice leadership, teamwork, and problem-solving, reinforcing how clear roles and cooperative communication build strong friendships and classroom community.

Compliment Cards Deck

Description:
A deck of prompt cards to help students craft specific, genuine compliments for each other.

How to Use:

1. Shuffle the cards and place them face down.
2. In pairs, each student draws one card and reads the prompt aloud.
3. Use the prompt to give a thoughtful compliment to your partner.
4. After sharing, switch cards and repeat with a new prompt.
5. Optionally, volunteers can share a favorite compliment they received.

Cards:

1. Name one thing your partner did this week that made you smile.
2. Tell your partner one talent or skill you admire in them.
3. Share a moment when your partner helped someone else.
4. Point out a quality you appreciate in your partner’s personality.
5. Describe a time your partner made you laugh.
6. Say one kind word about how your partner works in a group.
7. Compliment your partner on something they’re really good at.
8. Name a strength your partner shows when things get hard.
9. Share a time your partner showed kindness to you.
10. Tell your partner one thing you’ve learned from them.
11. Notice and compliment one way your partner listens well.
12. Say one thing you like about your partner’s creativity or ideas.

Outcome:
Students practice recognizing strengths in others, boost each other’s confidence, and build a more inclusive classroom community through meaningful compliments.

Friendship Bracelet Materials Kit

Description:
A hands-on craft station where students make personalized friendship bracelets for a peer, using colors and beads to represent qualities they admire.

Kit Contents:

• Embroidery floss in assorted colors (6–8 strands per kit)
• Plastic letter beads (A–Z)
• Assorted decorative beads (shapes, colors)
• Scissors
• String clasps or small elastic bands
• Sample color-pattern cards (e.g., kindness = yellow, listening = blue)
• Friendship Qualities Prompt List

How to Use:

1. Pair up students; each chooses their buddy to craft for.
2. Invite students to pick 3–5 floss colors that represent qualities they appreciate in their buddy (use prompt list if needed).
3. Cut a length of floss (about 12–14 inches) and tie one end in a knot.
4. Thread letter beads to spell the buddy’s initials or a positive word (e.g., “KIND”).
5. Add decorative beads and alternate floss colors to create a pattern.
6. Tie the ends securely with a clasp or elastic band.
7. Exchange bracelets and share the meaning behind each chosen color or bead.

Outcome:
Students practice fine motor skills, symbolic thinking about peer strengths, and strengthen bonds by giving and receiving meaningful handmade gifts.

Self-Reflection Journal Sheet

Name: ____________________________ Date: _____________________

1. List your top 3 friendship skills you’ve learned:

   1. ___________________________
      
      
   2. ___________________________
      
      
   3. ___________________________
      
      
      

2. Describe a moment when you felt proud for using one of these skills:
   
   
   
   
   
   
   

3. One area you want to improve in your friendships and how you plan to work on it:
   
   
   
   
   
   
   

4. How will you use these skills outside of our group?
   
   
   
   
   
   
   

Great work! Keep this sheet to remind yourself of the friendship skills you’ve built.

Friendship Pledge Cards

Instructions:
Write or draw a short promise you will keep to be a great friend. Then decorate your card with colors and pictures!

My Pledge:
I will ____________________________________________________________

Why this matters:
______________________________________________________________

Draw your promise in action:

Great job!
Attach your pledge to our Friendship Tree to remind everyone of our commitments to kindness and friendship.

Friendship Certificate of Achievement

This certificate is proudly presented to ______________________________

For outstanding participation and growth in our Friendship Builders series. By showing kindness, empathy, active listening, problem-solving, and teamwork, you have helped make our classroom community brighter!

Skills Celebrated:
• Empathy
• Active Listening
• Conflict Resolution
• Teamwork
• Kindness

Date: ____________________

Teacher Signature: ____________________

Congratulations, Friendship Builder! 🎉

Session 6 Teacher Script: Celebrating Our Friendship Journey

Materials: Self-Reflection Journal Sheet, Friendship Pledge Cards, Friendship Certificates, Friendship Tree Poster, markers, stickers

1. Welcome & Warm-Up (5 minutes)

“Good morning, Friendship Builders! Today is our very last session, and I’m so proud of how much you’ve grown. We’re going to start with a quick Skill Recall Quiz to see what friendship superpowers you remember.”

• “I’ll ask a question, and when you know the answer, call out or raise your hand—whichever you prefer!”
• Question 1: “Name one active listening skill we practiced.”
• (Pause; call on a student) “Yes, Emily?”
• Emily: “Making eye contact!”
• “Exactly—great job!”
• Question 2: “What’s one step in solving a conflict?”
• (Pause for responses: “Brainstorm solutions,” “Use I-statements,” etc.)
• “Wonderful—sounds like you remember our five steps well.”
• Question 3: “Share one teamwork quality we added to our Friendship Tree.”
• (Accept “cooperation,” “patience,” etc.)

“Awesome work! Let’s give ourselves a round of applause for remembering these skills.”


2. Self-Reflection Journals (8 minutes)

“Now I will pass out the Self-Reflection Journal Sheet to each of you. Take a few deep breaths and think back over our six sessions.”
(Hand out sheets and pens.)

“On your journal sheet, please write:

1. The top three friendship skills you’ve learned.
2. A moment when you felt proud using one of these skills.
3. One area you want to improve and how you’ll work on it.
4. How you’ll use these skills outside our group.”

“You’ll have about eight minutes to complete your reflections quietly. Remember, there are no right or wrong answers—be honest with yourself.”
(Set a gentle timer.)

(After eight minutes)
“Time’s up—great thinking everyone! Please close your journals and keep them folded on your desk.”


3. Pair-Share Goals (5 minutes)

“Let’s stand up and find a partner. Face your classmate and share one friendship skill you plan to practice this week.”

“Partner A, you go first: ‘I plan to…’ Then Partner B, you tell them, ‘I believe you can do it!’ After one minute, switch roles.”
(After one minute)
“Fantastic! Would anyone like to share their goal with the class?”
(Invite a few volunteers; praise each.)
“Those are wonderful goals—thank you for sharing.”


4. Friendship Pledge Activity (7 minutes)

“Next, I’m handing out the Friendship Pledge Cards. On your card, you’ll write or draw a short promise you’ll keep to be a great friend. You can use words like, ‘I will listen with my whole heart’ or draw yourself showing kindness.”
(Distribute cards and markers.)

“Don’t forget to fill in the ‘Why this matters’ section, and then draw your promise in action. You have about seven minutes to create your pledge.”
(Play soft instrumental music or set a timer.)

(After time is up)
“Wonderful work! Now, come place your pledge on our Friendship Tree Poster. As you attach it, share one line of your pledge with the group.”
(Allow each student to come up, attach their card, and read their promise.)


5. Certificate Celebration & Closing (5 minutes)

“Finally, it’s time to celebrate YOU! I’m so proud of each one of you. Here are your Friendship Certificates.”
(Hand out certificates one at a time, saying each student’s name.)

“[Name], this certificate recognizes your kindness and teamwork in our Friendship Builders group. Congratulations!”

“Let’s end with a big group cheer. On the count of three, shout, ‘We are Friendship Builders!’
1…2…3… We are Friendship Builders!”

“Thank you all for your hard work, honesty, and kindness. Keep practicing these skills every day, and remember: real friends listen, help solve problems, and lift each other up. Have a wonderful rest of your day!” 🎉

End of Session 6