Respect in Friendships

Overview

In this lesson, students learn what respectful relationships look like in friendships. They practise sharing, taking turns, and noticing feelings through short games and guided discussion.

Learning intentions

• Students will explain how respect helps friendships feel safe and fair.
• Students will practise respectful turn-taking and sharing during group games.
• Students will recognise when someone might feel happy, sad, or upset and respond kindly.
• Students will use simple communication to solve small conflicts peacefully.

Success criteria

• I can take turns and wait for my turn.
• I can share or use “one at a time” in a fair way.
• I can use respectful words (like please, thanks, and excuse me).
• I can say how someone might feel and choose a kind action.

Curriculum links

• English EN1-OLC-01: Students communicate effectively using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions.
• English EN1-OLC-01: Students listen for understanding during social interactions and respond appropriately.
• English EN1-CWT-01: Students plan and create simple written messages for classroom use (optional short sentence recording).
• Creative Arts CA1-VIS-01: Students make and describe a simple “Respect Rules” visual using materials/techniques (supports identifying feelings and respectful actions).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and focus. Teacher greets students and shows a simple “Respect in Friendships” picture card (smiling faces, handshake, sharing). Students turn-and-talk: “What does respect look like with friends?”

2. 5–12 min · Teach: Respectful basics. Teacher explains: respect means treating people kindly, listening, taking turns, and using polite words. Teacher models phrases: “My turn / your turn,” “Can I have a turn please?”, “Thanks,” and “Are you okay?” Students repeat key phrases using a class echo routine.

3. 12–20 min · Feeling check (whole class). Teacher holds up three feeling flashcards: happy, sad, worried/upset. Teacher asks: “If someone loses their toy, how might they feel?” Students point to the matching feeling and give one-word answers (teacher prompts for simple explanations: “They might feel…”).

4. 20–32 min · Game 1: Sharing Relay. Teacher sets up teams of 4–5 with one object per group (e.g., beanbags). Rules: share the object fairly, pass it safely, and use turn-taking language. Students play 2 short rounds while teacher circulates, checking respectful behaviour and prompting language: “What can you say to take a turn?”

5. 32–43 min · Reflection stop: “Kind choices” talk. Teacher pauses the class and asks two quick scenarios:

• Scenario A: “You finish first. What can you do?”
• Scenario B: “Your friend looks upset. What can you say or do?” Students practise a respectful response using a sentence starter on the board: “You might feel… I can…”. Teacher calls on 3–4 students.

6. 43–53 min · Game 2: Turn-taking Tower. Teacher demonstrates: build together using blocks, one turn per person, and “ask first” if you need the blocks. Students play in pairs or small groups for one timed round (3–4 minutes), then rotate. Teacher uses an observation checklist for: waiting, polite requesting, and calm problem-solving.

7. 53–58 min · Quick record (optional, brief). Teacher hands out a small template with two boxes: “Respect words” and “Kind actions.” Students copy or circle: please, thanks, excuse me, and kind actions like share, take turns, listen. (No long writing—students can draw if needed.)

8. 58–60 min · Exit ticket. Teacher asks: “Tell me one respectful thing you will do with a friend.” Students respond to a partner; teacher listens for correct turn-taking and kind language.

Resources

• Feeling flashcards (happy, sad, upset/worried)
• Picture card showing respectful friendship (smiling faces, listening, sharing)
• Sharing relay items (beanbags, hoops, or soft objects)
• Blocks for “Turn-taking Tower”
• Sentence starter cards: “You might feel…”, “I can…”, “Can I have a turn please?”
• Respect rules visual poster (class-created or teacher-made)
• Simple “Respect words / Kind actions” recording sheet
• Clipboards or teacher checklist for observation

Assessment

• Teacher formative observation during games: turn-taking, waiting, polite requests, and respectful responses to others’ feelings.
• Targeted questioning: “What might they feel?” and “What kind action can you choose?”
• Exit ticket: a one-sentence or one-idea response about respect in friendships.

Differentiation

• Provide sentence starter cards and model answers; allow students to point, use single words, or use gestures if needed.
• Use mixed-ability grouping so every student has a clear role (e.g., timekeeper, turn-holder) while practising respectful language.
• For students who need support, use “one step at a time” rules and shorter game rounds with more teacher reminders.
• Extension: students describe an extra respectful word or action (e.g., “Can I help?” “Let’s try again.”) during the reflection stop.