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Self Portrait

Draw Yourself as a 100 year old

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LINE AND SHAPES ART

Students will use a variety of lines and shapes to create their own abstract piece of art, exploring pattern, symmetry, and design using colorful materials.

Description of Activity:

Students will create a bold and colorful artwork by gluing pre-cut shapes and line strips (zigzag, straight, wavy, etc.) onto a black background. They will explore how shapes and lines can be used to build patterns, express creativity, and develop fine motor skills through thoughtful placement.

Materials:

Black construction paper (as background)

Pre-cut paper strips (wavy, zigzag, straight, etc.)

Pre-cut geometric shapes (squares, circles, triangles, etc.)

Glue sticks

Optional: markers or crayons for added designs

Skills Targeted:

Fine motor (cutting, gluing)

Visual-spatial awareness

Pattern recognition

Creativity and self-expression

Early geometry (shapes and lines)

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Domino Addition Puzzle

Students will apply their knowledge of cmposition by matching domino tiles to the correct number composition on a puzzle board.

Description of Activity:

Students will solve a domino puzzle by placing domino tiles on a game board where each spot is labeled with a number. To place a domino, students must find the sum of the two sides and match it with a corresponding number on the board. This helps reinforce composing in a hands-on and engaging way.

Materials:

Dominoes set

Printable domino puzzle board (labeled with sums from 0–12)

Dry-erase markers or recording sheets (optional)

Number line (optional, for support)

Skills Targeted:

Addition and number facts

Logical thinking and problem solving

Matching quantities to numerals

Fine motor coordination

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Listen and Draw
SS will strengthen listening comprehension and spatial awareness by following step-by-step verbal instructions to create a drawing on a blank page. As they hear and follow directions like “Draw a square in the middle of your paper” or “Add a triangle on top,” they will also reinforce shape recognition, positional vocabulary, and fine motor coordination. This activity supports the development of attention, direction-following, and early geometry understanding in a creative and engaging way.

Skill:

Listening comprehension

Following multi-step directions

Shape recognition and spatial orientation

Fine motor control

Materials:

Blank white paper

Pencil or marker

Show the drawing

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

How are you feeling today? 😊😐😢😡

Let’s take a moment to check in with our hearts.

Point to a feeling face that shows how you feel.

Can you tell us, “I feel ___ because ___”?

All feelings are okay, it’s good to share them!

Let’s take 3 deep breaths together.

Now we’re ready to learn and take care of each other today. 💛

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SENTENCES

Identify and construct complete sentences using correct structure and spacing.

Description:
Students will participate in a mini lesson reviewing sentence structure, including capitalization, spacing, and punctuation. They will then identify examples of correct (“yes yes”) and incorrect (“nono”) sentences.

Afterwards, students will write dictated sentences in their journals, using visual supports like the train and finger spaces.

PQ:

What makes a sentence a “yes yes” sentence?

How can we fix a “nono” sentence?

What do you need to remember when writing a sentence?

DIFF:

Emerging: Copy dictated sentences with support, focusing on spacing and first letter capitalization.

Advanced: Write dictated and original sentences independently, checking for full structure.

MATERIALES:

Journals

Pencils

Slides (train and finger spaces)

Example cards for “yes yes” and “nono” sentences

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The Sentence Song | English Songs | Scratch Garden

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Exploring Positional Words

Students will demonstrate understanding of positional words by responding to verbal cues, manipulating objects, and representing positions through drawings.

Description of Activity:
Students will begin with a physical Simon Says game using positional words (e.g., “put your hands above your head,” “stand behind your chair”). Next, using a toy animal and a plastic cup, they will follow teacher prompts to place the animal in different positions (e.g., in, on, under, next to, behind, in front of, between). Finally, students will draw each positional scene in their sketchbooks and label them.

Prompt Questions (PQ):

Why is it important to learn positional words?

When do we use positional words in real life?

What other positional words do you know?

Differentiation (DIFF):

Emerging: Students will place the object correctly with verbal guidance and draw 2–3 positions.

Advanced: Students will complete all positions independently and label their drawings using positional words.

Materials:

Toy animals (or small classroom objects)

Plastic cups or containers

Sketchbooks

Pencils and crayons

Skills Targeted:

Spatial awareness and understanding

Listening comprehension

Vocabulary development

Fine motor skills (drawing and labeling)

Verbal expression and logical thinking

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FRANCISCO MATEO

DOMENICA

ELISA

LEONARDO

BENJAMIN

FELIPE

VALERIE

VICTORIA

LUANA

LAIA

RAFAELLA

ANTONELLA

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GONZALO

RAFI

MARIANA

CAYETANA

SALVATORE

ALESSANDRO

EZEQUIEL

LARISSA

JOAQUINA

FRANCO

VIOLETA

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COMPASSIONATE:  SEE, THINK, ME, WE

See: look closely. What do you notice? Make lots of observations

Think: What thoughts do you have?

Me: What personal connections can you make?

We: What connections can you make to the wider world and our place within it?

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-Choose a book: (Suggested: Miss Wishy Washy or a poem)

This book can be read throughout the week in 3 or 4 short sessions

- Session # 1: Observe the front cover before reading the title and ask prompt questions:

What do you think this story will be about?

Make connections with content seen in class

-You can record the answers on a big chart paper or on a thinking web

-Read the text and become familiar with it, check predictions.

-Session # 2: Re-read the text and have ss read with you (use a pointer)

-Work on decoding a few words from the text (cover the word with a post it)

-Session # 3: Re-read the text and have ss read with you (use a pointer)

-Work on identifying HFW within the text.

Session # 4: Re-read the text and have ss read with you (use a pointer)

-Work on identifying punctuation marks within the text. (this can be done in 1 or two sessions)

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-Choose a book that will interest your ss (can be linked to a project. Better if book is big)

-Introduce the text and read the title

-Ask ss to look at the front cover

What can you see?

What do you think the story is going to be about?

(talk to your elbow partner then discuss as a whole class)

- Start reading and stop on “difficult” or new words. Ask ss what do you think they mean.

-Prepare 1 or 2 questions (use post it’s) stopping on the page and repeat the strategy of elbow partners.

Here you can intentionally show ss that the picture/image is cohesive to the text.

-When you get to the end of the story, check for understanding: ask questions like:

What happened in the story?

What was the Problem?

What was the solution?

Characters and setting

New vocabulary

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BUILD TOWERS!

Use one-to-one correspondence and number recognition to build cube towers that match written numerals.

Description:
Students will roll a die and build a tower of linking cubes that matches the number they roll. They will place the tower on the matching number on the paper mat. This supports number recognition, counting, and fine motor skills.

PQ:

What number did you roll?

How do you know your tower has the right number of cubes?

Which number has the tallest tower? Why?

DIFF:

Emerging: Use dice with smaller quantities (1–3) and count cubes with support.

Advanced: Use two dice to add and build towers based on sums; record the results in a journal.

MATERIALES:

Linking cubes

Dice

Number mat (1–10 or as needed)

Flat surface for building

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HFW COLOR CODE

Identify and read high-frequency words by following a color code to complete a visual task.

Description:
Students will complete a color-by-code activity where each section of the image is labeled with a high-frequency word. Students must read each word and use the matching color to complete the picture accurately.

PQ:

How can the colors help you check your reading?

What high-frequency words do you recognize right away?

How does reading the word help you know what to do?

DIFF:

Emerging: Match and color HFW with visual or verbal support.

Advanced: Read all words independently and write them in a sentence after completing the picture.

MATERIALES:

Color-by-code HFW worksheet

Crayons or colored pencils

Word wall or flashcards for support (optional)

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Build a Sentence

Construct meaningful sentences using visual prompts.

Description:
Students will each receive an image card and write a complete sentence based on what they see in the image, applying correct sentence structure.

PQ:

What do you see in your image?

What is happening in the picture?

How can you turn what you see into a sentence?

DIFF:

Emerging: Write a simple sentence using a sentence stem or with teacher support.

Advanced: Write multiple sentences with details and correct punctuation.

MATERIALES:

Image cards

Journals or sentence strips

Pencils

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OBSERVE AND DRAW
Use imagination and visual interpretation to create a new drawing starting from a given image.

Description:
Students will receive a partial drawing or shape and use it as a starting point to create a complete and original picture using their creativity.

PQ:

What does this shape make you think of?

What can you turn this image into?

How is your drawing different from your friend’s?

DIFF:

Emerging: Complete the drawing with simple shapes and explain what it is.

Advanced: Add details to the drawing and write a sentence describing what they created.

MATERIALES:

"Think outside the box" drawing prompts (partial shapes/images)

Drawing paper or journals

Crayons, pencils, or markers

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TEAMWORK
Collaborate with peers to build structures by following a visual model and combining group efforts.

Description:
Students will work in teams to build cup towers using a template as a guide. Once each team finishes their tower, they will combine all cups to build a larger structure together as a class.

PQ:

How did your team work together to build the tower?

What made building together easier or harder?

How did the final structure change when we combined everyone's cups?

DIFF:

Emerging: Build with fewer cups and use direct visual support.

Advanced: Follow more complex tower patterns and assist other teams during the final structure.

MATERIALES:

Plastic or paper cups

Tower templates (visual guides)

Large flat surface for group building

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Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Number Assessment 1-20

Rote counting up to 20

Use concrete material to create sets with given numbers of objects to 20

Use numbers to represent quantities to 20

Represent numbers (dice, tally, ten frame, cardinal, objects)

Ten Frame

Recognize and creates patterns

Compose and decompose numbers up to 10 into pairs in more than one way using manipulatives

Recognize number words (0-1)

Recognize number words (zero, one, two, three, four five six seven)

In practical activities and discussion, beginning to use the vocabulary involved in changing quantity

Classify objects by attributes

Classify objects and count the number of objects in each category

Uses positional words to describe creations

Include number words into writing pieces

Compare and order numbers

Mentally recognize quantity

Uses non-standard units of measurement to measure objects around them.

Recognize 2D shapes: circle, triangle, rectangle, square and hexagon.3D shapes: cylinder, sphere, cube, and cone.

Uses positional words to describe creations

Counting backwards from 10

Say the number that is one more or one less than a given number

Begins to understand the concept of addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Find the number (from 1 to 9), that makes 10 when added to the given number

Representation and model Mathematics (Problem Solving): Understand meaning of "How many"?

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# 1: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

#2: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

# 3: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Letter Assessment (assess all letters)

Links sounds to letters, naming and sounding the letters of the alphabet

Hears, says and writes the initial sound in words.

CHUNK:  H E F L I T U D P B A M N K V W    X Y (upper and lowercase)

Recognizes letter sounds

Recognizes letter names

Gives meaning to marks they make as they draw, write and paint.

Links sounds to letters, naming and sounding the letters of the alphabet

Writes own name and other things such as labels,captions

Manipulates phonemes/ identify and separate phonemes in words

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

build vocabulary by noticing new words, discussing word meaning on a visual structure, and collecting the words they encounter in books

Hears, says and writes the initial sound in words.

HFW: (I, CAN, SEE, A, LIKE, TO, MY, THE, HAVE, AM, IS, WE, YOU, IN, AND HE, ME, WENT, NO, GO))

Uses pictures to read simple sentences from left to right.

match one spoken word to one word in print, as defined by space

build vocabulary by noticing new words, discussing word meaning an visual structure, and collecting the words they encounter in books

Can segment the sounds in simple words and blend them together and knows which letters represent some of them (BLENDING)

Word families (on/at/ay)

Rhyming words

Change beginning sound

We are all writers

When we are done we have just begun (labeling)

Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

Recognises rhythm in spoken words

Carrying on independently as writers

4. Writers call to mind what they want to say, then put that onto the page

5. Stretching out words to write them

6. Writing even hard-to-write ideas

Bend # 2

7. Turning pieces into books

8. Planning teaching books page by page

9. Asking and answering questions to add more

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Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Posture

Pencil grip

Self portrait

Uses hands intentionally on daily basis activities to stimulate endurance

Uses hands to hold objects intentionally

uses correct pencil grip to draw/write

Uses pencil grasp to solve daily basis problems

Create shapes and letters using simple lines

Coordinates eye - hand with accuracy in cutting straight and curved lines.

Uses dominant hand for daily activities

Traces lines and letters following the correct directionality (Top to bottom, lef to right)

Uses spaces and respects limits accordingly to the task

Uses positional words to understand and complete tasks

Manipulates and differentiates sensorial stimuli

Explores different body parts to create body postures

Static balance for 10 sec

Alternates jumps using both feet

Identifies and applies appropriate postures according to the task

Participates in visual perception activities

Follows and coordinates visually movements

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- Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and

plants and explain why some things occur, and talk about changes.

- Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Predictions and observation

Manipulate objects and observes to make connections to previous knowledge

Use of senses to gather information about objects

Recognize own physical features (age appropriate)

Recognizes and solves problems through active exploration, including trial and error, and through interactions and discussions with peers and caregivers

Collect, describe, and record information through discussion, drawings, and chart (surveys & tally marks, web map, bar graph, venn diagram)

Identify the common needs such as food, air, and water of familiar living things

Invents strategies to figure out answers to problems

Shows curiosity about living and nonliving things

-Shows respect for living things

Categorize objects into groups based on their qualities, similarities and differences

When unsuccessful at solving problems, experiments and adapts strategies

Early Learning Goal

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

-Remembers and talks about significant events in their own experience.

​​Recognize membership in family, neighborhood, school, and other groups.

-Explain why families and classrooms have rules (e.g., examples of rules and consequences).

-Identify school personnel to whom students can go for help or safety

-Follow safety procedures for school emergencies (e.g., fire drills, earthquake, intruder).

-Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes and special holidays).

-Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present, future, before, now, and later.

-Identify common places in their community (landmarks)

- Describe surroundings

-Recognises and describes special times or events for family or friends.

-Makes comparisons among several objects based on one or more attributes (length, size, weight) and using words such as shorter, taller, bigger, smaller, heavier, lighter.

-Recognize and investigate cause-and effect relationships in everyday experiences – pushing, pulling, kicking, rolling, or blowing objects

- Shows acceptance of persons from different cultures and ethnic groups

-Shows that he/she values others within the classroom/program, family, and community

-Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family

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Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and

feelings, and form positive relationships with adults and other children.

Caring

Respect

Responsibility

Fairness

Citizenship

Trustworthiness

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Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design, texture, form and function.

Tinkering and Design

Tinkering and Design

Manipulates and interacts with materials and their utilities (Tinker)

Repeats different actions to improve results

Creates with no instruction by tinkering with materials

Tinker with materials to solve problems

Follow the correct use of computers and apps

Shares and collaborates with peers through exchanging ideas and helping one another.

Ignites imagination by applying the maker cycle (imagine-play-make-share)

Makes things happen, watches for results, repeats and improves results

Design thinking: represents ideas through drawings and labeling

Shares thinking about future projects (Design Thinking).

Communicates and explains their creation with details, their use and names them

Observes environment, records detailed data, makes comparisons and uses the information to create

Manipulates objects that have no instruction and gives them a purpose

Manipulates riding toys with precision

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-Hello

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Let’s get our brains ready with some numbers!

Can you count from 20 to 0 with me?

What number comes after 12?

8 9 ___ 11 12 ___ 13 ___ ___

Now let’s draw that many dots.

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Please complete the missing numbers.

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s read these words together:

am is we

Now let’s take turns!

Come to the board and choose one word.

Write it or say a sentence out loud using that word!

Let’s see how many sentences we can build together!

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INITIAL LETTER SOUND

ASSESSMENT

Demonstrate letter-sound knowledge by identifying initial sounds, drawing related images, and labeling them.

Description:
Students will draw a letter from a magic hat, paste it in their journals, and draw an object that begins with that letter. They will stretch out the word to label the drawing.

PQ:

What letter did you get?

What sound does that letter make?

What is something else that starts with that letter?

DIFF:

Emerging: Draw and label one object that begins with the chosen letter using phonetic spelling.

Advanced: Write a full sentence for each labeled word.

MATERIALES:

Magic hat with letter cards

Journals

Glue sticks

Crayons or pencils

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What will be pulled out of our Magic Hat? It’s Random! Enter your list of names or numbers - and the hat will pick a random result!

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SESSION #7: TURNING PIECES INTO BOOKS

Students will understand that writers can teach more by adding additional pages to their writing, turning them into books or scrolls.

Teaching Point:
“Today I want to teach you that when writers want to teach more, they add more pages to their books. We can use either a stapler to turn pages into a book, or tape pages into what people call a scroll.”

Description:
Students will begin a new writing piece, choosing a topic they know about and writing the first one or two pages.

The teacher will model adding pages to make a book or scroll.

Students will plan how they can add more information on each page to teach their reader.

At the end, students will assemble their pages with staplers or tape to create their own book or scroll.

Prompt Questions (PQ):

What will you write about?

What is something you know about and want to teach others?

DIFFERENTIATION (DIFF):

Emerging: Draw and label on each page with teacher support.

Advanced: Write two or more sentences on each page to provide extra details.

Skills Targeted:

Topic development and idea organization

Sequencing and adding details

Fine motor skills (stapling or taping)

Early bookmaking concepts

Phonics and sentence writing

Materials:

Blank writing paper

Pencils and crayons

Staplers and tape

Example of a book and scroll

Chart with sentence starters or topic ideas

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ASSESSMENT

COUNTING ON FROM ONE NUMBER

Students will practice counting on from any given number by building number trains and continuing the sequence using manipulatives and movement.

Description of Activity:
Students will be given a number card (e.g., 4) and will be challenged to “count on” by building the rest of the number train up to 10 or 20 using linking cubes, train cutouts, or magnetic tiles. Each student will build their number train by adding on the next numbers.

Then, in a fun whole group extension, students will stand in line and count out loud in order, “boarding” the train one by one starting from different numbers.

Prompt Questions (PQ):

What number comes next after ___?

How can we count on from this number?

Can you keep counting without starting at 1?

Differentiation (DIFF):

Emerging: Students will count on from numbers between 1–5 and use visual support (number lines or cards).

Advanced: Students will start counting on from numbers 6–15 and write the full sequence independently or build longer trains up to 20.

Materials:

Number cards (1–20)

Linking cubes, train cutouts, or magnetic tiles

Train visual or mat

Whiteboards or sketchbooks for writing numbers (optional)

Skills Targeted:

Number sequencing

Counting on

One-to-one correspondence

Number recognition

Logical thinking and fluency

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Emotion Charades and Group Drawing

Recognize and express emotions through movement, visual art, and collaborative storytelling.

DESCRIPTION:

1. Begin with a round of Emotion Charades: One student picks a card and acts it out silently. The class guesses the emotion and briefly discusses situations that could cause that feeling.

2. Group Drawing Mural:

Divide students into small groups.

Give each group a large sheet of paper labeled with one emotion (e.g., “HAPPY,” “SAD,” “ANGRY,” etc.) or let them choose an emotion.

As a team, they draw a scene that shows characters experiencing that emotion. It could be real or imaginary (e.g., a birthday party, a lost toy, a monster who feels lonely).

3. Sharing Circle:
Each group presents their mural to the class, explaining:

What’s happening in the scene

How the characters feel

What someone could do to help or support the character

PQ:

What is happening in your picture?

How do your characters feel, and why?

What could someone do to help them or make them feel better?

DIFF:

High learners: Add speech bubbles or short sentences to their characters.

Low learners: Use symbols, simple drawings, or describe their mural verbally with support.

MATERIALES:

Large sheets of paper

Markers, crayons, colored pencils

Emotion cards for charades

Optional: word/picture bank of feelings for support

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What I Like About Myself

Students will reflect on their personal qualities and use creative expression to illustrate and write about what they like about themselves.

Description of Activity:
Students will create a personalized chart by drawing and writing 3–5 things they like about themselves. These can include physical features, abilities, personality traits, or things they’re proud of. The activity will encourage self-awareness and positive self-talk.

Prompt Questions (PQ):

What makes you special or unique?

What do you like about who you are?

What are some things you’re really good at?

Differentiation (DIFF):

Emerging: Students may draw and label each feature or trait with one word (with support if needed).

Advanced: Students will write full sentences to describe each trait (e.g., “I like that I am a good friend.”).

Materials:

“What I Like About Myself” chart template (optional) or blank paper

Crayons, colored pencils, or markers

Word bank with positive traits (e.g., kind, strong, helpful) for support

Skills Targeted:

Self-awareness and emotional development

Fine motor skills

Expressive language and sentence building

Confidence and self-esteem

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“The Girl Who Never Made Mistakes”

Students will analyze Beatrice’s feelings about mistakes, predict story events, and create a craft that celebrates the power of learning from mistakes.

Day 1: Interactive Read-Aloud and Discussion

Before Reading

Show the cover. Ask:

“What do you think this book will be about?”

“What does it mean to make a mistake?”

“Is it okay to make mistakes? Why?”

Chart their ideas with a T-chart: Mistakes / Feelings About Mistakes.

During Reading

Stop at key pages:

When Beatrice is perfect: “How does she feel? How do others see her?”

When she almost makes a mistake: “How do you think she feels inside?”

When she finally makes a mistake: “What do you think will happen next?”

Use sticky notes to cover emotion words. Let students predict.

After Reading

Discuss:

“How did Beatrice change?”

“How did making a mistake help her?”

“How do you feel when you make mistakes?”

Add new ideas to the T-chart.

Prompt Questions (PQ):

Why was Beatrice afraid of making mistakes?

How did she feel when she finally made a mistake?

What can we learn from Beatrice about making mistakes?

DIFF.

Emerging:

Use emotion picture cards to match Beatrice’s feelings.

Provide sentence starters: “Beatrice feels ___ when ___.”

Advanced:

Invite students to write about a time they made a mistake and what they learned.

Discuss how making mistakes helps our brains grow.

Fun Craft – “My Beautiful Mistake” Art

Theme: Celebrate the idea that mistakes can lead to beautiful, creative, or unexpected results!

Students will create an art piece that starts with a “mistake” mark or scribble and turns it into something they love.

Materials Needed:

White paper

Markers, crayons, colored pencils

Optional: Watercolors, glue, scrap paper for collage

Sentence strips or recording sheet

Steps:

Invite each child to “make a mistake” on their paper—a scribble, random shape, or accidental-looking line.

Challenge them: “Turn your mistake into something beautiful or creative!”

Example: A scribble becomes a monster, flower, or castle.

Once finished, students share their art and describe:

“My mistake turned into…”

Write or dictate a reflective sentence:

“Mistakes help me…” or “I can learn from mistakes by…”

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Sending Kind Thoughts

Students will understand the concept of compassion toward unfamiliar individuals and apply this by sending kind thoughts through drawing and intentional reflection.

Description of Activity:

Students will engage in a mindfulness-based kindness practice. They will begin by sitting in a quiet circle and thinking of someone they don’t know well (e.g., someone from another class or community helper). The teacher will guide them to send kind thoughts such as “May you be happy” or “May you feel loved.”

Afterward, students will create a heart-shaped card or drawing that includes a picture or words representing the kind thoughts they want to share with someone they don’t know personally.

Prompt Questions (PQ):

What does it mean to send kind thoughts to someone?

How does it feel to wish good things for others, even if we don’t know them?

Can kind thoughts make a difference?

Differentiation (DIFF):

Emerging: Students will draw their kind thoughts inside a heart and verbalize their intention with teacher support.

Advanced: Students will write full sentences inside or next to their drawing explaining who they are thinking of and what kind wishes they are sending (e.g., “I hope you have a great day.” or “I wish you feel loved.”)

Materials:

Heart-shaped paper or blank paper

Crayons, markers, or colored pencils

Sample “kind thoughts” sentence starters

Calm background music (optional)

Skills Targeted:

Emotional awareness

Compassion and empathy

Fine motor (drawing, writing)

Listening and self-regulation

Expressive language development