Warm Up: Authority Brainstorm

Take a few minutes to think about the adults in your life who have rules or give instructions. These are often called authority figures.

1. List three different authority figures you interact with regularly (e.g., teacher, parent, coach, principal, police officer, bus driver).
   
   
   
   
2. For each person, list one rule or instruction they often give.
   
   
   
   
   
   
   
3. Why do you think these rules or instructions are important?
   
   
   
   
   
   
   

Discussion: Why Authority?

Let's discuss as a class:

1. What are some examples of authority figures in our school and community? (List them on the board if possible.)
   
   
   
   
2. Why do we have authority figures in our lives? What is their role?
   
   
   
   
   
   
   
3. What do you think would happen in our classroom or school if there were no rules, or if no one listened to the authority figures?
   
   
   
   
   
   
   
   
   
   
   
   
4. How does respecting authority make our lives easier or safer?
   
   
   
   
5. Can you think of a time when showing respect to an authority figure made a positive difference?

Activity: Authority Scenarios

Instructions: Work in small groups. Read each scenario and discuss how you would respond respectfully. Be ready to share your group's ideas with the class.

Scenario 1: Classroom Confusion

Your teacher gives instructions for an assignment, but you don't understand a key part. You're worried about asking a "dumb" question in front of everyone.

• How do you respectfully get clarification without interrupting or being disruptive?
  
  
  
  
  
  
  

Scenario 2: Hallway Hurry

You and your friends are walking quickly down the hall, excited for lunch. A staff member asks you to slow down and walk. You feel like you're not even that fast.

• How do you respond respectfully, even if you feel you weren't doing anything wrong?
  
  
  
  
  
  
  

Scenario 3: Parent's Request

Your parent asks you to clean your room before you can play video games. You really want to play now and think your room isn't that messy.

• How do you respectfully respond to your parent's request?
  
  
  
  
  
  
  

Scenario 4: Community Rule

You're at the park with friends, and a park ranger tells you that bikes aren't allowed on the walking path. You saw other people doing it.

• What is the respectful way to react to the park ranger's instruction?
  
  
  
  
  
  
  

Cool Down: Respect Radar

Before you leave, take a moment to reflect:

1. Think of one authority figure you will interact with today (or tomorrow).
   
   
   
   
2. What is one specific action or word you will use to show them respect?
   
   
   
   
   
   
   

Example: "I will make eye contact with my teacher when she gives directions." or "I will say 'Yes, Mom' when my mom asks me to do something."

Be ready to share your idea if called upon!

Script: Respecting Authority

Introduction (0-5 minutes)

(Teacher): "Good morning/afternoon, everyone! Today, we're going to talk about a really important topic: respect. Not just any respect, but respect for authority. What comes to mind when you hear the word 'authority'?"

(Teacher): "Let's start with our warm-up. On your paper or device, please answer these questions: Think about adults in your life who have rules or give instructions. Who are they? List three people and one rule or instruction they have. Then, think about why these rules are important."

Give students 3-4 minutes to complete the Warm Up: Authority Brainstorm. Circulate and observe their responses.

(Teacher): "Can a few brave souls share some of the authority figures they listed and one rule they have?" Call on 2-3 students. "Great examples! Today, we're going to dive deeper into why these figures exist and how we can show them respect."

What is Authority? (5-10 minutes)

(Teacher): "Let's look at our slides to get a clearer picture." Display Slide Deck: Respect for Authority - Slide 2: What is 'Authority'?

(Teacher): "As you can see, an authority figure is someone who has the right to give orders, make decisions, and help maintain order. Think about our school. Who are some authority figures here?" Allow students to name a few, e.g., principal, teachers, security guards. "What about outside of school?" Elicit examples like police officers, crossing guards, elected officials.

(Teacher): Transition to Slide 3: Why Do We Have Rules & Authority? "Now, let's consider why we have these figures and their rules. Why aren't we just able to do whatever we want, whenever we want? What do you think would happen if there were no rules in our classroom or even in our city?"

Facilitate the Discussion: Why Authority? prompts. Encourage students to think about safety, fairness, and order. "Exactly! Rules and authority figures are there to keep us safe, help things run smoothly, ensure fairness, and teach us important life lessons."

Respect in Action (10-20 minutes)

(Teacher): Display Slide 4: Respect in Action: School & Community. "So, now that we understand what authority is and why it's important, how do we show respect? It's not just about saying 'yes, sir' or 'yes, ma'am.' It's about our actions and attitudes. Can you give me some examples of how you show respect to a teacher? Or a parent?" Allow a few student responses.

(Teacher): "These are fantastic examples. Things like listening when an adult is speaking, following instructions, using polite language, and accepting decisions are all ways we show respect. Even when we don't agree, we can still communicate respectfully."

(Teacher): Transition to Slide 5: Practicing Respect: Role Play. "Now, it's time to put our understanding into practice. I'm going to divide you into small groups. Each group will receive some scenarios from the Activity: Authority Scenarios. Your task is to discuss or role-play how you would respond respectfully in each situation. Think about the words you would use and the actions you would take."

Divide students into groups and distribute the scenario cards. Give them 7-8 minutes to work.

(Teacher): "Alright, let's have a few groups share one of their scenarios and how they decided to respond respectfully. What did you learn from this activity?"

Cool Down (20-23 minutes)

(Teacher): Display Slide 6: Quick Check: Respect Radar. "To wrap up our lesson today, I want everyone to complete our Cool Down: Respect Radar. Think of one authority figure you will interact with today or tomorrow. What is one specific action or word you will use to show them respect? Be specific!"

Give students 2-3 minutes to write down their response. Collect these as an exit ticket.

(Teacher): "Thank you all for an insightful discussion and for practicing these important skills. Remember, respect is a superpower that makes our communities stronger and our interactions more positive. I look forward to seeing your respect radar in action!"

Warm Up: Home Harmony

Take a few minutes to think about your home life and your family.

1. Describe a time when you felt really appreciated or valued by a parent or guardian. What happened?
   
   
   
   
   
   
   
2. How did that make you feel?
   
   
   
   
3. In return, how did you show appreciation or respect back to them?
   
   
   
   
   
   
   

Journal: Family Feelings

Take some time to reflect and write your honest thoughts about showing respect to your parents or guardians. Your responses will not be shared unless you choose to share them.

1. What are some of the responsibilities your parents or guardians have in your home and for your family?
   
   
   
   
   
   
   

2. Think about a time you disagreed with a parent or guardian. How did you handle it? What could you have done differently to show more respect, even if you still disagreed?
   
   
   
   
   
   
   
   
   
   
   
   

3. List three specific actions you currently take to show respect to your parents or guardians. (e.g., "I clean my room without being asked," "I listen when they talk," "I say thank you.")
   
   
   
   
   
   
   

4. What is one new way you could try to show respect to a parent or guardian this week? Why do you think this would make a difference?
   
   
   
   
   
   
   
   
   
   
   
   

Discussion: Why Parents Deserve Respect

Let's open up a discussion about our parents and guardians and the respect we show them.

1. What are some of the ways your parents or guardians support you and your family every day?
   
   
   
   
2. Why is it important to show respect to the people who care for us at home, even when it's difficult?
   
   
   
   
   
   
   
3. How does showing respect to your parents/guardians affect the overall atmosphere in your home?
   
   
   
   
   
   
   
   
   
   
   
   
4. What are some common challenges in showing respect at home? How can we overcome them?
   
   
   
   
   
   
   
5. Share one positive outcome you've experienced when you showed respect to a parent or guardian.

Cool Down: My Respect Pledge

Before we finish, make a personal pledge to yourself about showing respect at home.

1. Write down one specific action you will take this week to show respect to a parent or guardian. This could be something you already do or something new you want to try.
   
   
   
   
   
   
   

Example: "I will offer to help with dinner without being asked," or "I will listen fully when my guardian is talking to me before responding."

2. Why do you think this specific action is important for your family relationship?
   
   
   
   
   
   
   

Be ready to hold yourself accountable to your pledge!

Script: Respecting Parents/Guardians

Introduction (0-5 minutes)

(Teacher): "Welcome back, everyone! Last time, we talked about respect for authority figures like teachers and police officers. Today, we're shifting our focus to a different, but equally important, group: our parents and guardians. Why do you think it's important to specifically talk about respecting them?"

(Teacher): "Let's start with our warm-up. Please take a moment to answer these questions: Think about a time you felt really appreciated or valued by your family. What happened? How did it make you feel? How did you show appreciation back?"

Give students 3-4 minutes to complete the Warm Up: Home Harmony. Circulate and observe their responses.

(Teacher): "Can a few of you share your experiences? How did it feel to be appreciated, and how did you respond?" Call on 2-3 students. "That feeling of being valued goes both ways. Today, we'll explore how we can ensure our parents and guardians feel valued and respected in our homes."

What Does Respect Look Like at Home? (5-10 minutes)

(Teacher): "Let's look at our slides." Display Slide Deck: Respecting Parents/Guardians - Slide 2: What Does Respect Look Like at Home?

(Teacher): "When we think about respect at home, it might look a little different than at school. What are some specific actions that show your parents or guardians you respect them?" Elicit ideas like listening, helping with chores, speaking politely, being honest.

(Teacher): Transition to Slide 3: Why Do Parents/Guardians Deserve Respect? "Why do you think parents and guardians deserve our respect? What do they do for us?" Facilitate a brief discussion, encouraging students to consider care, guidance, teaching, and sacrifices.

Journaling and Discussion (10-27 minutes)

(Teacher): "Now, I'd like you to spend some time reflecting individually. I'm handing out a Journal: Family Feelings sheet (or please open a new document on your device). These prompts are designed to help you think deeply about your relationship with your parents or guardians. Your responses are personal and will not be shared with the class unless you choose to do so."

Distribute journals/guide students to open documents. Give them 7-8 minutes for independent writing.

(Teacher): "Okay, let's come back together. We've thought a lot about what respect at home means. Now, let's have a class discussion using the prompts from Discussion: Why Parents Deserve Respect. I want to hear your thoughts on why it's important to show respect, even when it's challenging. What are some common challenges, and how can we respectfully navigate them?"

Facilitate a thoughtful discussion, allowing students to share insights from their journaling if they feel comfortable. Transition to Slide 4: Challenges & Solutions to guide the conversation on overcoming difficulties respectfully.

Cool Down: My Respect Pledge (27-30 minutes)

(Teacher): Display Slide 5: Your Respect Pledge. "To close our lesson, I want each of you to make a personal commitment. On your Cool Down: My Respect Pledge sheet, write down one specific action you will take this week to show respect to a parent or guardian. Make it something actionable and real. Why do you think this specific action is important for your family relationship?"

Give students 2-3 minutes to write their pledge. Collect these as an exit ticket.

(Teacher): "Thank you for your honesty and thoughtful participation today. Remember, building strong, respectful relationships at home takes effort, but it's incredibly rewarding. I encourage you to follow through on your pledges!"

Warm Up: Peer Power Words

Take a few minutes to think about your classmates and friends.

1. Describe a time when a peer (a classmate or friend) said or did something that made you feel really good about yourself. What happened?
   
   
   
   
   
   
   
2. How did that make you feel? Why was it so impactful?
   
   
   
   
   
   
   
3. What are some words you would use to describe a respectful classmate or friend?
   
   
   
   

Activity: Respectful vs. Disrespectful

Instructions: Work in small groups. Your teacher will give you a set of cards with different actions or statements. Your task is to sort these cards into two categories: "Respectful" and "Disrespectful."

For each card, discuss:

• Which category does it belong to?
• Why?
• What is the impact of this action/statement on others?
• If it's disrespectful, what would a respectful alternative be?

Be ready to share your group's decisions and reasoning with the class!

Cards to Sort (Teacher can cut these into individual slips):

Card 1: Listening quietly when a classmate is sharing an idea, even if you disagree.

Card 2: Interrupting someone repeatedly to share your own thoughts.

Card 3: Making fun of someone's clothes or appearance.

Card 4: Offering to help a classmate who is struggling with an assignment.

Card 5: Spreading rumors or gossip about a friend.

Card 6: Including everyone in a group game or activity.

Card 7: Rolling your eyes or sighing when a peer is speaking.

Card 8: Apologizing genuinely when you realize you've upset someone.

Card 9: Ignoring someone when they try to talk to you.

Card 10: Congratulating a classmate on their success.

Discussion: The Ripple Effect

Let's discuss the power of our actions and words when interacting with our peers.

1. Based on our activity, what are some of the biggest differences between respectful and disrespectful behavior among peers?
   
   
   
   
2. How does disrespectful behavior (like interrupting or making fun of someone) make you feel when you witness it or are on the receiving end?
   
   
   
   
   
   
   
3. How does respectful behavior (like listening or offering help) make you feel?
   
   
   
   
   
   
   
4. We call this "the ripple effect." How do you think one person's respectful or disrespectful actions can impact the entire classroom or a group of friends?
   
   
   
   
   
   
   
   
   
   
   
   
5. What can we do as a class to encourage more respectful interactions with each other?

Cool Down: My Peer Promise

Before you leave, make a promise to yourself about how you will treat your peers.

1. Write down one specific action you will take today or tomorrow to show respect to a classmate or friend.
   
   
   
   
   
   
   

Example: "I will invite someone new to join my group," or "I will listen without interrupting when my friend is talking."

2. Why do you think this specific action is important for building a positive peer relationship?
   
   
   
   
   
   
   

Be ready to make good on your promise!

Script: Respecting Peers

Introduction (0-5 minutes)

(Teacher): "Good morning/afternoon, class! We've talked about respecting authority figures and our families. Today, we're going to focus on a type of respect that's super important in our daily lives here at school and with our friends: respect for our peers. What does 'peer' mean to you?"

(Teacher): "Let's start with our warm-up. On your paper or device, please answer these questions: Think about a time a classmate or friend made you feel really good about yourself. What did they say or do? How did it feel? What words would you use to describe that respectful classmate or friend?"

Give students 3-4 minutes to complete the Warm Up: Peer Power Words. Circulate and observe their responses.

(Teacher): "Who would like to share an experience where a peer made them feel good? How did those actions impact you?" Call on 2-3 students. "That positive feeling is exactly what respect among peers can create. Let's explore how to make that happen more often."

What Does Peer Respect Mean? (5-10 minutes)

(Teacher): "Let's look at our slides to define peer respect more clearly." Display Slide Deck: Respecting Your Peers - Slide 2: What Does Peer Respect Mean?

(Teacher): "As the slide shows, peer respect is about treating others with kindness, valuing their opinions, being inclusive, listening, and supporting each other. Why do you think these specific actions are so important when we're interacting with people our own age?" Allow a few student responses.

(Teacher): Transition to Slide 3: Why Is Peer Respect Important? "Why do you think it's so crucial to have respect among classmates and friends? What benefits does it bring to our classroom, our school, and our friendships? What happens when there's disrespect among peers?"

Facilitate a brief discussion, emphasizing a safe, welcoming environment, stronger friendships, and reduced conflict.

Respectful vs. Disrespectful Activity (10-20 minutes)

(Teacher): Transition to Slide 4: Respectful vs. Disrespectful. "We learn a lot by looking at examples. I'm going to divide you into small groups. Each group will receive a set of cards with different actions or statements. Your task is to sort these cards into two categories: 'Respectful' and 'Disrespectful.' For each card, discuss why it belongs in that category, what its impact is, and if it's disrespectful, what a respectful alternative would be."

Divide students into groups and distribute the Activity: Respectful vs. Disrespectful cards. Give them 8-9 minutes to work.

(Teacher): "Alright, let's bring it back together. Can each group share one card they sorted and explain their reasoning? What was challenging about this activity?"

The Ripple Effect & Cool Down (20-30 minutes)

(Teacher): Transition to Slide 5: The Ripple Effect of Respect. "We often talk about 'the ripple effect.' Just like a pebble dropped in water, every action we take, whether respectful or disrespectful, creates ripples. How does one person's respectful or disrespectful action affect not just one other person, but our entire classroom or friend group?"

Facilitate the Discussion: The Ripple Effect prompts. Encourage students to connect individual actions to broader group dynamics.

(Teacher): Display Slide 6: Your Peer Promise. "To wrap up our lesson, I want each of you to make a personal commitment. On your Cool Down: My Peer Promise sheet, write down one specific action you will take today or tomorrow to show respect to a classmate or friend. Be specific and think about the ripple effect your positive action can have!"

Give students 2-3 minutes to write their promise. Collect these as an exit ticket.

(Teacher): "Thank you all for your thoughtful participation today. Remember, by choosing to be respectful, you're not just making someone else's day better, you're also helping to create a more positive and supportive community for all of us."

Warm Up: My Strengths Snapshot

Take a few minutes to think about yourself and what makes you, uniquely, you.

1. What is something you are good at? (This could be anything: a sport, a subject, a hobby, a social skill, being a good listener, etc.)
   
   
   
   
   
   
   
2. What is one quality you like about yourself, either something about your personality (e.g., kind, funny, brave) or something physical?
   
   
   
   
   
   
   
3. Why is it important to recognize your own strengths and positive qualities?
   
   
   
   

Journal: Inner Voice, Outer Actions

Take some time to reflect and write your honest thoughts about showing respect to yourself.

1. What does your "inner voice" usually say to you when you make a mistake or feel insecure? Is it kind and encouraging, or critical and harsh? Give an example.
   
   
   
   
   
   
   
   
   
   
   
   

2. How do you treat your body to show it respect? (Think about food, sleep, exercise, hygiene, safety, etc.)
   
   
   
   
   
   
   

3. Think about a time you had to say "no" to something or someone because it wasn't good for you. How did that feel? What would have happened if you hadn't said no?
   
   
   
   
   
   
   
   
   
   
   
   

4. What is one specific boundary you could set for yourself or with others to protect your self-respect? (e.g., limiting screen time, not letting someone talk down to you).
   
   
   
   
   
   
   

5. Write down three positive affirmations you can say to yourself when you need a boost of self-respect. (e.g., "I am capable," "I am worthy of kindness," "I am strong.")

Discussion: Self-Respect Superpowers

Let's talk about the incredible power of self-respect.

1. Based on our warm-up and journal, what are some key characteristics of someone who has strong self-respect?
   
   
   
   
2. How does having self-respect help you make good choices, especially when faced with peer pressure or difficult situations?
   
   
   
   
   
   
   
3. Why is it sometimes harder to show respect to ourselves than to others?
   
   
   
   
   
   
   
4. How does self-respect affect your mental and emotional well-being? What are the benefits of being kind to yourself?
   
   
   
   
   
   
   
   
   
   
   
   
5. How can we encourage each other to develop and maintain self-respect? What role do we play in uplifting our classmates?

Cool Down: My Self-Respect Shield

Before you leave, create a personal motto or a short statement that represents your commitment to self-respect.

1. Write down one way you will show yourself respect today or this week.
   
   
   
   
   
   
   

Example: "I will speak kindly to myself," or "I will take a break when I feel overwhelmed."

2. This is your "Self-Respect Shield" – a phrase or action you can use to protect your inner peace and remind yourself of your worth. Write your shield motto below.
   
   
   
   
   
   
   

Example Motto: "My worth is not based on others' opinions," or "I choose what is good for me."

Carry your shield with you!

Script: Respecting Self

Introduction (0-5 minutes)

(Teacher): "Good morning/afternoon, class! We've journeyed through respecting authority, parents, and peers. Today, we arrive at the most foundational type of respect: self-respect. What do you think that means – to respect yourself?"

(Teacher): "Let's kick off with our warm-up: Warm Up: My Strengths Snapshot. Take a few minutes to think about something you're good at, and one quality you like about yourself. Why is it important to recognize these things?"

Give students 3-4 minutes to complete the warm-up. Circulate and encourage thoughtful reflection.

(Teacher): "Who wants to share a strength or quality they identified?" Call on 2-3 students. "Fantastic! It feels good to acknowledge what makes us special, right? That feeling is connected to self-respect, and today, we're going to explore how to nurture and protect that inner sense of worth."

What is Self-Respect? (5-10 minutes)

(Teacher): "Let's look at our slides for a definition of self-respect." Display Slide Deck: Respecting Your Awesome Self! - Slide 2: What is Self-Respect?

(Teacher): "Self-respect is about valuing yourself, believing in your abilities, knowing your boundaries, and treating yourself with kindness. It's making choices that are good for you. Why do you think this kind of respect is so important for your overall happiness and success?" Allow a few student responses.

(Teacher): Transition to Slide 3: Why is Self-Respect Important? "As you can see, self-respect helps us make healthy choices, stand up for ourselves, build confidence, and even improve our relationships with others. If you don't respect yourself, how might that impact how you allow others to treat you?"

Journaling and Discussion (10-27 minutes)

(Teacher): "Now, let's dive deeper with some personal reflection. I'm handing out a Journal: Inner Voice, Outer Actions sheet (or please open a new document on your device). These prompts will guide you to think about your inner voice, how you treat your body, setting boundaries, and positive self-talk. This is a personal reflection, and you don't have to share anything you're not comfortable with."

Distribute journals/guide students to open documents. Give them 7-8 minutes for independent writing.

(Teacher): "Okay, let's come back together for a discussion on self-respect. We'll use the prompts from Discussion: Self-Respect Superpowers. Why is it sometimes harder to show respect to ourselves than to others? How does self-respect help us navigate tough situations or peer pressure?"

Facilitate a thoughtful discussion, allowing students to share insights from their journaling if they feel comfortable. Transition to Slide 4: Self-Respect in Action and Slide 5: Protecting Your Self-Respect to guide the conversation on practical applications and challenges.

Cool Down: My Self-Respect Shield (27-30 minutes)

(Teacher): Display Slide 6: My Self-Respect Shield. "To conclude our entire series on respect, and especially today's lesson, I want you to create your own personal 'Self-Respect Shield.' On your Cool Down: My Self-Respect Shield sheet, write down one way you will show yourself respect today or this week. Then, create a motto – a short phrase or statement – that reminds you of your worth and helps you protect your self-respect."

Give students 2-3 minutes to complete their cool-down. Collect these as an exit ticket.

(Teacher): "Thank you, everyone, for an incredible series on respect. Remember, respecting yourself is the foundation for respecting others, and it empowers you to be your best self. Keep your self-respect shields strong, and continue to spread respect in all areas of your life!"