Lesson 1 Script: Relationship Recipe: Ingredients for Success

Warm-Up (5 minutes)

"Good morning/afternoon, everyone! Today, we're diving into something super important that touches all of our lives: relationships. Not just romantic relationships, but the connections we have with our friends, family, teachers, and even classmates. To get us thinking, I want you to tell me: What words come to mind when you hear the word 'relationship'? Don't overthink it, just shout them out!"

(Teacher writes responses on the board or screen, creating a word splash. See Warm-Up: Relationship Word Splash.)

"Great job! We have a lot of interesting words here. Some positive, some perhaps a little challenging. It shows us that relationships are complex, right?"

Introduction (5 minutes)

"Now, imagine you're making your favorite dish. To make it taste amazing, you need specific ingredients and a good recipe, right? Well, relationships are pretty similar! To make them healthy, strong, and fulfilling, they need certain 'ingredients.'"

"Take a look at this first slide on our Relationship Recipe: Ingredients for Success Slide Deck. What do you think some of these 'ingredients' for a healthy relationship might be? Let's hear some ideas!"

(Allow students to share a few ideas before moving to the next slide.)

Key Ingredients Discussion (10 minutes)

"You're all on the right track! Let's explore some of the most essential ingredients. Our first one is Trust."

(Advance to the 'Trust' slide.)

"What does trust mean to you? How do we build trust with someone? Can anyone give an example of how they've built trust with a friend or family member? What happens when trust is broken?"

(Facilitate a short discussion, ensuring everyone has a chance to contribute.)

"Excellent points. Trust is definitely a cornerstone. Next up, we have Respect."

(Advance to the 'Respect' slide.)

"What does it mean to respect someone? How do we show respect, even when we disagree with someone? Can you think of a time when someone showed you respect, and how did it make you feel?"

(Discuss examples of showing respect, like listening and valuing opinions.)

"Perfect. Respect makes everyone feel valued. Our third ingredient is Communication."

(Advance to the 'Communication' slide.)

"Why is communication so important in any relationship? What makes communication 'good' or 'effective'? What are some challenges to good communication, and how can we overcome them?"

(Guide students to talk about clear expression, active listening, and 'I' statements.)

"Fantastic. Clear communication prevents misunderstandings. Ingredient number four: Empathy."

(Advance to the 'Empathy' slide.)

"Has anyone heard of empathy before? What does it mean to be empathetic? Why is it helpful to try and understand someone else's feelings or perspective?"

(Encourage students to share how they show empathy or how others have shown it to them.)

"That's right, empathy helps us connect deeply with others. And our final key ingredient for today is Boundaries."

(Advance to the 'Boundaries' slide.)

"This might be a new word for some of you in this context. What do you think 'boundaries' are in a relationship? Why are they important? How do you let someone know your boundaries, and how do you respect theirs?"

(Discuss personal space, comfort levels, and the importance of saying 'no' respectfully.)

Reflect and Connect (5 minutes)

"Wow, we've covered a lot of vital ingredients today! Trust, Respect, Communication, Empathy, and Boundaries. They all work together, just like in a great recipe."

"Now, for our final thought: Out of all the ingredients we discussed today, which one do you think is the most important for a healthy relationship and why? Turn to a partner or a small group and share your thoughts. You'll have about two minutes for this."

(Allow students to discuss in pairs/small groups.)

"Alright, let's bring it back together. Any volunteers want to share what they and their partner discussed?"

(Call on a few students to share.)

"Excellent insights, everyone. The truth is, all these ingredients are crucial, and a truly healthy relationship needs a good mix of all of them. By understanding these components, you're better equipped to build and maintain strong, positive connections in your own lives. Great work today!"

Warm-Up: Relationship Word Splash

Instructions:

When you hear the word "relationship," what are the first words, feelings, or ideas that come to your mind? Shout them out or write them down! Your teacher will create a "word splash" on the board.

Lesson 2 Script: Talk It Out! Mastering Relationship Communication

Warm-Up: Communication Check-in (5 minutes)

"Welcome back, everyone! Last time, we talked about the key ingredients for healthy relationships, and one of them was Communication. Today, we're going to dig deeper into how we communicate effectively.

To start, I want you to think about how confident you feel when expressing your feelings clearly to a friend or family member. On a scale of 1 to 5, where 1 is 'not confident at all' and 5 is 'very confident,' what number would you give yourself?"

(Give students a moment to think, maybe ask them to show with fingers or briefly share in a small group.)

"Does anyone want to briefly share why they chose their number? Perhaps a time when communication went really well, or a time when it was challenging?"

(Allow 2-3 students to share, keeping it brief.)

"Thanks for sharing. It's clear that communication can be tricky sometimes, but the good news is, it's a skill we can all improve!"

Introduction to Communication Skills (5 minutes)

"As our Talk It Out! Mastering Relationship Communication Slide Deck shows, effective communication isn't just about what you say, but also how you listen and how you express your feelings. We're going to focus on two big skills today: Active Listening and Effective Expression using 'I' Statements."

Active Listening Practice (7 minutes)

(Advance to the 'Skill 1: Active Listening' slide.)

"First up, Active Listening. This means giving someone your full attention, not just hearing their words, but trying to understand their feelings too. It's about being present.

Look at the slide for some tips: making eye contact, nodding, using facial expressions to show you're engaged, and even summarizing what you hear to make sure you understood correctly. For example, you might say, 'So, if I understand correctly, you're feeling frustrated because...'"

"Let's try it out. I'm going to pair you up. In your pairs, one person will be the speaker, and the other will be the active listener. The speaker will tell their partner about their favorite weekend activity for about one minute. The listener, you're going to practice those active listening skills: eye contact, nodding, maybe a quick summary. After one minute, we'll switch roles."

(Pair students up. Give them the prompt and allow them to practice. Circulate and observe.)

"Great job, everyone! How did it feel to be actively listened to? How about being the active listener? Was it harder than you thought?"

Effective Expression ('I' Statements) Practice (7 minutes)

(Advance to the 'Skill 2: Effective Expression ("I" Statements)' slide.)

"Now that we've practiced listening, let's talk about expressing ourselves clearly without blaming or attacking. This is where 'I' statements come in handy. Instead of saying 'You always...', which can make someone defensive, we focus on our feelings and needs.

Take a look at the formula: 'I feel [emotion] when [situation] because [why], and I need [what].'

Let's try an example. Instead of 'You never listen to me!', what's an 'I' statement we could use? You might say, 'I feel unheard when I'm trying to explain something because I want to feel understood, and I need you to give me your full attention.'"

"Think of a common disagreement or misunderstanding you might have with a friend or family member. Now, using the formula, try to turn a 'You' statement into an 'I' statement. You can write it down or just think it through. (Pause for a moment). Anyone brave enough to share their 'I' statement?"

(Call on a few students to share their examples and provide constructive feedback.)

Wrap-Up: Quick Reflection (6 minutes)

(Advance to the 'Communication is a Skill! Keep Practicing!' slide.)

"Excellent work practicing these tough but important skills today! Just like we discussed at the beginning, communication is a skill, and it gets stronger the more you use it.

Think back to our initial check-in. On that scale of 1-5, has your confidence in expressing your feelings changed at all today? Even a little bit? What's one thing you learned or practiced today that you want to try using in your relationships this week?"

(Allow a moment for silent reflection or a quick share-out.)

"Remember, every conversation is an opportunity to practice. By actively listening and using 'I' statements, you're building stronger, healthier relationships. Keep practicing, and great work today!"

Communication Scenarios Activity

Part 1: Active Listening Practice

Instructions: Work with a partner. Take turns being the Speaker and the Listener. The Speaker will talk about one of the topics below for about 1 minute. The Listener will practice active listening by making eye contact, nodding, and showing they are engaged. After 1 minute, the Listener should try to summarize what the Speaker said. Then, switch roles.

Topics for Discussion (Choose one):

1. Describe your favorite hobby or something you love to do outside of school.
2. Talk about a time you felt really proud of something you accomplished.
3. Share something new you learned recently (from a book, show, or experience).

Part 2: "I" Statements Practice

Instructions: Read each scenario. Then, rewrite the "You" statement into an effective "I" statement using the formula: "I feel [emotion] when [situation] because [why], and I need [what]."

Scenario 1:

Your friend borrowed your favorite book and returned it with a torn cover.

Original "You" Statement: "You always mess up my stuff! You're so careless!"

New "I" Statement:

Scenario 2:

Your group project partner isn't doing their share of the work, and you're worried about your grade.

Original "You" Statement: "You never do any work for this project! We're going to fail because of you!"

New "I" Statement:

Scenario 3:

Your sibling keeps walking into your room without knocking, even after you've asked them not to.

Original "You" Statement: "You have no respect for my privacy! You just barge in whenever you want!"

New "I" Statement:

Lesson 3 Script: My Space, Your Space: Understanding Boundaries

Warm-Up: Your Personal Bubble (5 minutes)

"Good morning/afternoon, everyone! Today is our third and final lesson in our 'Healthy Relationships' series. We've talked about what makes a relationship healthy and how to communicate effectively. Today, we're going to tackle another crucial ingredient: Boundaries.

To start, I want you to think about your personal space, like an invisible bubble around you. How do you feel when someone gets too close without your permission, or touches your phone or backpack without asking? What sensations do you feel? (e.g., uncomfortable, annoyed, protective)."

(Allow a few students to share their feelings and experiences.)

"Why do you think that personal space, or having your own things respected, is so important to you? What does it give you?"

(Guide students to understand that it connects to comfort, safety, and a sense of control.)

"Exactly! That feeling of comfort and safety is what we're going to explore more deeply today when we talk about boundaries."

Introduction to Boundaries (5 minutes)

(Advance to the 'What Are Boundaries?' slide on the My Space, Your Space: Understanding Boundaries Slide Deck.)

"Look at this slide. In simple terms, boundaries are like invisible lines we draw to protect our physical, emotional, and mental well-being. They are rules or limits that help guide how we interact with others and how others interact with us."

"Think of it like the fence around your yard. It's there to show where your property ends and your neighbor's begins. It doesn't mean you don't like your neighbor; it just means you have clear limits. Why do you think having clear limits, or boundaries, is important in our relationships?"

(Allow students to share ideas, guiding them towards ideas of respect, safety, and personal comfort.)

Types of Boundaries & Practice (10 minutes)

"Boundaries aren't just about physical space; they come in many forms. Let's look at some key types."

(Advance to the 'Type 1: Physical Boundaries' slide.)

"Physical Boundaries are about your body, personal space, and belongings. Who can give me an example of a physical boundary they might set or have experienced?"

(Discuss examples like not wanting hugs from everyone, asking before borrowing something, respecting someone's desk space.)

(Advance to the 'Type 2: Emotional Boundaries' slide.)

"Next, Emotional Boundaries. These are limits about your feelings, thoughts, and emotional energy. This can be a bit trickier. What might an emotional boundary look like?"

(Discuss examples like not wanting to discuss a private topic, needing space when upset, not taking responsibility for someone else's bad mood.)

(Advance to the 'Type 3: Digital Boundaries' slide.)

"Digital Boundaries are super important for all of us today! These are limits about how you use technology and how others interact with you online. What are some digital boundaries you think are important?"

(Discuss examples like not sharing passwords, not engaging in online arguments, setting limits on screen time, not messaging late at night.)

(Advance to the 'Type 4: Time Boundaries' slide.)

"Finally, Time Boundaries. These are limits about how you spend your time and energy. How might you set a time boundary?"

(Discuss examples like saying 'no' to an activity because you have homework, needing quiet time to yourself, not letting someone monopolize your time.)

(Advance to the 'Setting and Respecting Boundaries' slide.)

"So, now that we know what they are, how do we set a boundary? And just as important, how do we respect someone else's boundaries? Remember our communication skills from last time? They're key here!"

"When setting a boundary, you need to be clear and direct, using those 'I' statements we practiced. You also need to be consistent – stick to your limits. And you can be kind but firm. You have every right to your boundaries. What about respecting others?"

(Discuss listening when others state their limits, not pressuring them, and understanding that 'no' means 'no'.)

Journal Reflection & Cool Down (10 minutes)

(Advance to the 'Boundaries = Healthier Relationships' slide.)

"Great discussion, everyone. Setting and respecting boundaries is really about creating relationships where everyone feels safe, respected, and valued. It's a huge part of being a healthy individual and having healthy relationships.

To wrap up today and this series, I want you to take some time to reflect on your own boundaries. I'm handing out a My Boundaries Journal. Please take the next few minutes to think about the prompts and start writing your reflections. This is for you to think deeply about what you need in your relationships."

(Distribute journals. Circulate and provide support as students write.)

"As you continue to reflect, remember that practicing setting and respecting boundaries will lead to stronger, more positive relationships in all areas of your life. Thank you for engaging so thoughtfully in these lessons!"

My Boundaries Journal: Reflecting on My Limits

Instructions: Take some time to thoughtfully answer the following prompts. This journal is for your personal reflection and growth in understanding your own boundaries.

Part 1: My Physical Boundaries

1. What does "personal space" mean to you? How much personal space do you generally prefer to have around you?
   
   
   
   
   
   
   

2. Think about your belongings (phone, books, clothes, etc.). What are some boundaries you have around your personal items (e.g., asking permission to borrow, not touching without asking)?
   
   
   
   
   
   
   

Part 2: My Emotional Boundaries

1. What topics or conversations make you feel uncomfortable or upset, and why? How do you usually react when these topics come up?
   
   
   
   
   
   
   
   
   
   
   
   

2. How do you protect your emotional energy? For example, do you limit time with people who bring you down, or take breaks when you feel overwhelmed?
   
   
   
   
   
   
   

Part 3: My Digital Boundaries

1. What are your rules for using your phone or social media? (e.g., no phones at dinner, limiting screen time, not checking notifications after a certain hour).
   
   
   
   
   
   
   

2. What information are you comfortable sharing online, and what do you prefer to keep private?
   
   
   
   
   
   
   

Part 4: My Time Boundaries

1. How do you manage your time when friends ask you to do something, but you have other commitments (like homework or chores)?
   
   
   
   
   
   
   

2. Do you ever feel like you don't have enough time for yourself? What could you do to create more "me time"?
   
   
   
   
   
   
   

Part 5: Communicating My Boundaries

1. Think about a boundary you might want to set or communicate more clearly. How would you use an "I" statement to express this boundary to someone?
   Example: "I feel overwhelmed when you ask me to do too many things because I need time to focus on my schoolwork, and I need you to ask me earlier next time."
   
   
   
   
   
   
   
   
   
   
   
   
   

2. What is one step you can take this week to practice setting or respecting a boundary in one of your relationships?