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Lesson 7: Personal Relationships: Healthy Relationships and Boundaries


Purpose: Students will learn how to set boundaries and establish healthy relationships (self-awareness, self-management, social management, social engagement). 

LIA Themes: Responsive Conflict Resolution, Professionalism

Setting the Stage

Display the quote on the board and have students respond to one of the prompts as they get in their seats. 

OPTIONAL: Play culturally relevant music as students enter the class.

OPTIONAL: Lead students in a midline crossing activity. Use Educational Kinesiology document to find useful resources. 

45-60 minute lesson


Students will

  • Demonstrate effective and appropriate communication skills across different mediums (2.2.A.).
  • Demonstrate conflict resolution skills in relation to interpersonal relationships (2.2.B.).
  • Use reflection and metacognition to develop critical thinking skills (2.3)
  • Increase interpersonal skills through interactive games and situational practice (5.2.A.).
  • Identify and raise questions about what might be unexplained, missing, or unsaid (WIDA ELD-SI.4-12.Narrate)
  • Report on explicit and inferred characteristics, patterns, or behavior (WIDA ELD-SI.4.-12.Inform)
  • Offer alternatives to extend or deepen awareness of factors that contribute to particular outcomes (WIDA ELD-SI.4-12.Explain)
  • Use dialogue to provide insight into characters’ motives and personalities (WIDA 4-5.Narrate)
  • Identify consequences of actions or events (WIDA 4-5.Explain). 
  • Consider and engage with other voices, possibilities, and perspectives (WIDA 4-5.Argue)


Healthy Relationships and Boundaries

R.07 Slide Deck

Review objectives of the lesson with students (slide #5)
As students take their seats

Students will respond to the prompt in their journal / daily worksheet. Prompt suggestions:

  • How do you show respect to yourself?
  • What does integrity mean to you? How do you demonstrate integrity? 

Provide 5-7 minutes for students to write their reflections. Display a timer on the board if able. 

OPTIONAL: Ask students to share reflections. They can pair-share, group-share in tables, or volunteer responses to the class. 

For virtual class: 

  • Allow students to use the chat, a discussion board, or unmute their microphones to share responses with the class. 


Lesson steps

  • (I do, We Do) Ask students to define “boundaries” (slide #6). Write their answers on the board. As you share the types of boundaries, ask students to come up with examples of each type.
    ADAPTATION: have students write answers in their journals before sharing out to provide thinking time. 
  • Watch the video on slide #7. 
  • (We Do) Reflect. Ask students to share examples of boundary-setting. (slide #8)
  • (You do) Practice. Slides #9 – 11 have example scenarios. Students work in pairs or small groups to discuss the prompts on each slide. Ask for students to share their responses with the class. 

Reflection: WHAT? | SO WHAT? | NOW WHAT? (slide #12)

Initiate reflection using the questions below. Students can reflect quietly or in writing before sharing out in pairs, as a group, or as a class. 

  • What? What were your thoughts and feelings as you participated in this activity?
  • So what? Why do you think it’s important to learn about boundaries?
  • Now what? What will you do with what you learned about boundaries today?

Virtual Class Adaptations:  

  • Conduct the lesson on an established LMS or use tools such as FlipGrid, Canvas, Miro, Google Classroom, or other interactive platform. 
  • Create a padlet and allow students to type their culture sentence into the padlet. 
  • Invite students to use the chat option to share their responses. 


Exit ticket: Students complete one of the following prompts

  1. What can you do to advocate for yourself when one of your boundaries is crossed?
  2. How will you understand or learn the boundaries of others even if the other person is unable to articulate them?

In Person Class Assessment Options:

  • Write responses on a sticky note and place in a designated space in the classroom. 
  • Write in a journal / daily worksheet. 
  • Share out loud/with their groups

Virtual Class Assessment Options:

  • Discussion assignment on LMS.
  • Virtual board such as jamboard, miro, Zoom Whiteboard, etc.
  • Create a video on Flipgrid or Canvas.



  • Use sentence stems to guide student conversations. 
  • Have students write their responses to each question in a journal or worksheet before sharing out loud. 
  • (Kinesthetic) Instead of discussing the scenarios in groups, use FOUR CORNERS activity and match each corner to a type of boundary. (Example: A=material boundary; B-physical boundary; C=mental boundary; D=emotional boundary) Have students move to the boundary that they think was crossed in the scenario, and explain their reasoning. 


  • Conduct research or read Jaime Escalante’s history. 
  • Vocabulary support. Students enhance vocabulary by using a search engine or thesaurus to find synonyms for their descriptive words. 
  • Students write and/or act out an ending to each scenario with a positive outcome and/or a negative outcome. 



Respect Boundaries Empathy Mental Flexibility
Autonomy Integrity

Competencies and Skills

21st Century Skills Skills for Learning and Life
Critical Thinking, Collaboration, Communication Skills, Flexibility, Leadership, Initiative, Social Skills, Global Awareness Self-Awareness, Self-Management, Social Awareness, Social Management, Social Engagement

Lesson Materials 

R.07 Slide Deck