Friends or Frenemies? Scenarios Worksheet

Name: _____________________ Date: ________________

Instructions

Read each scenario below. In the table:

• In Column 2, label the scenario Healthy or Unhealthy.
• In Column 3, if you labeled the scenario Unhealthy, brainstorm one positive choice the friend could make instead.

Reflection

Which scenario was the hardest to label, and why?

Friendship Trait Sort

Type: Game
Time: 10 minutes
Group Size: 3–4 students per group

Objective

Students will practice identifying and categorizing common friendship behaviors as healthy or unhealthy, reinforcing clear definitions through a fast-paced card‐sorting challenge.

Materials

• One shuffled set of Friendship Traits Sort Cards per group
• Two labeled bins or large envelopes per group: Healthy and Unhealthy
• Timer or stopwatch

Setup

1. Divide the class into groups of 3–4 students.
2. Give each group a shuffled deck of trait cards and two labeled bins/envelopes.
3. Explain that they will race to sort all cards correctly into the Healthy or Unhealthy pile.

Rules & Instructions

1. Start Round: Set the timer for 3 minutes.
2. Sorting: Students work collaboratively to read each card and decide whether the trait describes a healthy friendship behavior or an unhealthy one.
3. Placement: Place each card face‐up into the corresponding bin/envelope as you decide.
4. Discussion: Group members must reach consensus on each card before placing it.
5. Time’s Up: When the timer rings, stop sorting—even if cards remain.
6. Check & Reflect: Teacher circulates to review each group’s piles. For any cards placed incorrectly, prompt a quick 30-second discussion: “Why did you choose this category, and what makes it healthy/unhealthy?”

Debrief Questions

• Which trait did your group debate the most, and why?
• How did you decide what makes a behavior supportive versus harmful?
• What surprised you about how other groups sorted certain traits?

Extension (if time allows)

Challenge groups to swap one card from their Healthy pile with a card from another group’s Unhealthy pile and defend their switch.

This quick sorting game reinforces clear definitions of healthy versus unhealthy friendship traits, sparks collaborative discussion, and sets the stage for deeper scenario analysis.

Friendship Traits Sort Cards

Below are the trait cards to cut out and sort into “Healthy” or “Unhealthy” piles. Cut along each dotted line. Each card has one friendship trait.

Trusts you

Listens when you talk

Encourages you to do your best

Respects your feelings and boundaries

Shares and takes turns

Offers help when you need it

Gossips about you behind your back

Teases you in a mean way

Excludes you from group activities

Pressures you into doing things you don’t want

Lies to you or breaks promises

Shows jealousy or competition

Friendship Reflection Journal

Name: ______________________ Date: ________________

Use the prompts below to reflect on your experiences, thoughts, and goals related to friendship. Write in complete sentences and share details to help you think deeply about how you can build and maintain healthy relationships.

1. Scenario Reflection

Think back to one scenario from the Friends or Frenemies? Scenarios Worksheet that you labeled Unhealthy. What made it challenging to label or understand? How would you respond differently if you were in that situation to support your friend?

2. Positive Friendship Moment

Describe a time when a friend showed you genuine support or kindness. Which trait(s) from the Friendship Traits Sort Cards did they demonstrate? How did their action make you feel?

3. Identifying Challenges

Identify one unhealthy behavior you’ve observed in your friendships (either experienced or witnessed). What effect does it have on people involved? Brainstorm one concrete action you or your friend could take to turn this negative behavior into a positive one.

4. Personal Growth Goal

Imagine yourself one month from now, having practiced healthier friendship habits. Write a letter to your current self with three specific goals you will work toward this week to become an even better friend.

5. Takeaway & Commitment

What is the single most important lesson you’re taking away from today’s lesson? One action I will commit to this week to strengthen my friendships is:

Use this journal to remind yourself of your goals and revisit your reflections throughout the week.

Friendship Scenarios Answer Key

Use this key to check student responses for accuracy and depth of reasoning. For each scenario, students should identify whether the behavior is Healthy or Unhealthy and, for unhealthy examples, propose a positive choice that demonstrates respect, empathy, or support.

Scenario 1

Text: Sarah notices Alex is upset after class and gently asks if they want to talk.

Correct Label: Healthy

Step-by-Step Reasoning:

1. Sarah observes Alex’s emotion (upset) rather than ignoring it.
2. She offers support by asking a caring question (“Do you want to talk?”).
3. This demonstrates empathy, active listening, and respect for Alex’s feelings.

Notes for Teachers: No positive-choice replacement is needed since this scenario already models strong support.

Scenario 2

Text: Jordan teases Mia about her new haircut in front of their friends.

Correct Label: Unhealthy

Step-by-Step Reasoning:

1. Jordan’s teasing targets Mia’s appearance publicly, which can embarrass or hurt her.
2. Teasing in this context shows a lack of respect for Mia’s feelings and boundary.
3. Unhealthy friendships include behaviors that shame, mock, or exclude others.

Sample Positive Choice:
• Instead of teasing, Jordan could say, “I like your new haircut! It really suits you.”
– This choice models encouragement, respect, and kindness.

Scenario 3

Text: Emily shares her study notes with Taylor who missed school due to illness.

Correct Label: Healthy

Step-by-Step Reasoning:

1. Emily recognizes Taylor’s need (missed notes due to illness).
2. She offers concrete help by sharing her own materials.
3. This behavior reflects generosity, reliability, and support—key healthy traits.

Notes for Teachers: This shows reciprocity and caring in friendships; no replacement needed.

Scenario 4

Text: Kevin ignores Sam’s greeting all morning and later laughs about it with others.

Correct Label: Unhealthy

Step-by-Step Reasoning:

1. Kevin intentionally excludes Sam by ignoring a simple greeting.
2. Laughing about it compounds the hurt, showing disrespect and cruelty.
3. Healthy friendships require inclusion, respect, and honest communication.

Sample Positive Choice:
• Kevin could respond to Sam’s greeting with a friendly “Good morning!” and ask how their day is going.
– This demonstrates inclusion and respect.

Scenario 5

Text: Priya cheers for Lee on the basketball court, whether they win or lose.

Correct Label: Healthy

Step-by-Step Reasoning:

1. Priya shows unconditional support by celebrating effort, not just victory.
2. This behavior reflects encouragement, respect, and loyalty—hallmarks of a healthy friend.

Notes for Teachers: Highlights positive encouragement and sportsmanship.

Reflection Question

Prompt: Which scenario was the hardest to label, and why?

What to Look For:

• Students may select Scenario 2 or 4, noting that teasing or ignoring can sometimes be misconstrued depending on tone or context.
• Quality answers will explain the nuance: e.g., “Teasing can be playful among close friends, but this example feels mean because it was public and hurt Mia’s feelings.”
• Look for thoughtful analysis of how context and intention affect whether a behavior is healthy or unhealthy.

Teacher Tip: Use this answer key to guide class discussions. When groups disagree, prompt them to cite specific traits (empathy, respect, inclusion) from the Friendship Traits Sort Cards to support their reasoning.

Friendship Mastery Rubric

Use this rubric to assess student understanding and application of healthy versus unhealthy friendship traits, scenario analysis skills, positive choice proposal, and depth of reflection.

Scoring Guide:

• Total possible points: 16 (4 criteria × 4 points each)

• Exemplary (16–14 points)

• Proficient (13–10 points)

• Developing (9–6 points)

• Beginning (5–4 points)

How to Use:

1. Review each student’s worksheet, scenario answers, and journal entry.
   
2. Assign a score (1–4) for each criterion based on the descriptors above.
   
3. Total the points to determine overall mastery level.
   
4. Provide targeted feedback highlighting strengths and areas for growth.