Lessons on Respect

Title:                 Learning “Please” and “Thank You” in Sign Language

Age Group:      K - 2nd Grade

Virtue:             Respect

Objective:     Students will learn to sign and say “please” and “thank you” in American Sign Language  (ASL) and understand how these words show respect and gratitude.

Instructions:

1. Introduction (2 minutes)

Say: “Today we’re going to learn two very important words—please and thank you—and we’ll learn how to say them with our hands too!”

2. Teach the Signs (5 minutes)

• Please: Place your flat hand on your chest and move it in a circular motion.
• Thank You: Place your flat hand at your chin and move it outward, away from your face.

Have students mirror your motions as you slowly demonstrate each one. Repeat several times together.

3. Practice in Pairs (4 minutes)

Have students turn to a partner. One asks for something using “please,” the other responds with “thank you” using the signs. Switch roles.

Example: “Can I have a crayon, please?” [sign please]

“Here you go! Thank you.” [sign thank you]

4. Story or Roleplay (3 minutes)

Read a short story or act out a simple classroom scene where characters use “please” and “thank you.” Let students raise their hands when they hear one and show the sign.

5. Wrap-Up (1 minute)

Celebrate with a cheer: “When we use kind words—and kind hands—we show respect and gratitude!”

Title:             R-E-S-P-E-C-T! Learning Respect with Aretha Franklin

Age Group:   K - 2nd Grade

Virtue:          Respect

Objective:     Students will understand what respect means and practice showing respect to themselves, others, and their environment through music, discussion, and activities.

Materials Needed:

• A recording of “Respect” by Aretha Franklin (kid-friendly version if available)
• Chart paper or whiteboard
• Markers
• “Respect” coloring sheet (optional)
• Small “Respect Stars” (paper stars or stickers to hand out)

Instructions:

1. Introduction (5 minutes)

• Gather students on the carpet.
• Say: “Today we’re going to learn a very important word: Respect! Respect means treating people, places, and things in a way that shows you care.”
• Ask: “What do you think respect looks like?” (Take 2–3 short answers.)

2. Listen and Move! (5 minutes)

• Play a short part of “Respect” by Aretha Franklin (like the chorus: “R-E-S-P-E-C-T…”)
• https://www.youtube.com/watch?v=A134hShx_gw
• Invite students to clap, sway, or dance along to the music.
• Pause and ask: “Did you hear her spelling a word? What word was it?” (Respect!

3. Discussion (5 minutes)

• Write the word “RESPECT” on the board.
• Ask:
  • “How can we show respect to our friends?”
  • “How can we show respect at school?”
  • “How can we show respect at home?”
• Write 2–3 simple ideas from the students underneath the word “RESPECT.”

4. Activity: Respect Stars (5 minutes)

• Give each student a “Respect Star” (a paper star or sticker).
• Say: “You each have a Respect Star. Your mission today is to catch someone showing respect! When you see a friend being respectful—like helping, sharing, using kind words—you can give them your star!”
• Model an example: “If I see someone helping pick up crayons, I can give them my Respect Star!”

5. Wrap-up (5 minutes)

• Gather students back together.
• Celebrate by sharing a few examples students saw or did.
• End by singing or chanting together:
  “R-E-S-P-E-C-T, that’s the way it’s gotta be!” (clap-clap!)

Optional Extension:

• Give students a simple coloring sheet that says “I show RESPECT!” with a picture of children helping or being kind.

Assessment:

• Students participate in discussion and the Respect Star activity.
• Students can give one example of how to show respect.

Title:             Why We Respect Police Officers

Age Group:   3rd – 5th Grade

Virtue:          Respect

Objective:     To help children understand and honor the courage, compassion, and service of police officers in their communities.

Materials Needed: none

Instructions:

Lesson Introduction (Teacher reads aloud):

There are people who wake up every morning, put on a badge, and walk out the door knowing they may be called into the worst moments of someone else’s life. They are called police officers.

They run toward danger. They protect the innocent. They carry children out of terrible places and bring comfort to the hurting. They are the ones who knock on a mother’s door when no one else has the strength to speak the truth.

We respect police officers not because they wear a uniform, but because of what they do—and who they choose to be. Strong when others are afraid. Calm when others are panicking. Caring, even when the world turns cruel.

Activity: Drawing Courage

Ask students:

“What does bravery look like?”

“Can someone be gentle and strong?”

Have them draw a moment of courage—not fantasy, but real-life courage, like helping someone in trouble, showing kindness when it’s hard, or standing up for someone.

Closing Thought (Teacher says aloud):

Respect means honoring people who serve others—even when it costs them something. Police officers carry the burdens most of us never see. They deserve our thanks. They deserve our respect.

Title:             Finding the Power in Respect with Aretha Franklin

Age Group:   3rd – 5th Grade

Virtue:          Respect

Objective:   Students will explore what respect means, why it matters, and how to practice it in their own lives — using the energy and message of Aretha Franklin’s song to inspire them.

Materials Needed:

• Lyrics (clean version) to “Respect” by Aretha Franklin (print or project)
• Audio recording of the song
• Whiteboard or poster paper
• Markers
• “Respect Reflection” handout (short-answer worksheet)
• Chart titled: “How I Show Respect”
• Blank index cards or sticky notes

Instructions:

1. Kickoff Discussion: What is Respect? (5 minutes)

Ask the class:

• “What does respect mean to you?”
• “Why do you think respect is important at school, at home, or with friends?”
• “Can someone tell about a time they felt respected—or disrespected?” (Optional: share an example yourself first to model.)

Write a few student ideas on the board. Circle key words like “kindness,” “listening,” “caring,” “being fair.”

2. Song Play: Feel the Energy! (5–7 minutes)

• Play Aretha Franklin’s “Respect” (up to about the 1:30 mark if time is tight).
• https://www.youtube.com/watch?v=A134hShx_gw
• Encourage students to listen for what Aretha is asking for and how she says it.
• Optional: Let them snap, sway, or quietly dance at their desks to feel the music’s energy.

Ask right after:

• “What did you notice about the way Aretha sang about respect?”
• “Did it sound like respect is something small or something powerful?”

3. Lyric Look and Discussion (7–10 minutes)

Hand out or project a clean section of the lyrics:

“What you want / Baby, I got it

What you need / You know I got it

All I’m asking / Is for a little respect when you get home.”

Ask students:

• “What is she asking for?”
• “Why do you think respect needs to be asked for sometimes?”
• “Does everyone automatically get respect? Should they?”

Big Idea: Respect should be automatic, but sometimes we need to stand up and remind others (in a strong, positive way) that we deserve it.

4. Create: ‘How I Show Respect’ Chart (10 minutes)

On a big poster or whiteboard, draw three columns:

At School | At Home | In the World

Ask students to brainstorm real ways to show respect in each place. Examples:

• At School: Listening to others, following classroom rules
• At Home: Helping clean up without being asked
• In the World: Taking care of parks, being polite to workers

Write student ideas in the columns.

5. Respect Reflection: Personal Challenge (7 minutes)

Hand out a Respect Reflection page or use index cards.

Prompt:

“Think of one person you can show respect to today.

What will you do? How will it make a difference?”

Give a few minutes to write quietly.

(For younger 3rd graders, allow drawings with short captions.)

6. Closing Challenge: Respect Starts with Me! (3 minutes)

Finish strong:

• Ask everyone to stand and repeat together:

“I am strong. I am kind. I show respect!” (Students can punch the air or snap fingers with each phrase.)

• Remind them: “Respect isn’t just a word—it’s a way to change the world, starting with you.”

Optional Extension:

• “R-E-S-P-E-C-T!” Poster Contest: Students create posters showing ways to respect others, inspired by Aretha’s song.
• Music Connection: Invite students to share other songs they know that have a positive message like respect, kindness, or courage.

Assessment:

• Participation in discussion and activities.
• Completion of the Respect Reflection.
• Ability to share one way they can show respect.

Title:             Is Interfaith Friendship Possible?

Age Group:   6th – 8th Grade

Virtue:          Respect

Objective:   Help students understand that honest friendships can exist between people of different faiths—or no faith at all.

True friendship is not about changing someone. It’s about seeing their humanity, respecting their journey, and walking together with honesty and care.

Opening Message (2–3 minutes):

Some people say you can’t be true friends with someone who believes differently.

They say you have to agree in order to connect.

But I’ve lived long enough to know that’s not true.

I’ve had friends who are atheists, Muslims, Hindus, Buddhists, and Christians of all different denominations.

And we didn’t just smile and keep things shallow—we talked about the big things: life, death, purpose, suffering, forgiveness, even God.

And you know what?

We didn’t always agree.

But we listened.

We cared.

We trusted.

That’s not a phony friendship.

That’s real friendship.

Journal Prompt or Small Group Discussion (5–7 minutes):

Think about this:

• Why do some people say we can’t be close with people of different beliefs?
• What does it take to build trust across faiths?
• Have you ever had a friend who believed differently than you? What made the friendship work—or not work?

Key Point to Teach:

You don’t need to change someone to be their friend.

You don’t need to agree on everything to walk through life together.

You just need to:

• Be honest
• Be respectful
• Be kind
• Be willing to listen

Reflection Challenge (3–5 minutes):

Ask students to respond to one or more of these prompts:

• Name one thing you believe strongly, and how it might shape your friendships.
• How do you feel when someone tries to change your beliefs?
• What’s something you admire about someone who believes differently than you?
• What would it take to be friends with someone whose views challenge yours?

Closing Thought:

Interfaith friendship is not only possible—it’s powerful.

Because when people of different beliefs learn to love each other, they change the world in the most important way:

Not by winning arguments—but by building bridges.

Title:             Which Religion Is Right?

Age Group:   6th – 8th Grade

Virtue:          Respect

Objective:   Students will learn to respect others’ religious beliefs, even when they differ from their own. They’ll understand the role of faith, the diversity of belief systems in the world, and the importance of kindness, freedom, and peaceful coexistence.

Materials Needed: none

Instructions:

Opening Prompt (3–5 min):

Ask the class:

Have you ever wondered which religion is right?

Why do people have such different beliefs?

Is it okay to believe something different than your friend or neighbor?

Let students share, if comfortable. Affirm that these are honest and important questions.

Mini-Lesson (7–10 min):

Teacher says:

There are thousands of religions in the world. The big ones—like Christianity, Islam, Hinduism, Buddhism, Judaism—have millions (or even billions) of followers. Here’s a rough idea of global religious populations:

• Christianity: ~31%
• Islam: ~24%
• Hinduism: ~15%
• Buddhism: ~6%
• Judaism: ~0.2%
• Non-religious/Atheist/Agnostic: ~16%
• Other religions (tribal, indigenous, etc.): ~8%

What does that mean? It means that billions of people believe different things—and still manage to live, learn, and work together.

Key concept:

Faith means believing in something that can’t be 100% proven. That’s what makes it faith—not science, not math. You can’t “prove” your religion the way you prove 2+2 = 4. That’s why good people can believe different things.

And in America, you’re free to believe what you want. That’s a beautiful freedom—but it comes with a few very important rules:

The Rules of Religious Respect:

1. Your religion should not harm anyone.
2. Your beliefs do not make you better than someone else.
3. You must still be kind, respectful, and compassionate to those who believe differently.
4. You can believe something deeply—and still listen to others.

Activity (5–7 min): “What Does Respect Look Like?”

Scenario Discussion:

Read each example and ask, Is this respectful or disrespectful? What would be a better choice?

• A student says, “Your religion is weird.”
• A friend invites you to a different holiday celebration, and you laugh at their traditions.
• You ask a classmate, “Why do you wear that?” with genuine curiosity and kindness.
• You disagree with someone’s belief but still include them in your group project.

Wrap up: True respect doesn’t mean agreeing—it means treating others with dignity even when you disagree.

Closing Thought (1–2 min):

“We don’t have to be the same to be good to each other.”

Whether you believe in God, many gods, or no god at all—you matter.

And so does everyone else.

Title:             “Respect” by Aretha Franklin

Age Group:   6th – 8th Grade

Virtue:          Respect

Objective:     Students will understand the concept of respect as a fundamental value in human interaction, using Aretha Franklin’s iconic song “Respect” to explore how respect is communicated, demanded, and valued in relationships and society.

Materials Needed:

• Audio of “Respect” by Aretha Franklin
• Printed or projected lyrics
• Whiteboard or chalkboard for quick notes

Instructions:

1. Set the Stage (2 minutes)

Ask:

• “What does it mean to respect someone?”
• “How does it feel when you don’t feel respected?”

Gather 2–3 quick responses.

2. Listen to the Song (4 minutes)

Play “Respect” by Aretha Franklin.

https://www.youtube.com/watch?v=A134hShx_gw

Tell them to listen for what the singer is asking for — and how she’s asking for it.

3. Quick Lyrics Discussion (5 minutes)

Project a few key lines, like:

• “R-E-S-P-E-C-T, find out what it means to me.”
• “All I’m asking is for a little respect.”

Ask:

• “Why does she have to ask for respect?”
• “What are ways we show respect to others without even using words?”

Help students see that respect is about listening, fairness, and dignity, not just politeness.

4. Group Brainstorm (5 minutes)

On the board, make two quick lists:

• “What respect looks like”
• “What disrespect looks like”

Let students call out ideas (e.g., respect = listening, eye contact; disrespect = ignoring, interrupting).

5. Closing Challenge (2 minutes)

Challenge them:

• “This week, show extra respect to someone who usually gets overlooked — a classmate, a sibling, someone quiet. Respect is easy to say but powerful when you actually live it.”

Optional: Have them write down who they want to show more respect to this week.

Title:             “Respect” by Aretha Franklin

Age Group:   9th – 12th Grade

Virtue:          Respect

Objective:     Students will understand the concept of respect as a fundamental value in human interaction, using Aretha Franklin’s iconic song “Respect” to explore how respect is communicated, demanded, and valued in relationships and society.

Materials Needed:

• Audio of “Respect” by Aretha Franklin
• Printed or projected lyrics
• Whiteboard or chalkboard for quick notes

Instructions:

1. Open with a Question (2 minutes)

Ask:

• “Is respect automatic — or does it have to be earned?”
• “Can you respect someone you don’t agree with?”

Let them wrestle with it briefly.

2. Listen to the Song (4 minutes)

Play “Respect” by Aretha Franklin.

https://www.youtube.com/watch?v=6FOUqQt3Kg0

Ask them to listen for the tone — is she polite? Angry? Demanding? Empowered?

3. Lyrics Deep Dive (6 minutes)

Look closely at:

• “I’m about to give you all of my money, and all I’m asking in return, honey, is to give me my proper respect…”

Discuss:

• “What does respect mean in the context of power, relationships, and fairness?”
• “Why do you think this song became an anthem for civil rights and women’s rights?”
• “How can music influence the way we think about respect and equality?”

Push them to see that respect isn’t just manners — it’s about recognizing someone’s full humanity.

4. Debate Prompt (5 minutes)

Small groups or whole class:

• “In a divided society, is it more important to be respected or to respect others first?”

Have them take a side and defend it with examples (personal, historical, or societal).

5. Final Reflection (2–3 minutes)

Silent writing prompt:

• “One place where I can show real respect this week is ______.”

Encourage them to think about where respect is missing and how they could make a real difference.

Teacher Notes:

• Tone for 6–8: Focus on what respect looks like and feels like in everyday life.
• Tone for 9–12: Push them to wrestle with respect in complicated, real-world situations.
• Important: Remind them that respect doesn’t mean agreement — it’s about recognizing value in others.

Let students call out ideas (e.g., respect = listening, eye contact; disrespect = ignoring, interrupting).

5. Closing Challenge (2 minutes)

Challenge them:

• “This week, show extra respect to someone who usually gets overlooked — a classmate, a sibling, someone quiet. Respect is easy to say but powerful when you actually live it.”

Optional: Have them write down who they want to show more respect to this week.

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