Friendship Skills Workshop

Social Skills Making friends How to start a conversation Joining a group activity Taking turns Sharing with others Being a good sport when you lose Respecting personal space Listening when others are talking Giving compliments Asking for help appropriately Emotional Regulation Identifying emotions in yourself and others What to do when you feel angry What to do when you feel frustrated Coping with disappointment Managing anxiety or nervous feelings Calming strategies (deep breathing, counting, asking for a break) Understanding triggers Flexible thinking vs. rigid thinking Problem Solving What to do when someone says "no" Handling disagreements with peers Solving problems independently Asking for clarification when confused Accepting mistakes Learning from consequences Making good choices School Skills Following teacher directions Staying on task Completing work before preferred activities Asking questions respectfully Being responsible for materials Transitioning between activities Community Skills Library rules Restaurant behavior Grocery store behavior Waiting in line Using an appropriate voice volume Safety in public places Following community expectations Perspective Taking How other people might feel Reading facial expressions Understanding different opinions Thinking before speaking Considering consequences of actions Safety Topics Stranger awareness Internet safety What to do if lost Emergency contacts Body safety and boundaries

Overview

Today students practice starting and continuing conversations, joining group activities, and using listening skills. Students also apply emotional regulation strategies during a disagreement scenario, then communicate solutions clearly.

Learning intentions

Students will be able to follow discussion rules and roles during a small conversation practice.
Students will be able to ask and answer specific questions to clarify ideas and contribute to the discussion.
Students will be able to express their own ideas clearly and build on a partner’s ideas.
Students will be able to report what they would do in a real-life social situation in an organized, clear way.

Success criteria

I can listen while others talk and use turn-taking during our conversation practice.
I can ask respectful questions and respond with helpful details that connect to what someone else said.
I can share my solution in an organized way (problem, feelings, steps, and result).
I can use a calming strategy when I feel angry, frustrated, or nervous.

Curriculum links

Speaking and Listening: Engage effectively in collaborative discussions on grade 4 topics and texts (SL.4.1).
Speaking and Listening: Follow agreed-upon rules and carry out assigned roles (SL.4.1b).
Speaking and Listening: Pose/respond to questions to clarify and make comments linking to others’ remarks (SL.4.1c).
Speaking and Listening: Report a topic or recount experience in an organized manner and speak clearly (SL.4.4).

Lesson structure (60 minutes)

0–5 min · Morning check-in. Teacher greets student and briefly explains the goal: “Today we practice friendly conversations and managing big feelings.” Student states (or chooses from visuals) a feeling word (happy, nervous, frustrated, angry, disappointed).
5–12 min · Warm-up: Conversation starters. Teacher models 3 examples: “Hi, what are you working on?” “Can I join?” “What do you think?” Student practices each starter with the teacher, using a calm voice and respecting personal space (stand/sit at an agreed distance).
12–20 min · Role-based mini discussion. Teacher introduces agreed rules: listen body (eyes on speaker), one voice at a time, and taking turns. Student and teacher do a short “join-in” practice: Student is “Turn Taker,” teacher is “Listener/Questioner.” Student answers and asks one question to clarify (SL.4.1c), then teacher restates the connection: “You said __, so I wonder __.”
20–28 min · Emotional regulation toolbox. Teacher reads a brief scenario: “You’re building something and a friend says ‘no’ to your idea.” Teacher pauses: “What might you feel? What can you do first?” Student chooses one strategy to try now: deep breathing (4 slow breaths) or counting to 10 or asking for a break. Student identifies a possible trigger (e.g., “I felt left out”).
28–38 min · Problem-solving roleplay. Teacher acts as a peer who disagrees. Prompts include: “I don’t want to do it that way,” and “Stop, that won’t work.” Student practices:

Thinking before speaking
Asking for clarification (“What do you mean?”)
Using flexible thinking (“We can try your idea first, then mine”)
Asking for help appropriately (“Can you help us figure it out?”) Teacher observes listening, respectful voice volume, and turn-taking (SL.4.1b).

38–48 min · “Good sport” challenge: losing and disappointment. Teacher sets a quick game (teacher vs. student) with a visible scoring goal. After a “loss,” teacher models a sport statement: “I’m disappointed, but I can learn.” Student practices one sentence about coping with disappointment and one request for feedback (e.g., “What should I try next time?”). Teacher reinforces calming strategies as needed.
48–56 min · Report and share (organized speaking). Teacher provides a sentence frame on paper or index card:

“When __ happened, I felt __.”
“First, I __ (calming strategy).”
“Next, I said/asked __.”
“Then we __ (solution).” Student completes the frame using today’s scenario and speaks clearly at an understandable pace (SL.4.4).

56–60 min · Exit ticket: quick self-check. Teacher asks two questions:

“What discussion rule helped you today?”
“Which calming strategy will you use next time?” Student answers verbally or points to choices.

Resources

Feelings cards (happy, nervous, frustrated, angry, disappointed)
Conversation starter cards
Role cards (Turn Taker, Listener, Questioner)
Scenario prompt cards (friend says “no,” disagreement, losing game)
Breathing/counting cue strip (4 breaths / count to 10)
Game materials (simple spinner or card game with quick rounds)
Sentence frame card for organized reporting
Timer for structured practice

Assessment

Teacher checklist during discussions: turn-taking, listening while others talk, respectful questions, and linking comments.
Observation during roleplay: student’s use of clarification and flexible thinking after “no” or disagreement.
Exit ticket responses to verify knowledge of discussion rules and a selected calming strategy.

Differentiation

Support: Provide visual cue cards for conversation starters, emotions, and calming strategies; allow responses by pointing to options.
Support for speaking: Use the sentence frame and allow the student to practice with teacher whisper rehearsal before saying it aloud.
Extension: If ready, add a “linking comment” goal: student must include “You said __, so I think __” during one practice turn.
EAL/SEN considerations: Keep directions short, model phrases exactly, and use consistent routines for discussion rules and roles.

Teaching Instructions