Different Ways Together

Overview

In this second session of Caring Friends Together, children revisit familiar characters and notice that people have different personalities, preferences and ways of joining play. Through a story discussion and cooperative “friendship puzzle”, children practise kind phrases, listening, sharing and taking turns while learning that friends do not always want or feel the same things.

Learning intentions

• WALT notice and respect that people can like, feel and do different things.
• WALT use kind words to join play and include others.
• WALT listen to others and share ideas in a small group.
• WALT practise taking turns and cooperating with friends.

Success criteria

• I can say, “Can I join?”
• I can ask, “What would you like?”
• I can suggest, “Let’s take turns.”
• I can listen to a friend and help everyone feel included.

Curriculum links

• Health Education — Relationships: Self and others; listening, sharing and using kind words to get along.
• Health Education — Relationships: Boundaries and staying safe; sharing, taking turns and solving disagreements positively.
• Relationships — Boundaries and staying safe; using kind words, listening and cooperating to build friendships.
• Te Mātaiaho competencies: relating to others, managing self, participating and contributing, and developing a sense of belonging through whanaungatanga.

Lesson structure (60 minutes)

1. 0–10 min · Read and reconnect. Teacher welcomes the children to the group, introduces the focus—“Different ways to be a friend”—and reads the familiar class story or revisits the key characters using the character picture slides. Pause to ask: “What is this character like?”, “What do they enjoy?”, “How do they show they want to join play?” and “Could two friends want different things?” Students look closely, recall character details, make simple comments or gestures, and listen to different ideas. Reinforce that there is no single “right” way to be a friend.

2. 10–25 min · Talk about inclusion. Teacher displays the kind-words and inclusion slides and introduces the phrases: “Can I join?”, “What would you like?” and “Let’s take turns.” Model a short play situation twice: first with an unhelpful response, then with kind words and listening. Explain whanaungatanga as caring about belonging together and helping others feel welcome. Students help identify what changed between the two examples. In pairs, they practise one phrase with a partner, using a puppet or gentle role-play. Invite children to share different ways they might join play, such as watching first, asking a question, bringing an idea or waiting for a turn.

3. 25–45 min · Complete a friendship puzzle. Teacher places children in five groups of three and gives each group a set of large, pre-cut pieces from the friendship puzzle pieces. Read the central prompt aloud: “What helps everyone feel included?” Support groups to discuss picture prompts or draw an idea on a blank piece. Encourage children to take turns choosing, talking and placing pieces. Circulate and model language: “You can listen to Maia’s idea,” “Ask what your friend would like,” and “How can we make space for everyone?” Students share ideas, listen to group members, and assemble a friendship puzzle. Possible ideas include kind words, inviting someone to play, sharing equipment, taking turns, checking how someone feels and accepting a different idea. Children may choose to draw, dictate an idea to an adult or use a gesture.

4. 45–55 min · Share and practise. Teacher invites each group to show its completed puzzle and name one piece that helps people belong. Return to the role-play prompt slides and offer one brief scenario, such as: “Two children want the same truck” or “A child is watching a game and would like to join.” Model or invite volunteers to act out a helpful response. Students present their group idea and participate in role-play, using at least one target phrase. The audience listens for kind words, taking turns and inclusion, then gives a quiet thumbs-up or names what they noticed.

5. 55–60 min · Reflect and farewell. Teacher gathers children in a circle and asks: “What can we say when we want to join?”, “How can we find out what a friend wants?” and “What can we do when we want different things?” Revisit the reflection and closing slide and finish with a simple turn-and-talk. Students complete the sentence, “I can help a friend belong by…”, through speaking, pointing, drawing in the air or showing an action. Acknowledge that asking for help from a trusted adult is also a safe and caring choice.

Resources

• Familiar picture book or class story featuring the unit’s characters
• the “Different Ways to Be” slide deck
• the friendship puzzle pieces
• Large floor or table space for five groups
• Pencils, crayons and washable markers
• Glue sticks or reusable adhesive
• Five baskets or envelopes for puzzle pieces
• Two puppets or soft toys for modelling
• Visual phrase cards: “Can I join?”, “What would you like?”, “Let’s take turns.”

Assessment

• During discussion, note which children recognise that friends can have different preferences, feelings and personalities.
• During group work and role-play, observe whether children listen, share materials, wait for turns and use or attempt the three kind phrases.
• Use the closing sentence as an informal exit check; record children who need further modelling or support with joining play, expressing preferences or responding to others.

Differentiation

• Provide picture cues, gestures and repeated sentence stems for children developing oral language, EAL learners and children who communicate non-verbally.
• Offer roles such as piece chooser, helper, speaker or placer so every child can participate without needing to speak in front of the group.
• Pair children thoughtfully and provide adult support for children who find group interaction, waiting or changes in play challenging.
• Extend confident children by asking, “What could you do if your friend says no?” or “How could you include someone who is watching but not yet ready to join?”