| Unit | Religious Dialogue |
| Lesson Name | Respectful Communication |
| Grade Band | Middle School (6-8)
High School (9-12) |
| Required Material/s | Guidelines for Respectful Communication handout |
| Standards / Competencies | CASEL Core Competencies:
· Self-awareness · Self-management · Social awareness · Relationship skills · Responsible decision-making NCSS Social Studies Themes: · Culture Common Core ELA-Literacy: · Speaking and Listening Standards-Comprehension and Collaboration |
| Recommended Time | 15-20 minutes |
| Essential Question | What are some strategies for respectful communication in a classroom? |
| Learning Objectives | · Discuss what respect looks like, feels like and sounds like
· Analyze strategies for respectful communication |
| Important Vocabulary | Stereotype: a general belief about a particular category of people or an expectation that people might have about every person of a particular group. |
| Activating Prior Knowledge | This lesson begins with a word splash centered around the theme of “respect.” The word “respect” starts in the middle and then students begin to write ideas that branch off concepts that connect to that theme. For example, they can start a splash of words in one direction that address what respect feels like. Another direction could suggest ideas for what respect sounds like. Another possible direction could be ideas about what respect sounds like.
Students should be encouraged to share contexts where this word has been used both in previous classes and in their personal lives. |
| Core Instruction | Begin with a think/pair/share asking students what respect looks like, sounds like, and feels like.
Share the Guidelines for Respectful Communication handout with students, asking for their feedback. They may come up with ideas to add. Ask students to come up with personal examples of how each guideline might occur in your classroom. |
| Wrap-up | Students rewrite the guidelines in their own words, with examples, and add new guidelines when appropriate.
Students then commit to using these guidelines in your classroom, by posting them in class and signing their names. |
| Learning Beyond Classroom Walls (if applicable) | Independent Engagement
Ask students to journal about a time when they struggled to meet one of these guidelines. |
| Civic Engagement
Students discuss how these guidelines could be used in their school, sports, extracurricular activities, as well as how they can benefit their local, national, and global communities. |
This lesson was designed by Tracey Kassin, a member of the 2025-2026 Tanenbaum Network of Inclusive Educators.