Lesson Plan
Session 1 Lesson Plan
Students will build initial trust by sharing personal insights through icebreaker questions and participating in a trust web activity, fostering openness and peer connection.
Establishing trust supports a safe, inclusive classroom community. This session helps 6th graders feel comfortable sharing, listening, and connecting, laying the groundwork for healthy friendships.
Audience
6th Grade Students
Time
30 minutes
Approach
Interactive sharing games and a trust web activity.
Materials
Index Cards, Markers, Ball of Yarn, Timer, and Icebreaker Question Cards
Prep
Prepare Icebreaker Materials
10 minutes
- Print and cut out Icebreaker Question Cards.
- Arrange chairs in a large circle in the classroom.
- Ensure ball of yarn is untangled and ready.
- Set up a timer or stopwatch for time-bound activities.
- Review all questions for appropriate language and content.
Step 1
Warm-Up and Objective Introduction
5 minutes
- Welcome students and introduce the day’s objective: building trust and connections.
- Model a quick fun fact: share your favorite hobby.
- Prompt: "Turn to a neighbor and share one interesting fact about yourself."
Step 2
Icebreaker Question Toss
10 minutes
- Students sit in a circle; place Icebreaker Question Cards face down in the center.
- One student draws a card, reads the question aloud, and tosses a soft ball to a classmate.
- The classmate answers the question, then draws the next card and tosses the ball to someone else.
- Continue until most students have had a turn or time is up.
Step 3
Trust Web Activity
10 minutes
- Students stand in the same circle; teacher holds the end of the yarn ball.
- Teacher states one quality they appreciate in a friend (e.g., "I value honesty").
- Teacher holds yarn end and tosses the ball to a student across the circle.
- That student shares a quality they value, holds the yarn, and tosses the ball to another.
- Repeat to build a web, visually showing peer connections and trust.
Step 4
Reflection and Closing
5 minutes
- Have students sit back down and hand out index cards.
- Prompt: "Write one way you will show trust to a friend this week."
- Collect exit tickets to review and inform future sessions.
- Reinforce that trust grows through sharing and listening.
Slide Deck
Session 1: Building Trust & Connections
Friendship Toolkit – Lesson 1
Welcome students to Session 1. Introduce yourself and explain that today we’ll focus on building trust and connections. Use this title slide to set a positive tone.
Objectives
• Share personal insights to build trust
• Participate in Icebreaker Question Toss to connect
• Engage in Trust Web activity to visualize peer connections
Read each objective aloud. Emphasize that these goals will help students feel more comfortable and connected to one another.
Warm-Up & Introduction
- Teacher shares a fun fact about themselves
- Turn to your neighbor and share your fun fact
Time: 5 minutes
Explain the warm-up activity. Model your own fun fact clearly, then prompt students to pair up and share. Circulate to listen and encourage quieter students.
Icebreaker Question Toss
• Students sit in a circle around face-down cards
• Draw a card, read the question aloud, then toss the ball
• Peer answers, draws next card, and passes the ball
Time: 10 minutes
Explain how the Icebreaker Question Toss works. Remind students to speak loudly and clearly, then gently toss the ball. Monitor participation to ensure most students get a turn.
Sample Icebreaker Questions
• What is your favorite hobby and why?
• If you could have any pet, what would it be?
• Describe your favorite book or movie
• Share one thing that makes you unique
Use these sample questions or swap in any appropriate ones. Encourage students to give full answers, not just one-word responses.
Trust Web Activity
• Stand in a circle holding the yarn ball end
• State one quality you value in a friend (e.g., honesty)
• Hold yarn strand and toss the ball across the circle
• Continue until a full web connects everyone
Time: 10 minutes
Demonstrate by stating a quality you value in a friend and throwing the yarn. Remind students to hold their strand and speak loudly, then toss to a new person to build the web.
Reflection & Closing
• Write one way you will show trust to a friend this week on your index card
• Share quietly as you hand in your card
• Remember: Trust grows by sharing and listening
Time: 5 minutes
Hand out index cards. Invite students to write a quick reflection, then collect the cards. Preview next session’s theme to build anticipation.
Lesson Plan
Session 2 Lesson Plan
Students will learn and practice active listening to understand peers’ feelings and demonstrate empathy through guided role-play activities.
Developing active listening and empathy skills helps students build stronger, more compassionate friendships and improves classroom communication.
Audience
6th Grade Students
Time
30 minutes
Approach
Mini-lesson on listening + empathy role-plays.
Materials
Empathy Scenario Cards, Active Listening Checklist, Timer, Index Cards, and Markers
Prep
Prepare Role-Play Materials
10 minutes
- Print and cut out Empathy Scenario Cards.
- Print copies of the Active Listening Checklist for each pair of students.
- Gather index cards and markers for reflections.
- Set timer or stopwatch for timed activities.
- Review scenarios for age-appropriateness and clarity.
Step 1
Warm-Up & Review
5 minutes
- Greet students and briefly recap Session 1’s trust-building.
- Ask: “Why is listening an important part of showing trust?”
- Collect 2–3 quick responses and transition to new skill focus.
Step 2
Teach Active Listening
7 minutes
- Introduce key listening behaviors: eye contact, nodding, paraphrasing, asking clarifying questions.
- Display or hand out the Active Listening Checklist.
- Model a short dialogue, demonstrating both poor and strong listening.
- Invite volunteers to identify examples from the model.
Step 3
Empathy Role-Play
13 minutes
- Divide students into pairs and give each pair 1–2 Empathy Scenario Cards.
- Explain instructions: Student A reads their scenario and describes how they feel; Student B practices active listening, then reflects the feeling and asks one follow-up question.
- After 4 minutes, switch roles and use a new scenario.
- Circulate to observe, offer prompts, and ensure use of the listening checklist.
- Use timer to keep each round on track.
Step 4
Reflection & Closing
5 minutes
- Distribute index cards; prompt: “Write one active listening skill you’ll use this week to show empathy to a friend.”
- Invite 2–3 students to share their commitments.
- Collect cards and remind students that listening is key to understanding and supporting each other.
Slide Deck
Session 2: Active Listening & Empathy
Friendship Toolkit – Lesson 2
Welcome students to Session 2. Introduce yourself and explain that today we’ll focus on active listening and empathy. Use this title slide to set expectations.
Objectives
• Recap trust and the role of listening
• Learn key active listening behaviors
• Practice empathy through role-play
Read each objective aloud. Emphasize how these skills build on trust and help deepen friendships.
Warm-Up & Review
- Recap Session 1’s trust web activity
- Discuss: “Why is listening an important part of showing trust?”
Time: 5 minutes
Briefly remind students of Session 1’s trust web and ask the discussion question. Encourage multiple voices.
Active Listening Behaviors
• Eye contact
• Nodding and positive body language
• Paraphrasing: “So you’re saying…”
• Asking clarifying questions
Refer to your Active Listening Checklist
Introduce each listening behavior and relate it to showing respect and care. Point to the checklist for reference.
Model Dialogue Example
Poor Listener:
A: “I had a bad day at school.”
B: (looks away, no response)
Strong Listener:
A: “I had a bad day at school.”
B: “I’m sorry to hear that. What happened?”
Model both a poor and strong listening response. Invite students to identify what made the second example more empathetic.
Empathy Role-Play
• Pair up and take 1–2 Empathy Scenario Cards
• Student A reads scenario and shares feelings
• Student B practices active listening, reflects feelings, then asks one follow-up question
• Switch roles after 4 minutes
Time: 13 minutes
Explain the role-play procedure step by step. Remind students to use their checklist and to switch roles halfway through.
Reflection & Closing
• Write one active listening skill you’ll use this week to show empathy on your index card
• (Optional) Share your commitment with the group
Time: 5 minutes
Distribute index cards. Invite students to write and optionally share their commitment to using an active listening skill.
Worksheet
Session 1 Icebreaker Question Cards
Cut into individual cards. Each student will draw one card and answer the question aloud.
Questions:
1. What is your favorite hobby and why?
2. If you could have any pet, what would it be and why?
3. If you could travel anywhere in the world, where would you go?
4. What is your favorite book or movie, and what do you like about it?
5. If you had a superpower, what would it be?
6. What is one thing you are really good at?
7. What is one food you could eat every day?
8. Describe your perfect weekend.
9. If you could meet any famous person, who would it be?
10. What is your favorite subject in school and why?
11. What makes you unique?
12. Would you rather go to the past or the future? Why?
13. If you had three wishes, what would they be?
14. What is your favorite game to play?
15. What is your favorite holiday and why?
16. What is one goal you have for this year?
Worksheet
Session 2 Empathy Scenario Cards
Cut into individual cards. Each pair will draw one card and role-play the scenario, practicing active listening and empathy.
1. Your friend is upset because they got a bad grade on a test they studied hard for.
2. Your friend felt left out when they weren’t invited to play during recess.
3. Your friend is nervous about speaking in front of the class tomorrow.
4. Your friend’s pet is sick and they’re worried about it.
5. Your friend had an argument with their sibling this morning and feels angry.
6. Your friend lost something important, like a favorite toy or an assignment.
7. Your friend is worried about moving to a new school soon.
8. Your friend felt embarrassed because they tripped in front of everyone.
9. Your friend is sad because they didn’t get to spend time with family over the weekend.
10. Your friend is frustrated because they can’t solve a math problem.
11. Your friend is excited about something but is afraid no one will be happy for them.
12. Your friend is scared about trying out for a team or club.
Worksheet
Session 2 Active Listening Checklist
Use this checklist to practice active listening during the Empathy Role-Play activity. Check each skill as you use it.
- [ ] Make eye contact with your partner
- [ ] Face the speaker with an open posture (arms uncrossed)
- [ ] Nod or use other positive body language
- [ ] Paraphrase what you hear (e.g., “So you’re saying…”)
- [ ] Ask clarifying questions (e.g., “Can you tell me more about…?”)
- [ ] Use verbal encouragers (“I understand,” “Go on,” “That sounds…” )
- [ ] Avoid interrupting while your partner is speaking
- [ ] Keep a calm, supportive tone of voice
- [ ] Reflect or summarize feelings (e.g., “You seem frustrated because…”)
Lesson Plan
Session 3 Lesson Plan
Students will identify passive, aggressive, and assertive communication styles and practice using "I" statements to express feelings and needs respectfully.
Understanding different communication styles and using “I” statements empowers students to express themselves clearly, reduce conflicts, and foster respectful peer interactions.
Audience
6th Grade Students
Time
30 minutes
Approach
Mini-lesson + guided “I” statement practice.
Materials
Communication Style Cards, I-Statement Practice Worksheet, Timer, Index Cards, and Markers
Prep
Prepare Communication Materials
10 minutes
- Print and cut out Communication Style Cards.
- Print copies of the I-Statement Practice Worksheet for each student.
- Gather index cards and markers for reflections.
- Set timer or stopwatch for timed activities.
- Review example statements for appropriateness.
Step 1
Warm-Up & Review
5 minutes
- Greet students and recap Session 2’s active listening.
- Ask: “How can our tone and word choice affect how a message is received?”
- Collect 2–3 responses and introduce the concept of communication styles.
Step 2
Teach Communication Styles
7 minutes
- Define three styles: passive, aggressive, and assertive with clear examples.
- Display Communication Style Cards one by one and discuss key traits.
- Prompt: “Which style helps friendships grow stronger? Why?”
Step 3
I-Statement Practice
13 minutes
- Distribute the I-Statement Practice Worksheet.
- Explain the formula: “I feel [emotion] when [situation] because [reason].”
- Model a sample scenario on the board.
- Students pair up, choose a scenario, and draft an “I” statement.
- Partners share and offer feedback on clarity and tone.
- Circulate to support and nudge revisions as needed.
Step 4
Reflection & Closing
5 minutes
- Hand out index cards; prompt: “Write one ‘I’ statement you’ll use this week to address a conflict or need.”
- Invite volunteers to share their statements.
- Collect cards and reinforce that assertive communication builds healthy relationships.
Slide Deck
Session 3: Communication Styles & “I” Statements
Friendship Toolkit – Lesson 3
Welcome students to Session 3. Explain that today they’ll learn about different ways we communicate and how to use “I” statements to share feelings respectfully.
Objectives
• Review how tone and words impact messages
• Identify passive, aggressive, and assertive styles
• Practice writing “I” statements to express feelings
Read each objective aloud and relate them back to trust and empathy. Emphasize how clear communication prevents misunderstandings.
Warm-Up & Review
- Recall: What did we focus on in Session 2?
- Discuss: “How can our tone and word choice change how a message is received?”
Time: 5 minutes
Briefly recap Session 2’s active listening and ask students for examples of how words and tone changed what they heard.
Communication Styles
• Passive: Soft-spoken, avoids conflict, may feel unheard
• Aggressive: Loud or hostile, risks hurting others’ feelings
• Assertive: Direct but respectful, values both speaker and listener
Introduce the three communication styles. Clarify traits and positive or negative effects on friendships.
Style Examples
Passive: “I guess that’s okay…” (quiet, no real opinion)
Aggressive: “Do it now or else!” (demands, no respect)
Assertive: “I feel upset when you interrupt me because I want to finish my thought. Could you wait until I’ve finished?”
Show these examples and invite students to identify which style each demonstrates.
I-Statement Formula
I feel [emotion] when [situation] because [reason].
Example:
“I feel frustrated when we can’t agree on a game because I really want us both to have fun.”
Explain the I-statement formula step by step. Model on the board with a simple scenario.
I-Statement Practice
• Pair up and take an I-Statement Practice Worksheet
• Choose a scenario or think of a real situation
• Draft an I-statement using the formula
• Share with your partner and offer feedback
Time: 13 minutes
Outline the practice activity. Ensure students know to use the formula and follow the worksheet prompts.
Reflection & Closing
• Write one I-statement you’ll use to address a need or conflict this week on an index card
• (Optional) Share your statement with the group
• Remember: Assertive communication builds mutual respect
Time: 5 minutes
Have students write one I-statement they’ll use this week, then optionally share one. Preview Session 4’s focus on solving conflicts.
Worksheet
Session 3 Communication Style Cards
Cut into individual cards. Each student will draw one card, read the statement aloud, and identify whether it is passive, aggressive, or assertive communication.
Cards:
1. “I guess I’m okay with whatever you decide.”
2. “Fine, do it your way—nothing I say matters anyway.”
3. “Do it now or don’t complain later!”
4. “You’re always messing things up; why can’t you do anything right?”
5. “I feel frustrated when plans change at the last minute because it leaves me unprepared.”
6. “Could we agree on a time that works for both of us?”
7. “I’m sorry, but I don’t really want to join that group.”
8. “You need to finish that work now—no excuses!”
9. “I would like to finish my thoughts without being interrupted.”
10. “Maybe if you have time, you could help me with this?”
11. “You better listen to me or else!”
12. “I appreciate your effort, but I need you to be more careful next time.”
Worksheet
Session 3 I-Statement Practice Worksheet
Use the formula below to draft clear, respectful “I” statements. Then share with a partner and give feedback on tone and clarity.
I feel [emotion] when [situation] because [reason].
---
1. Scenario: A friend interrupts you while you’re sharing an idea in class.
I feel ___________________________
when _________________________
because ________________________
2. Scenario: Your classmate borrows your supplies without asking and loses them.
I feel ___________________________
when _________________________
because ________________________
3. Scenario: You weren’t invited to join a group activity during recess.
I feel ___________________________
when _________________________
because ________________________
4. Your own scenario: Think of a real situation you’ve experienced and write an I-statement to address it.
I feel ___________________________
when _________________________
because ________________________
Extension (Optional):
• After drafting, swap papers with a partner. Check each other’s statements for respectful tone and clear emotion.
• Revise if needed to make sure both speaker and listener feel valued.
Lesson Plan
Session 4 Lesson Plan
Students will learn to resolve peer conflicts by following structured problem-solving steps and practicing respectful communication through role-play.
Equipping students with conflict resolution skills fosters a peaceful classroom environment, helps maintain friendships, and empowers 6th graders to handle disagreements constructively.
Audience
6th Grade Students
Time
30 minutes
Approach
Mini-lesson + guided role-play practice.
Materials
Conflict Scenario Cards, Problem-Solving Steps Worksheet, Timer, Index Cards, and Markers
Prep
Prepare Conflict Resolution Materials
10 minutes
- Print and cut out Conflict Scenario Cards.
- Print copies of the Problem-Solving Steps Worksheet for each student.
- Gather index cards and markers for reflections.
- Set up a timer or stopwatch for timed activities.
- Review scenarios and problem-solving steps for clarity and age-appropriateness.
Step 1
Warm-Up & Review
5 minutes
- Welcome students and briefly recap Session 3’s assertive communication skills.
- Ask: “How can clear communication help solve a disagreement?”
- Collect 2–3 responses and transition to conflict resolution steps.
Step 2
Teach Problem-Solving Steps
7 minutes
- Introduce a four-step conflict resolution process:
- Identify the problem
- Brainstorm solutions
- Evaluate and choose a solution
- Plan next steps and follow up
- Display the steps on the board or projector.
- Provide examples and invite students to suggest additional ideas.
Step 3
Guided Role-Play
13 minutes
- Divide students into pairs and distribute one Conflict Scenario Cards and a Problem-Solving Steps Worksheet to each pair.
- Explain instructions: Student A reads the scenario; both partners use the worksheet to work through each step together.
- After 6 minutes, switch roles or trade scenarios and repeat.
- Circulate to observe, prompt where needed, and ensure each pair completes all four steps within the worksheet.
Step 4
Reflection & Closing
5 minutes
- Hand out index cards; prompt: “Write one step of the conflict resolution process you’ll use this week when a problem arises with a friend.”
- Invite 2–3 students to share their commitments.
- Collect cards and remind students that resolving conflicts respectfully strengthens friendships.
Slide Deck
Session 4: Resolving Conflicts & Problem-Solving
Friendship Toolkit – Lesson 4
Welcome students to Session 4. Explain that today they will learn how to resolve conflicts using a structured problem-solving process.
Objectives
• Recap assertive communication and “I” statements
• Learn a four-step problem-solving process
• Practice resolving conflicts through role-play
Read each objective aloud and tie them back to previous sessions on communication and empathy.
Warm-Up & Review
- Recall: What is an “I” statement?
- Discuss: “How can clear communication help solve a disagreement?”
Time: 5 minutes
Briefly review Session 3’s focus on using “I” statements. Ask students how clear communication can help during disagreements.
Conflict Resolution Steps
- Identify the problem
- Brainstorm possible solutions
- Evaluate and choose a solution
- Plan next steps and follow up
Introduce each step of the conflict resolution process. Display and explain with simple examples.
Example: Solving a Disagreement
Scenario: Two friends both want to use the same soccer ball at recess.
- Identify: They both want a turn
- Brainstorm: Share ball in intervals, take turns, find another ball
- Choose: Share ball for two minutes each
- Plan: Use timer and check in after recess
Provide a quick sample scenario and walk through each step with the class to model the process.
Guided Role-Play
• Pair up and take a Conflict Scenario Card & Problem-Solving Steps Worksheet
• Read the scenario aloud and work through each step together
• After 6 minutes, switch roles or trade scenarios
Time: 13 minutes
Explain the role-play activity using the cards and worksheet. Remind pairs to follow each step and use respectful communication.
Reflection & Closing
• Write one step of the problem-solving process you’ll use this week when a conflict arises
• (Optional) Share your commitment with the group
Time: 5 minutes
Hand out index cards and prompt students to reflect. Reinforce the value of structured problem-solving in friendships.
Worksheet
Session 4 Conflict Scenario Cards
Cut into individual cards. Each pair will draw one card and work through each conflict using the problem-solving steps.
1. Two friends both want to borrow the same pencil and neither will give it up.
2. A group project partner isn’t doing their share of the work and the deadline is tomorrow.
3. Someone spread a rumor about you at lunch and you’re upset.
4. Two friends want to play different games at recess and can’t agree.
5. A classmate used your locker combination to take your books without asking.
6. You promised to cover a friend’s snack money, but they forgot to repay you.
7. A friend took your seat on the bus even though you called it first.
8. You and a partner both want to be the line leader and can’t decide.
9. A friend changed the rules of your board game mid-play and you feel cheated.
10. Someone accidentally broke your art project and didn’t tell you until later.
11. Your teammate yells at you for making a mistake during gym class.
12. You felt left out when friends started a conversation without inviting you.
Worksheet
Session 4 Problem-Solving Steps Worksheet
Use the four-step conflict resolution process to work through your scenario. Write your answers in the spaces provided.
1. Identify the problem:
2. Brainstorm possible solutions (list at least two ideas):
3. Evaluate and choose a solution (which idea seems best and why?):
4. Plan next steps and follow up (who will do what, and when will you check back?):
Extension (Optional):
• After completing this worksheet, pair up and share your process. Give each other feedback on clarity and respect.
• Revise any step if needed to make sure the solution is fair to everyone involved.
Lesson Plan
Session 5 Lesson Plan
Students will understand the power of gratitude in friendships by practicing giving sincere compliments and reflecting on things they appreciate about peers.
Expressing gratitude strengthens trust, fosters positive bonds, and boosts self-esteem. This session helps students recognize and share appreciation, reinforcing supportive peer relationships.
Audience
6th Grade Students
Time
30 minutes
Approach
Mini-lesson + partner compliment activity + gratitude journaling.
Materials
Gratitude Prompt Cards, Compliment Cards, Gratitude Reflection Journal Template, Index Cards, Markers, and Timer
Prep
Prepare Gratitude Materials
10 minutes
- Print and cut out Gratitude Prompt Cards.
- Print and cut out Compliment Cards.
- Print copies of the Gratitude Reflection Journal Template for each student.
- Gather index cards, markers, and set up a timer.
- Review all prompts and examples for clarity and age-appropriateness.
Step 1
Warm-Up & Review
5 minutes
- Greet students and recap previous sessions: trust, listening, I-statements, and conflict resolution.
- Ask: “Why might saying ‘thank you’ or giving a compliment make someone’s day?”
- Invite 2–3 responses to transition into today’s focus on gratitude.
Step 2
Teach Gratitude
7 minutes
- Define gratitude and discuss why it matters in friendships: builds positivity, shows you care, strengthens bonds.
- Display or distribute Gratitude Prompt Cards with sample statements (e.g., “I appreciate how you always listen to me.”).
- Model giving a sincere compliment using a Compliment Card.
- Prompt: “What makes a compliment feel genuine?” and record student ideas.
Step 3
Partner Compliment Activity
10 minutes
- Pair up students and give each pair a shuffled set of Compliment Cards.
- In turns, each student draws a card, reads the prompt aloud, then gives a genuine compliment to their partner.
- Partners must respond with “Thank you, I appreciate that.” and briefly explain why it matters.
- After 5 minutes, switch pairs and repeat with new cards.
Step 4
Gratitude Journaling
5 minutes
- Distribute the Gratitude Reflection Journal Template.
- Prompt: “Write two things you appreciate about someone in this class and why.”
- Encourage specific details (e.g., “I appreciate Alex’s help on our project because they explained math clearly.”).
- Circulate to support students as they write.
Step 5
Reflection & Closing
3 minutes
- Invite 2–3 volunteers to share one appreciation statement from their journal.
- Hand out index cards; prompt: “Write one compliment or thank you note you’ll share with a friend this week.”
- Collect cards and remind students that practicing gratitude daily makes friendships stronger.
Slide Deck
Session 5: The Power of Gratitude
Friendship Toolkit – Lesson 5
Welcome students to Session 5. Explain that today we’ll explore how gratitude and compliments can strengthen friendships.
Objectives
• Understand why gratitude matters in friendships
• Practice giving sincere compliments
• Reflect on things we appreciate about peers
Read each objective aloud. Emphasize that expressing appreciation builds positive connections and trust.
Warm-Up & Review
- Recall previous sessions’ skills
- Discuss: “How can gratitude boost our friendships?”
Time: 5 minutes
Briefly recap what we’ve learned so far: trust, listening, I-statements, and conflict resolution. Ask: “Why might saying ‘thank you’ or giving a compliment make someone’s day?”
What Is Gratitude?
• Gratitude: noticing and expressing appreciation
• It builds positivity and trust
Sample Prompts:
– “I appreciate how you always listen to me.”
– “Thank you for helping me with math.”
Define gratitude. Show sample prompts from the Gratitude Prompt Cards. Model one sincere compliment using a Compliment Card.
Partner Compliment Activity
• Pair up and shuffle Compliment Cards
• Draw a card, read prompt, give a genuine compliment
• Partner replies: “Thank you, I appreciate that,” and says why it matters
• After 5 minutes, switch pairs and repeat
Time: 10 minutes
Explain the partner compliment activity step by step. Remind students to respond with “Thank you, I appreciate that.”
Gratitude Journaling
• Distribute Gratitude Reflection Journal Template
• Write two things you appreciate about someone in class and why
• Use details (e.g., “I appreciate Mia’s kindness when she invited me to join her group.”)
Time: 5 minutes
Introduce the Gratitude Reflection Journal Template. Prompt students to write two specific appreciation statements about classmates.
Reflection & Closing
• Volunteer shares one appreciation from their journal
• On an index card, write one compliment or thank you note you’ll share this week
Time: 3 minutes
Invite 2–3 volunteers to share one of their appreciation statements. Then hand out index cards for students to write a compliment or thank-you note they’ll share this week.
Worksheet
Session 5 Gratitude Prompt Cards
Cut into individual cards. Each student will draw one card and use the prompt to give a genuine expression of gratitude to a classmate.
Cards:
1. I appreciate how you always listen when I need to talk.
2. Thank you for helping me understand math problems.
3. I’m grateful for how you include me in group activities.
4. I appreciate your kindness when someone is feeling left out.
5. Thank you for cheering me on during our game or project.
6. I’m grateful for your patience when I ask a lot of questions.
7. I appreciate how you always share your ideas and invite me to join.
8. Thank you for making me laugh when I’m feeling sad.
9. I’m grateful for how you help keep our classroom organized.
10. I appreciate that you stand up for others when they need support.
11. Thank you for sharing your snacks or supplies when I forget mine.
12. I’m grateful for how you celebrate my successes with me.
Worksheet
Session 5 Compliment Cards
Cut into individual cards. Each student will draw one card, read the compliment aloud, and give it to a partner.
Cards:
1. You did a great job explaining that math problem.
2. I love how you always include everyone in games.
3. Your artwork really brightened up the classroom.
4. You have a great sense of humor and make me laugh.
5. I admire how you stay calm when things get stressful.
6. Thank you for always being kind to others.
7. You are really helpful when someone needs assistance.
8. I appreciate how you listen to my ideas.
9. Your positive attitude makes our class better.
10. You are a great friend because you care about others.
11. I like how you share your suggestions during group work.
12. You always encourage me when I’m feeling down.
Worksheet
Session 1 Materials List
Below is a consolidated list of materials needed for Session 1: Building Trust & Connections. Quantities are estimates—adjust based on your class size.
• Index Cards: one per student (approx. 25–30)
• Markers: 4–6 assorted colors
• Soft Ball or Beanbag: 1 (for the Icebreaker Toss)
• Ball of Yarn: 1 (large enough to pass around the circle)
• Timer or Stopwatch: 1
• Icebreaker Question Cards: print and cut one complete set (16 cards)
• Chairs: enough to form a circle for all students
• (Optional) Post-it Notes: 1 per student for exit-ticket reflections
Ensure all printed materials are prepared before the lesson and have a clear workspace for the trust web activity.
Worksheet
Parent Communication Letter: Friendship Toolkit
Dear Parents and Guardians,
We’re excited to announce the launch of our Friendship Toolkit, a six-session program designed to help 6th graders build strong, healthy friendships. Over the next six weeks, your child will learn and practice key social skills in 30-minute sessions that combine interactive lessons, games, and reflections.
Program Overview & Goals
Session 1: Building Trust & Connections
• Icebreaker games to share personal insights
• Trust Web activity to visualize peer support
Session 2: Active Listening & Empathy
• Learn listening behaviors (eye contact, paraphrasing)
• Role-play scenarios to practice understanding feelings
Session 3: Communication Styles & “I” Statements
• Identify passive, aggressive, and assertive styles
• Craft respectful “I feel… when… because…” statements
Session 4: Resolving Conflicts & Problem-Solving
• Four-step process: identify, brainstorm, choose, follow up
• Role-play real-life disagreements
Session 5: The Power of Gratitude
• Discuss why gratitude matters in friendships
• Give and receive sincere compliments
• Gratitude journaling to reflect on peers
Session 6: Celebration & Next Steps
• Review key skills and successes
• Create friendship action plans
• Classroom celebration activity
Why These Skills Matter
Strong friendships support self-esteem, reduce stress, and foster a positive classroom community. By learning trust, empathy, clear communication, conflict resolution, and gratitude, students become more confident in reaching out, solving challenges respectfully, and celebrating each other’s strengths.
How You Can Support at Home
• Talk It Through: Ask your child to share what they learned each week.
• Model Skills: Demonstrate active listening—maintain eye contact, paraphrase, and ask follow-up questions.
• Practice “I” Statements: Encourage them to express feelings at home using the “I feel… when… because…” formula.
• Resolve Conflicts Together: Use the four-step problem-solving process when disagreements arise among siblings or friends.
• Encourage Gratitude: Prompt your child to notice and share things they appreciate about family members and friends.
Thank you for partnering with us to support your child’s social-emotional growth. If you have any questions or would like additional resources, please feel free to contact me at [teacher email] or send a note with your child.
Sincerely,
[Teacher Name]
6th Grade Teacher
[School Name]