Healthy Friendships and Fair Fights: Flags and Conflict Steps

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Health and Physical Education · Health
SP-HLTH-015 · Free to print and use in your classroom · substituteplans.com
Page 2
Healthy Friendships and Fair Fights: Flags and
Conflict Steps
Health and Physical Education · Health · Grades 10-12 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write “I feel ___ when ___ because ___. I would
like ___.” on the board.
Technology
None.
Student
independence
Medium. Students work alone, then partners compare their rewrites.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Whiteboard or chalkboard
Goal for today: Students will identify signs of healthy and unhealthy friendships, sequence the steps of conflict
resolution and rewrite blaming statements as I-statements.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board the I-statement starter: I feel ___ when ___ because ___. I would like ___.
☐ Keep the answer key on your desk. Several answers are open-ended.
☐ Remind students to use made-up examples and not to name people in class.
Say this to start
Good morning! Today in health class you are looking at friendships and what to do when friends disagree. Healthy
friendships make life better, and every friendship has disagreements sometimes. What matters is how people handle
them. You will sort behaviors, put conflict-resolution steps in order, and practice a sentence form called an I-statement.
The starter is on the board. Please keep examples general and kind.

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Health and Physical Education · Health
SP-HLTH-015 · Free to print and use in your classroom · substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet.
Settle in and write their names on the
worksheet.
5–12
Tell students to read the passage silently. Then read the
I-statement starter on the board aloud and give one
example: “I feel upset when plans change without telling
me because I wait around. I would like a quick text.”
Read and follow along.
12–22
Tell students to complete the Flag Sorter table, writing G
(green flag, healthy) or R (red flag, a warning sign) in the
right column.
Sort eight behaviors.
22–31
Tell students to complete the Conflict Steps table by
numbering the steps 1–6 in the correct order.
Put the scrambled steps in order.
31–44
Tell students to answer questions 1–3 (rewrites) and 4–6
(multiple choice and true/false). Partners may compare
I-statements.
Write I-statements and answer questions.
44–50
Collect all worksheets and place them in a stack for the
teacher.
Hand in the worksheet.
If things go wrong
• If students want to retell a real argument, remind them that the examples here are made up and the goal is
to practice, not to settle personal conflicts.
• If students say I-statements sound awkward, tell them that is normal at first and they can change the
wording, as long as it stays calm and clear.
• If a student says a friend treats them in a way that is described as a red flag, thank them for sharing and
suggest they talk with the school counselor or another trusted adult.
• If a student shares something that worries you, follow your school’s reporting procedure and tell the office
right away.
Early finishers
• Write a short script (4 lines) in which two friends use the conflict steps to solve a problem.
• List three ways to repair a friendship after an argument.
Support and challenge
• Support: Let students use the board starter exactly and complete just questions 1 and 2.
• Challenge: Ask students to explain why walking away to cool down is not the same as ignoring the problem.

SubstitutePlans.com
Health and Physical Education · Health
SP-HLTH-015 · Free to print and use in your classroom · substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: