• What feelings are visiting you today?
• How are you able to recognize the emotions that you feel?
• What is your favorite emotion and why?
• What is an emotion that you don't really enjoy? What can you do to help yourself when you feel this not so pleasant emotion?

• Have you ever turned into a "Tantrum Monster"? Can you share your story?
• Is throwing a tantrum something that helps you to be a better student, friend, or family member? Why or why not?
• How can we manage a difficult emotion in a healthy way? A way in which we avoid throwing a tantrum.

• How do you choose to be responsible? How does this choice help you and the people around you
• How do you choose to be helpful? How does this choice help you and the people around you
• How do you choose to be patient? How does this choice help you and the people around you?
• How do you choose to be confident? How does having confidence help you as a student?
• How do you choose to be generous?  Can you give me an example of a time when you were generous?
• How do you choose to be calm? What are some things that help you find your calm?
• Can you tell me about a time when you chose to be brave?
• Let's talk about forgiveness. Why is being forgiving an example of responsible decision making?

Model: Share your "secret" ingredient for friendship soup.

Questions for students: 

• What ingredients are needed in your batch of friendship soup?

• What ingredients can spoil a batch of friendship soup?

• Do we only need to cook one batch of friendship soup or is it something that we need to tend to on a daily basis?

Closing: You know what's kind of funny?  All of the ingredients that you included in your batch of friendship soup are also called relationship skills.  So make sure that you use these ingredients in your relationships with your friends, your family members, your classmates, and your neighbors because we all deserve to be treated like a dear friend:)

• First off I want to ask you a question. Do you think kindness is a superpower? Why or why not?
• What would you name a superhero who's superpower was spreading kindness?
• Share an example of someone you know who spreads kindness in your community? How does this person make your community a better place?
• What are some ways in which you can share kindness in our school community? How will this practice make our community a better place?

When we feel happy, we might smile or laugh. When we're sad, we might feel like crying or want to be alone. When we're angry, we might want to yell or stomp our feet. Emotions help us know how to react in different situations. For example, feeling excited before a birthday party can help us get ready to have fun!

Sometimes, we have more than one emotion at the same time. Like when we feel both nervous and excited before a big game. That’s okay! It’s normal to feel a mix of emotions.

It’s also important to remember that it’s okay to talk about how we feel. Talking about our emotions can help us feel better and help others understand what we need.

Let's watch. read loud of a book called "The Feelings Monsters". The book will introduce us to a group on monsters that experience a lot of different emotions. We'll come back to talk about the book and your emotions.

Model: Go straight to student questions.

Questions for students:

• Let's talk about the read aloud. We met a lot of monsters who felt many different feelings. Have you felt any of the feelings/emotions that were shred by the monsters in the pst few days? Can you share whaat you felt?

• How do you know when you're happy? What does it feel like?

• How do you know when you're sad? What does that feel like?

• If you are feeling sad, what are some things that you can do to feel better?

Closing: Everyone experiences emotions differently, and that's what makes us all unique!

Model: How do you handle a person who is being mean?

Questions for students:

• What are some things that Lyla did that could be considered being mean?

• How did being mean impact Lyla?

• Have you ever encountered a person who was acting mean? How do you respond when someone is being mean?

• How can you make sure that you don't act mean with other people?

Closing: It's not easy being mean...When we treat people with kindness and care we all benefit.

Model: Share your thoughts on the video. What did you learn about making amends through apologizing?

Questions for students:

• Share your thoughts on the video. What did you learn about making amends through apologizing?

• How do you apologize to someone? Do you have any tips that you can share with the class?

• How does it feel to receive an apology from someone who did something that hurt your feelings?

• How does it feel to give an apology to someone if we made a mistake that hurt that persons feelings?

Closing: Making the decision to say you're sorry when your actions are out of line is a component of a strong decision making practice. Use the tips you learned today the next time you say "I'm sorry".

Intro: Have you ever felt nervous, anxious, or overly excited? We all encounter these big emotions from time to time and when we do, it helps to have a tool that we can use to find our calm. What if I told you that you all have this powerful, calming tool with you right now. Well you do, and that tool is your ability to breathe. That's right, taking long and deep breaths is one of the best ways for all of us to find calm when experiencing a big emotion. So let's put that tool to use, with an exercise called "Rainbow Breathing".

Instructions

• You're going to watch a video that displays a rainbow on the screen.

• There will be a blue ball that traces each color of the rainbow.

• As the ball moves to the right, you breathe in through your nose.

• As the ball moves to the left, you breath out through your mouth.

Model: Perform the exercise with your students. Share how breath work helps you find calm.

Questions for students:

• How did you feel about the rainbow Breathing exercise? Was it difficult or easy?

• How did your body and mind feel after completing the exercise?

• How can you use Rainbow Breathing or any kind of deep breath to find calm when feeling some big emotions?

Closing: When you need to find calm, reach for that tool that is always on you...your breath:) Doing so is a great example of a strong self-management practice.

It’s like when you’re playing a game and you make sure there’s room for everyone to join in. Some friends may need a little help, or play in a different way, and that’s okay! Inclusion means we are kind, fair, and treat everyone with respect. Let's watch a read aloud that shares a story about using inclusion when making new friends. Take a look.

Model: Go straight to student questions.

Questions for students:

• Let's talk about the read aloud. Did the characters in the story have any challenges in including a new friend?

• Have you ever had any challenges with including a new friend into a group? Can you share your story>

• Let's go back to the read aloud. Did the characters eventually figure out how to include a new friend? Do you think they ended up better for doing so?

• Why is it import for us to practice inclusion as a class?

Closing: When we include others, we make the world a happier place for everyone—because everyone belongs. 💛

Intro:
Hey friends! We all have feelings inside ussometimes happy, sometimes sad, mad, or scared. Today we’ll watch a short video that shows people’s faces and voices when they feel these. Let’s see how many emotions we can name.

Model / Think Aloud (optional):

Pause when a face looks “sad” and say: See the downturned mouth, the droopy eyes? That helps me know this is sadness.

Share a quick personal memory: When I lost my toy, I felt sad. My shoulders drooped, I wanted to cry. That’s how I knew.

Discussion Questions:

• Which emotion did you see?
  
  

• What clues helped you tell (face, voice, body)?
  
  

• When did you feel that emotion before?
  
  

• What did your body feel like then (hot, shaky, tight)?
  
  

Activity / Practice:

Emotion Charades: Students draw or act out one emotion while classmates guess.

Conclusion:
Great job naming feelings! When we become better at recognizing our emotions, we become more aware of ourselves. All week, keep noticing: How am I feeling? What clues am I getting inside me?

Intro:
Sometimes we want to do something right away—blurt out, grab, run. But when we pause first, we often choose better. Today we’ll watch a video that shows moments when someone stops and thinks before acting. Let’s see how they do it.

Discussion Questions:

• What moment in the video showed someone wanting to act right away?

• What clues indicated it was an impulse?

• What do you think they could do to pause first?

• Has there been a time you felt like acting fast? What helped you wait?

  
  

Activity / Practice (Optional):

• Pause Strategy Cards: Give each student a card that says “Take 3 deep breaths,” “Count to 5,” or “Clap your hands slowly.” When they feel an impulse in class, they pick a card and try that strategy.

• Freeze & Think Game: Teacher calls “Go,” “Freeze,” or “Think.” On “Think,” students freeze mid-motion and silently think of a calm response before continuing.

Conclusion:
When you feel the urge to act quickly, you can pause. Stop, think, then act. That little pause gives you power to choose better. I’m proud of you for practicing your pause power today!

Intro:
Every day we make choices—what to play, how to respond, what to say. Those choices bring consequences, which are the things that happen because of what we do. Let’s watch a video and see how choices lead to results.

Model / Think Aloud:

• Pause when a decision is made: This character decided to share with a friend. The consequence was a smile and friendship.

  
  

• Contrast with another moment: “Here the character grabbed without asking. The consequence was that someone felt sad.

  
  

• Share your own example: When I choose to wait my turn, the consequence is that everyone feels respected.

Discussion Questions:

• What choice did the character make?

• What happened because of that choice?

• Was the consequence good or difficult?

• What could the character have done instead?

Conclusion:
Before you act, stop and think. Ask yourself: what might happen next? That helps you make choices that bring good results.

Intro:
Talking is important, but listening is just as important. Today we’ll see how listening and speaking kindly makes friendships stronger.

Discussion Questions:

• What happened when Howard didn’t listen?
  
  

• How did his friends feel?
  
  

• How can you show you’re listening?
  
  

• What kind words do you use with friends?
  
  

Activity:

• Listening Pairs: One student tells a short story, the other practices listening (eye contact, nodding). Then switch.
  
  

Conclusion:
Good communication means kind words and good listening. Let’s use both today.

Intro:
Sometimes people see things differently than we do. They might feel something we don’t. Today we’ll watch a video to help us imagine how someone else feels in a situation.

Model / Think Aloud:

• Pause at a moment showing someone with a different reaction. Say: That person looks sad/uncertain. If I were in their shoes, I might feel lonely or worried.

• Use a toy or puppet: If I knocked over your block, you might feel sad. I would too.

  
  

Discussion Questions:

• What did the person in the video feel?

• How do you know (what clues)?

• Why might they feel that way?

• If you were in that situation, how would you feel?

  
  

Activity / Practice:

• Turn & Talk: Students share with a partner a time someone felt differently than they expected and how they tried to understand.

  
  

Conclusion:
Thinking about how others feel helps us become more caring and understanding. Let’s try to see things from someone else’s view all day today.

Model: What did you learn about social awareness from Sofia?

Questions for students:

• How did Sofia practice social awareness in her community? How did she work to make life better for the people around her?

• Let's try to be like Sofia for a minute. What's a problem that you would like to fix in our community? What are some ideas that you have to fix that problem?

Closing: You can help make our community a better place by practicing social awareness. Be kind, inclusive, and empathic...and if you see a problem that needs fixing, be like Sofia and work to make the changes you wish to see:)

• The language you speak at home

• Food your family loves to cook and eat

• Stories, songs, or dances passed down from grandparents

• Holidays and the way you celebrate them

• Clothes or art from your culture

• Even the way your family shows kindness and love

All these things are part of your culture, and they’re super important because they help you understand where you come from and how special you are. 🧡 Let's watch a read aloud of a book called Mommy's Khimar (a Khimar is headwear that is popular in the middle east). We'll come back and talk about your cultural assets.

Model: Share a cultural asset from your family background.

Questions for students:

• We learned about Khimars in the read aloud. Do you or your family have any clothing items that are connected to your cultural background?

• How about food? Do you cook and eat food that's connected to your culture? What foods?

• What music is connected to your cultural background?

• How does your cultural background and assets form who you are as a person?

Closing: Everyone’s cultural treasures are different — and that’s what makes the world so amazing and colorful! So celebrate your cultural assets and celbrate the cultural assets of the people around you!

Model: Share your thoughts on the read aloud.

Questions for students:

• Let's talk about the read aloud. What can we learn about believing in ourselves from Tameka?

• Let's talk about you. Have you ever had a time in your life when you needed to believe in yourself before trying something hard?

• What are some things that you can do to practice believing in yourself?

Closing: The next time something feels tough, take a deep breath, smile, and say, “I believe in me!”

Model: How do you practice inclusion? Do you find it to be an important relationship skill?

Questions for students:

• Let's talk about the read aloud. In what ways did the kids in feel excluded because of their differences?

• How did the kids practice inclusion by the end of the book?

• What are some ways in which you can practice inclusion here in our classroom? How about on the playground or at lunch?

Closing: Everyone is special in their own way—and when we include everyone, we practice strong relationship skills!

Model: Share an example of a time in your life when you had to stop and take a few deep breaths to keep from making a wrong choice.

Questions for students:

• When faced with a tough choice in a situation that might be making you angry, what is the key to choosing well?

• How can thinking of a traffic light help us when we need to make a choice under difficult circumstances?

• What does the red light tell us to do?

• How about the yellow light?

• And finally, the green light?

• What are some situations that you might encounter throughout the course of your school day in which you could use this traffic light method?

  
  

Closing: Making responsible decisions isn't easy. With that said, we now have a tool that we can use to help us to make good choices. Stop, breathe, and make a choice that makes you, and those around you feel better. Sounds like a pretty good plan to me:)

Model:
“Think about something that used to be hard for you — maybe tying your shoes or writing your name. How did you get better at it? What helped you keep trying?”

Discussion Questions:

• What is something you’re learning right now that you can’t do yet?

• How does it feel when you finally learn something new?

• What do you do when you feel like giving up?

• What helps make the power of yet stronger — patience, practice, or both? Why?

• Why do you think it’s okay to make mistakes when learning something new?

Closing:
Using the power of yet helps us stay calm, patient, and confident while we grow. The most successful people aren’t always the best at first — they just keep trying! So next time you want to say “I can’t do it,” remember to add one more word: yet!

Model:
“When was a time you felt really upset and needed to calm down? What did you do to help yourself feel better?”

Discussion Questions:

• Why do you think breathing helps us calm down when we’re upset?

• How can you tell when your body is starting to get angry or frustrated?

• When could you use belly breathing — at school, at home, or both?

• How can belly breathing help you make a better choice next time you’re upset?

• What other calm-down strategies work for you?

Closing:
Taking deep belly breaths gives our body and brain time to relax so we can make good choices. The next time you feel the “monster” inside you start to grow, stop, put your hands on your belly, and take a slow breath in and out. Calm first — then choose what to do next!

Model:
“When was a time you had to share or take turns, even when you didn’t really want to? How did that feel?”

Discussion Questions:

• Why do you think the frogs couldn’t get along at first?

• How did their actions make life harder for everyone?

• What changed when the frogs started cooperating?

• How can you show cooperation in class or at home?

• Why is working together an important part of making good decisions?

Closing:
Being responsible means thinking about how our choices affect others. When we cooperate, we make life easier — and more fun — for everyone. The next time you’re in a group, remember that teamwork is the secret ingredient for success!

Model:
“How is our classroom like a family? What are some things we do that make it feel that way?”

Discussion Questions:

• How do you know when someone in our class feels left out or sad?

• What can you do to help them feel included or better?

• Have you ever had a classmate who felt like a family member? Why?

• What are some ways we can make our classroom feel even more like a family?

• Why is it important to treat your classmates with kindness and care?

Closing:
Being a family means helping one another, even when things aren’t perfect. Every kind word, high five, or smile helps our classroom become a happier and safer place. Remember — our class is our school family, and each of us has a part in making it strong.

Model:
“Can you remember a time when you didn’t want to share or help someone? What happened afterward?”

Discussion Questions:

• Why didn’t anyone want to help the crocodile at first?

• How did the crocodile feel when he needed help?

• What changed when someone finally helped him?

• Why is it important to understand how others feel?

• How can you show kindness and respect to the people around you?

Closing:
When we notice how others feel and take time to help, we make the world a kinder place. Try using your eyes, ears, and heart to notice others — that’s how we practice empathy every day!

• What habits did the woman in the video have that helped her live a healthy and happy life?

• What habits could you borrow from this woman to help you live a healthy and happy life?

• How can we incorporate good habits into our lives?

• What habits could you share with others that could help them have a high-quality life?
  Closing:
  Instilling good habits is a great way to live a long and prosperous life. These habits will guide you on your journey and lead to even greater adventures. Who knows—maybe one day you will be over 100 giving advice to a young person.

• What did you think of Davion’s heroism? Do you think he routinely makes responsible decisions?

• What can we do to prepare ourselves for the day we have to make a very important responsible decision?

• Why can it be hard at times to make a responsible decision? Explain.

• Recall a time when you had to make a big decision. What did you do and what was the outcome?
  Closing:
  We might not ever be in a life-saving situation, but we all face important decisions. To be ready for those times, we should practice making responsible decisions in small situations. That way, when it matters, we can act confidently.

Model:
“Have you ever made someone feel sad or uncomfortable without meaning to? What happened?”

Discussion Questions:

• What advice did the little girl give her parents?

• Why do you think her message was so powerful?

• How can anger affect people who aren’t directly involved?

• What are some ways we can handle anger so it doesn’t hurt others?

• How can we use empathy to make our relationships stronger?

Closing:
Our words and actions affect more people than we think. When we take a moment to pause, listen, and speak with kindness, we help everyone — including ourselves — feel safe and understood.

When you practice gratitude, you start to see how much good is around you every day. It helps you feel happier, kinder, and calmer. People who are grateful smile more, share more, and have stronger friendships. Choosing to be thankful is an example of making a responsible decision. Let's watch a read aloud of a book called "I am Thankful". In this book we'll see people share some of the Thanksgiving traditions that they are thankful for. We'll come back to practice a little gratitude by sharing the things that we are thankful for.

Model: What Thanksgiving tradition are you looking forward to? How do you practice gratitude this time of year?

Questions for students:

• Do you have any fun Thanksgiving traditions that you are looking forward to?

• Let's practice gratitude. Take some time and think of three things that you are thankful for. We'll then go around the room and share our gratitude as a class.

Closing: Practicing gratitude is a healthy decision. It can make us feel happier, kinder, and calmer. It can also help the people around us to feel appreciated. So get into that Thanksgiving spirit, and practice gratitude each and every day:)

Model: What is your superpower? How does this strength help you in your daily life?

Questions for students:

• Let's talk about the read aloud. What did you think about Nilvana's self-awareness quest to identify her superpower?

• What is your superpower? How does this strength help you in your daily life?

Closing: Great job today in your self-awareness practice, you identified your superpower! Keep working on identifying and fine tuning your strengths. It's a great way to celebrate all of the great qualities that you posses:)

Model: What qualities do you look for in a friend? What qualities to you bring to your friendships?

Questions for students:

• Let's talk about the video. What did you learn about friendship from the Sesame Street characters that we just watched?

• Let's talk about you:) What qualities do you look for in a friend?

• What qualities to you bring to your friendships?

• What are some things that we can do as a class to make sure that we good friends to each other?

Closing: Being a good friend takes patience, cooperation, sharing, and kindness (among many other great qualities). Be a good friend to each other...When we do that, we're practicing strong relationship skills:)

• Who is an everyday hero in your community (school, church, neighborhood)? What makes this person a hero to you?
• How about you? Are you a community hero? What are some ways in which you "heroically" care for the people in your community?
• Lastly, let's answer the question posed in the first line of the read aloud. "Is someone a hero because they are strong and smart, or is it more about what's inside a person's heart?" Explain your answer.

Hi friends! This has been a big year, and you've learned so many new things. Today, we’re going to think about all the ways we’ve grown. Maybe you learned how to read new words, solve tricky math problems, or make new friends. Let’s watch a story together about how trying and growing can help us do amazing things.

Model:
Let’s pretend:

• At the beginning of the year, a student didn’t know how to tie their shoes. Now, after practicing, they can do it all by themselves!
  
  

• Another student used to feel nervous about speaking in class, but now they raise their hand and share ideas.
  
  

That’s what growth looks like—when we keep trying and get better over time.

Discussion Questions:

• What is something you can do now that you couldn’t do at the start of the year?
  
  

• How did you feel when you learned something new?
  
  

• Who helped you grow this year?
  
  

• What do you want to learn next?
  
  

Conclusion:
Every time you tried something new, you were growing. Sometimes it was hard, but you kept going, and that’s amazing! You should be proud of how far you’ve come. Let’s keep growing, even during the summer!

Model:
Let’s think about two students:

• One tries to build a tower with blocks. It falls over. They take a deep breath, stay calm, and try again.
  
  

• Another student gets frustrated, knocks the blocks over, and gives up.
  
  

Which student showed perseverance? That means not giving up, even when it’s hard.

Discussion Questions:

• What happened in the story when the character didn’t give up?
  
  

• Have you ever tried something that was hard?
  
  

• How did you feel when you kept trying and finally did it?
  
  

• What can we say to ourselves when something feels tough?
  

Conclusion:
Remember, trying again helps us grow. We all make mistakes, and that’s how we learn. When you choose to keep going, you’re showing strength and self-control. So the next time something’s hard—just say, “I can try again!”

Model:
Let’s pretend:

• One student knocks over blocks by accident and says, “I’m sorry. Can I help fix it?”
  
  

• Another student knocks over blocks and walks away without helping.
  
  

• Which student made a responsible choice after their mistake?

Discussion Questions:

• What kinds of mistakes did the characters in the book make?
  
  

• What did they learn from those mistakes?
  
  

• What’s a mistake you’ve made and how did you fix it?
  
  

• How can we make good choices, even after something goes wrong?
  

Conclusion:
Mistakes are part of learning! When we take responsibility and try again, we grow. Responsible choices help us become kind, strong, and brave learners.

Model:
Let’s pretend:

• One student sees their friend help clean up and says, “Thanks for helping me!”
  
  

• Another friend helps clean up, but no one says anything.
  
  

Which friend feels more appreciated? When we say thank you, it makes others feel happy, and it helps our friendships grow stronger!

Discussion Questions:

• Who is someone you’re thankful for at school?
  
  

• What are some ways to say “thank you”?
  
  

• How does it feel when someone thanks you?
  
  

• Can we say thank you with words, drawings, or actions?

Conclusion:
Saying “thank you” is a small thing that can make a big difference. Gratitude helps us be better friends, classmates, and family members. Let’s practice it every day!

Think about a time when you worked with a friend to build something, play a game, or solve a problem. How did it feel when you helped each other
Today we are going to watch a short PBS Kids video called Together We Can. It shows that when we collaborate and cooperate, we can do things that are hard to do alone. Working together brings joy, success, and stronger friendships.

Model

Let’s compare two groups of students.

One group takes turns, shares ideas, and helps each other finish a task. They listen to one another and make sure everyone feels included.

Another group argues about who goes first, talks over each other, and tries to do everything alone. They forget to work as a team.

Which group will finish their project better?
Collaboration means understanding what others need and working together to reach the same goal. When we collaborate, everyone feels important and everyone gets to shine.

Discussion Questions

• How did the characters in the video show collaboration?

• What did they do to make teamwork fun?

• Can you think of a time when someone helped you during a task?

• What is one way you can be a good teammate in class or during play?

• How does working together make activities easier or more joyful?

Conclusion

Being socially aware means noticing how others feel and helping them do their best. Collaboration brings joy because we share ideas, support one another, and grow together. As you move through your day, think about how you can be a teammate who makes a positive difference. Together we can do amazing things.

Model: Share "Three good Things" that have happened to you in the past week.

Questions for students:

• Share "Three good Things" that have happened to you in the past week.

Closing: Thank you for sharing your gratitude! Thankfulness and gratitude are one of the things that makes Thanksgiving such a wonderful holiday. With that said, we don't have to reserve our gratitude practice for only one day of the year. Make the responsible decision to practice gratitude as often as possible. Reflecting on "Three Good Things" is a good start. I'm grateful for you:) And I hope you have the happiest of Thanksgivings!

Model: What cultural/family traditions do you celebrate at Christmas?

Questions for students:

• Let's start with the video. What did you learn? Were there any traditions that looked like a lot of fun to you?

• Let's talk about how you celebrate Christmas. Do you have any family or cultural traditions that you practice every year? Do you look forward to thses traditions?

Closing: Celebrate you cultural and family traditions this holiday seeing. Doing so can help you to get to know yourself better...and it's a great way to practice self-awareness.

Model: What thoughts, emotions, and actions will you have to manage while on Christmas break?

Questions for students:

• What thoughts, emotions, and actions will you have to manage while on Christmas break?

Closing: I want you to have a blast over winter break and you can insure that your vacation will be happier and healthier if you continue to practice self-management while away:)

Note to teachers: Lead a discussion with students following the video. If comfortable, share the most responsible decision that you've made over the past year.

Intro:
With so many things happening in our lives each day, it is important to slow down and notice the good things around us. Gratitude means being thankful and showing appreciation for people, experiences, and things that help us. When we practice gratitude, it does not only make others feel good, it also helps our own hearts feel calm and happy. Today, we will talk about what gratitude looks like and how showing thankfulness can make a positive difference for everyone.

Model / Think Aloud:
When someone helps me or says something kind, I notice my body feels warm and relaxed. I smile without even thinking about it. That feeling lets me know I am feeling thankful.

Discussion Questions:

• What is something that makes you feel thankful?

•  How does your body feel when you say thank you?

• Why does being thankful help us feel happy inside?

Partner Share:
Students share one thing they are thankful for and how it makes them feel.

Conclusion:
Gratitude is something we can practice every day, not just during special times of the year. When we take a moment to say thank you or think about what we appreciate, we help ourselves and others feel valued. This week, try to notice the good things around you and share your thankfulness with someone else.

Intro:
Technology helps us learn and have fun, but our bodies also need movement, rest, and play. When we spend too much time sitting and looking at screens, our bodies and minds can feel tired or uncomfortable. Today we will talk about how listening to our bodies can help us make healthy choices that keep us feeling strong and happy.

Model / Think Aloud:
When I sit for a long time, my legs feel stiff and my eyes feel tired. When I stand up and move my body, I notice I feel happier and have more energy. That helps me know my body needs balance.

Discussion Questions:

• Why is it important to move your body every day?

• How does your body feel after too much screen time?

• What are fun ways you can move without using a screen?

• How can you tell when your body needs a break?

Partner Share:
Students share one active activity they enjoy doing at home or at school.

Conclusion:
Our bodies give us clues about what they need. When we listen and make balanced choices, we take care of ourselves. This week, try noticing when your body needs movement and choose a fun way to stay active.

Intro:
Responsible decision making is not just about schoolwork. It also includes taking care of our bodies and minds. Habits like sleep, food, movement, and screen time all affect how we feel and learn. Today we will reflect on how our habits support or challenge our overall health.

Model / Think Aloud:
When I get enough sleep, I feel focused and calm. When I do not, I feel tired and irritable. Noticing this helps me make better choices about my habits.

Discussion Questions:

• What habits help you feel your best?

• Which habits might need improvement?

• How does food affect energy and mood?

• How can small changes improve health?

  
  

Partner Share:
Students share one healthy habit they want to practice more consistently.

Conclusion:
Our habits shape how we feel and function. When we make responsible choices about our health, we support our learning, emotions, and well being.

Intro:
Friends help us feel happy and safe. Being a good friend means using kind words, sharing, and fixing mistakes when we hurt someone’s feelings. Today we will talk about how to build strong friendships.

Model / Think Aloud:
When I use kind words and listen, my friends feel happy. When I make a mistake, I can say sorry and try again.

Discussion Questions:

• How can you show kindness to a friend?

• What happens when we are unkind?

• How can we fix a friendship after a mistake?

• Why is sharing important?

Partner Share:
Students share one way they can be a good friend today.

Conclusion:
Friendships grow when we treat each other with kindness and care. Being a good friend helps everyone feel included.

Intro:
Helping others is an important way to show care. When someone helps us, we feel supported. When we help others, we feel proud. Today we will talk about why helping matters.

Model / Think Aloud:
When I see someone struggling, I feel concerned. When I help, I feel happy and calm inside.

Discussion Questions:

• How can you help a classmate?

• How can you help your family?

• How does helping make you feel?

Partner Share:
Students share one way they helped someone recently.

Conclusion:
Helping others builds kindness and community. Small acts of help can make a big difference.

Intro: Have you heard of a term called self-control? We can define that term as being the boss of our actions and our words. Self-control helps to have stronger relationships with ourselves and others. It can prevent us from being unkind. It can help us to make good decisions...and more often than not, it can help us to have really good days, especially at school. Let's watch a read aloud of a book called "The Self-Control Shark". In this read aloud we will meet a young shark who at first struggles with, but then masters his self-control practice. We will come back to talk about your self-practice.

Model: Give your students some insight into what you see: What does your class look like and how does it function when students struggle with their self-control. On the flip side, what do you see when students are mastering their self-control? Share your thoughts with your class.

Questions for students:

• Let's talk about the read aloud, how did our young shark friend struggle with self-control in the beginning of the story? What actions or behaviors got him into trouble?

• What did the young shark do to improve his self-control?

• Let's talk about you. How are you challenged by self-control? Have you ever said or done something that was unkind or against the rules? How did that language or action negatively impact your day?

• What are some ways in which we can improve our self-control? In other works, how can we insure that we use kind language, make good decisions, and act in ways that keep us from getting into trouble or conflict?

• Last question: How would our class look like if every single one of us practiced self-control at a really high level?

Closing: We can all be "self-control sharks". When we are mindful of our language and our actions and we behave in ways that are kind, supportive and cooperative...we have strong self-control. Let's make sure to practice self-control as a class today and everyday:)

Intro: Practicing responsible decision making often includes having the ability to understand, and follow rules and expectations. Like any classroom community, we have rules and expectations. We are going to talk about our classroom rules and expectations in a moment, but first, let's watch a fun read aloud of "The Book of Rules". You are going to be asked to asked to "act out" some of the rules shared in this book so be ready to do so as you watch. Following the read aloud we are going to talk about our classroom rules and some things that we can do to make sure that we follow our rules each and every day.

Model: Explain the "why" behind the classroom rules and expectations that you put in place. Explain to students that you put these rules and expectations in place to keep them happy, healthy, and safe. Obviously, add in any other personal touches that can help students understand that your rules and expectations are designed to support them.

Questions for students:

• Let's talk about our classroom rules and expectations. What rules and expectations are we really good at following? Why do we excel at following these particular rules?

• What classroom rules and expectations do we have trouble following? Why are we challenged when it comes to following these rules? What can we do to improve our ability to consistently follow these rules?

• What benefits will we all experience if we all find a way to consistently follow each and every classroom rule and expectation?

Closing: Rules and expectations are put in place to help us, not to punish us. When we all choose to follow these rules and expectations we practice responsible decision making...and we make our classroom a healthier and happier place:)

Intro: One of the most important relationship skills is having the ability to listen. When we listen, we learn. Listening helps us to learn about math, science and, reading...and that knowledge helps us to be stronger students. Listening also helps us to learn about our friends, our classmates, and our family members, and when we learn more about the people in our lives we build stronger and healthier connections. Let's watch a read aloud of a book called "Yes, I Can Listen". Following the read aloud we are going to come back and share some of the things that we've learned about through listening.

Model: What is the most important thing that you've learned through listening? It can be through your role as a teacher, as a student or as a friend/family member. Share your story with your students.

Questions for students:

• Let's talk about listening in general. What do you do to make sure that you are tuned in and listening to the people in your life (teachers, friends, family members)?

• What is something special, or very important that you've learned from listening to a teacher or coach? How did this learning help you in being a stronger student, athlete, or performer?

• What is something special, or very important that you've learned from listening to a family member? How did this learning benefit you and/or your relationship to that family member?

• What is something special, or very important that you've learned from listening to a friend or classmate? How did this learning benefit you and/or your relationship to that friend or classmate?

Closing: Listening is so important because it helps us to learn from, and connect with the people around us...maybe that's why we have two ears and only one mouth;) So keep those ears open, and learn from and connect with the people in your life!

Intro: When we practice social awareness we show care for the people in our community. Think of all the mazing people that you come into contact with everyday. Family members, friends, classmates, teachers, a crossing guard, a worker at the corner store...the list can go on and on. Let's talk about our community today, and more specifically, lets talk about the people and places that make our community special. Where do you go to see people? Where's your favorite spot to connect with others? We will answer those questions in a moment, but first lets watch a read aloud of a book called "A Park Connects Us" to warm us up.

Model: Where is your favorite place to go to find community connection?

Questions for students:

• Let's talk about the read aloud. We saw a beautiful park where people gathered to connect and have fun. What is your favorite park? What makes it your favorite? Who are some of the people that you connect with when you're at this park?

• Where else do you go to connect with and have fun with people in your community? Church, school, maybe a favorite restaurant or an arcade? What makes this place so special?

• Let's use our imaginations: You are in charge of building a special space in our community. A space where people can meet up, connect, and have fun. What would you build?

Closing: Our community is an amazing place, filled with amazing people. Practice social awareness by celebrating the people and places that make your neighborhood so special:)

Intro: When we practice self-awareness we work to understand the many emotions that we can feel on a daily basis. One emotion that may show up from time to time is a feeling that we call worry. It is normal to feel worried from time to time. What are some things that cause you to feel worry? Maybe it's a thunderstorm, or an upcoming test in school. Let's take some time today to talk about our worries and some ways in which we can support ourselves and others when we experience that emotion. But first, lets watch a read aloud of the book "Worries Are Not Forever" take a look.

Model: What causes you to feel worried? What are some ways in which you manage those worrisome feelings? Who do you lean on for support when you're feeling worried?

Questions for students:

• Let's talk about the read aloud. Do you share in any of the same worries that came up in the story?

• What are some things that cause you to feel worry?

• How does your mind and body feel when you experience worry?

• What do you do to help ease your mind when you feel worry?

• Who can you go to for support when you can't seem to shake those worried feelings?

• If you notice that a classmate is feeling worried, what can you do to support your friend?

Closing: Worries are a part of life. The good news is that we can manage our worries through calming practices and the support of the caring people in our lives:)

Sometimes our bodies tell us that we are tired, but our brains want to keep playing, watching, or moving. In today’s story, we will meet a young boy who really does not want to go to sleep, even though his body is sending him clear signals that it needs rest. As you listen, think about how his body feels, what choices he makes, and what happens when he does not listen to his body.

Self awareness helps us notice those signals and make choices that help us feel our best.

Model
There have been times when my body was very tired, but I tried to stay awake anyway. The next day, I felt cranky, slow, and had a hard time paying attention. When I stopped and thought about it, I realized my body had tried to tell me it needed sleep, and I did not listen.

Questions for Students

• Why do you think our bodies need sleep every night?

• How does your body feel when you are very tired?

• What happens when you get a good night’s sleep?

• What are some things you do before bedtime that help your body calm down and get ready for sleep?

  
  

Closing
Sleep is one of the ways we take care of our bodies and our brains. When we listen to our bodies and give them the rest they need, we feel happier, healthier, and more ready to learn. Tonight, when your body starts to feel tired, remember that it is giving you an important message. Listening to your body is a smart and caring choice you can make for yourself.

In today’s story, we will see characters who practice listening and learn how it helps them understand others and follow directions. As you listen, think about times when listening helped you learn or helped you get along with others.

Model
When I listen carefully, I understand what I am supposed to do and feel more successful. When I do not listen, I might miss instructions or make mistakes. Listening helps me manage my actions.

Questions for Students

• Why is listening important at school and at home?

• What does good listening look like with your body?

• How does listening help you learn new things?

• How can listening help you be a good friend?

  
  

Closing
Listening helps us learn, stay safe, and build strong relationships. When we manage our bodies and focus our attention, we show respect to ourselves and others. Each day, you can practice listening and grow stronger in your self management skills.

Everyone experiences challenges. Sometimes we fall, make mistakes, or feel like giving up. In today’s story, we will see how perseverance helps characters keep going and learn from their struggles. As you listen, think about a time when something felt hard for you and what helped you keep trying.

Model
There have been times when I tried something new and did not succeed right away. I felt frustrated, but I reminded myself that learning takes time. When I kept practicing instead of giving up, I felt proud of myself.

Questions for Students

• What does perseverance mean in your own words?

• How do you feel when something is hard to do?

• What can you say to yourself when you feel like giving up?

• How does trying again help you learn and grow?

  
  

Closing
Perseverance helps us make responsible choices when things feel difficult. When we choose to keep trying, we show courage and confidence in ourselves. Remember, mistakes help us learn. Each time you try again, you are getting stronger.

In today’s video, we will learn ways to solve conflicts by using kind words, listening, and staying calm. As you watch, think about how you can use these skills when you have a disagreement with a friend.

Model
I remember a time when I disagreed with someone and felt upset. When I stopped, listened, and used kind words, we were able to fix the problem and feel better.

Questions for Students

• What does conflict mean?

• How does your body feel when you are upset?

• Why is listening important during a disagreement?

• What are kind words you can use when solving a problem?

  
  

Closing
Conflicts are opportunities to practice kindness and understanding. When we listen and speak respectfully, we help ourselves and others feel safe and heard. Each time you solve a conflict peacefully, you build stronger friendships.

In today’s story, we will see how caring for others can make people feel safe, happy, and valued. As you watch, think about ways you can care for others each day.

Model
When someone shows kindness to me, I feel happy and supported. That reminds me how important caring is.

Questions for Students

• How does caring for others make people feel?

• What are ways you can help someone who is sad?

• Why is kindness important in friendships?

• How does caring help build trust?

  
  

Closing
Caring for others makes our classroom and community stronger. Each act of kindness matters. When you notice and support others, you help create a safe and welcoming space.

Model: Who makes you happy? What is it about this person or persons that make you feel happy?

Questions for students:

• Share your thoughts on the read aloud.

• Who makes you happy? What is it about this person or persons that make you feel happy?

• Who do you make feel happy? What do you do to spread happy feelings to others?

Closing: Surround yourself with people that make you feel happy and act in ways that make other people feel happy. Do this, and you'll have a strong relationship skills practice:)

Model: When feeling off or down what are some ways in which you "find your happy"?

Questions for students:

• Let's talk about the read aloud, what did you learn from the book?

• How do you feel when you're happy?

• How do you feel when your fustrated or angry?

• When feeling frustrated or angry, what is something that you can do to "find your happy"?

Closing: We can always find our happy. When feeling frustrated or sad you can find your happy by taking some deep breaths, singing a song, or talking to a trusted adult who can help you get back on track:)

Intro: Identifying your positive attributes is a powerful self-awareness practice. It’s not about ego or self-promotion—it’s about accurately understanding who you are. So we are going to do that today. Take out a piece of paper and and a pen or pencil and write down five "I am" statements. An example is shared below:

1. I am loyal.

2. I am empathetic.

3. I am caring.

4. I am resilient.

5. I am considerate.

Once we are done making out statements we'll share out as a group.

Model: Share your "I am" statements. Be detailed in your explanation of why you chose each statement. Once finished, ask students to share in the same way that you did.

Closing: We all have amazing attributes, and it's really important that we take the time to recognize those qualities in our selves and "I am" statements is a great way to do that:)

Model: How do you avoid negative choices that could have a harmful impact on yourself and others?

Questions for students:

• Share the negative choices that Tim made throughout the story.

• What kind of impact did Tim's choices have on him as an individual?

• What kind of impact did Tim's choices have on others?

• Do you think that Tim can learn and grow from his mistakes? if so, how?

• What are some ways in which you can avoid making negative choices?

Questions for students:

• When we know right from wrong, and make choices that reflect that knowledge, we are practicing responsible decision making. So make the choices that positively impact you and the people around you. When we do that, we can avoid all of the headaches that "Naughty Tim Sprocket" experienced.

Model: What are some ways in which you try to be a good neighbor?

Questions for students:

• Share your thoughts on the read aloud. Did you learn anything as you watched?

• Can you name some people in your community who are good neighbors? What makes them a good neighbor?

• What are some things you do to be a good neighbor when you are at home?

• What are some things you do to be a good neighbor here at school?

• How will our classroom community benefit if we all work to be good neighbors?

Closing: Good neighbors help and support the people around them. Let's work to be good neighbors here in our classroom. If we do that, we'll create a strong and caring community:)

Today we are exploring a big question: Who am I? We all have things we are good at and things we are still learning. As we watch, think about what makes you special and what strengths you already have.

Model:

Think about one talent you have, one thing you are proud of, and one thing you want to get better at. Teacher models a simple example and explains that who we are grows through the choices we make every day.

Questions for Students:

• What makes you you?

• What are you good at?

• What is something you want to improve?

• How do your choices help you grow?

  
  

Closing:

You are becoming someone new every day. Your strengths help you succeed, and your challenges help you grow.

Have you ever felt wiggly in your body? That is your body giving you a clue. Today we will watch Elmo feel the wiggles and learn what to do.

Model:

Students wiggle safely, then freeze. Play through the shaking out portion and pause. Practice shaking out and taking one slow breath.

Review listening with your whole body: quiet voice, eyes watching, ears listening.

Questions for Students:

• How did Elmo feel at the beginning?

• What clue did his body give him?

• What tool helped him?

• When do you feel the wiggles at school?

Closing:

Our body gives us clues before behavior happens. When we notice early, we can use a tool and get ready to learn.

Every day we make choices. Responsible decision making means Stop, Think, Choose.

Model:

Pause the video after scenarios. Students show thumbs up or thumbs down and explain why.

Questions for Students:

• Was that a good choice?

• How did it affect others?

• What could they do instead?

  
  

Closing:

Stop. Think. Choose a good choice.

Sometimes we feel upset or want a turn. Today we are learning brave words. Brave words help solve problems.

Model:

Model grabbing without words, then models calm words like “I would like a turn.” Pause the video and practice phrases together.

Questions for Students:

• What did Daniel say?

• Did he push or use words?

• What can you say if someone takes your toy?

Closing:

When we feel upset, use your words.

Today we are learning how to notice how other people feel. We can see feelings on faces, in bodies, and in voices. As we watch, look for feelings.

Model:

Model facial expressions and asks students to identify them. Pause the video when a character shows a feeling or someone responds with kindness.

Questions for Students:

• How did the character feel?

• What clues helped you know?

• What did someone do to help?

• What can you do if a friend feels sad?

Closing: When we notice feelings, we can choose kindness.

Model: Silly. What does it feel like when you're silly? What makes you feel silly? How do know when it's time to be silly and when it's time to be serious?

Questions for students:

• Silly. What does it feel like when you're silly? What makes you feel silly? How do know when it's time to be silly and when it's time to be serious?

• Scared. What does it feel like when you're scared? What are some things that make you feel scared? How do you manage this emotion?

• Disappointed. What does it feel like to be disappointed? Can you name a time when you felt disappointed?

• Happy. How do you feel when you're happy? How can we cultivate that feeling?

• Sad. What's it feel like when you're sad? What are some things that you can do to feel better when you're sad?

• Angry. What does anger feel like? how do you find calm when you're angry?

• Thankful. What are you thankful for? What does it feel like to be thankful?

• Frustrated. Have yo been frustrated before? What does that feel like?

• Shy. Have you ever felt shy? What was that like? How can you help someone if you notice they're feeling shy?

• Bored. have you been bored before? What did that feel like?

• Excited. What makes you excited? How does it feel to be excited?

• Jealous. How does it feel when you're jealous? What can you do to manage that feeling?

• Proud. What are you proud of?

Closing: You did a great job sharing your emotions today. Keep learning about your emotions, doing so is an example of practicing self-awareness:)

• How did you feel about the video? Did you enjoy that breathing practice? Why or why not?
• Do you think that you'd be able to do flower-candle breathing on your own?
• When is a time that flower-candle breathing might be helpful to you?

• What prompted the books narrator to want to be kind to Tanisha? (explain how this is an example of feeling empathy)
• How do you you feel when someone gives you kindness in the midst of a tough experience?
• After trying to cheer Tanisha up, the narrator reflected on what it means to be kind.  What are some examples that she cam up with?
• What does being kind mean to you?
• How can you practice being kind as you go about your day today?

• Share your thoughts on the Kind Kids Club
• What can we learn from the students at Starr Elementary?
• How can we bring the kindness we just witnessed to both our classroom and our school community?

Model: Share an experience that you've had with "The Magical Yet". A time when you practiced resilience in the face of a challenging set back.

Questions for students:

• Share your thoughts on the read aloud. What did you learn from the book?

• Do you have any experience with "The Magical Yet?" An experience where at first, you couldn't do something...but you kept trying, and found success?

• What is something you are currently working on but haven't quite gotten the hang of yet? What do you have to do stay patient while your develop your skills in this area?

Closing: With patience, resilience, and hard work, every one of us can experience the power of the magical yet:)

Model: Share three personal strengths that you have been able to identify.

Questions for students:

• How did Vashti's teacher help her to identify her strength as an artist?

• What did Vashti do once she recognized her strength as an artist?

• What are three personal strengths that you can identify?

• Who helped you to learn about those strengths?

• How do you share your strengths with the people around you?

Closing: We all have amazing strengths and we need to make sure that we take the time to identify what those strengths are. When we do that, we're practicing self-awareness:)

Students will identify different feelings and begin to understand that certain situations can cause those feelings (emotional triggers).

Intro:

Every day, we feel lots of different emotions—happy, sad, angry, excited. Sometimes, something happens that makes us feel that way. Today, we’re going to learn about our feelings and what causes them.

Model / Think Aloud:

Pause when different emotions are shown in the song.

I see they are feeling happy here. Something must have happened to make them feel that way. That’s called a trigger—something that causes a feeling.

Pause again:
They look angry now. Maybe something didn’t go their way. That situation is the trigger for their feeling.

Teacher models:
When someone takes my things without asking, I feel upset. That’s a trigger for me.

Discussion Questions:

• What feelings did you see in the video?

• Which feeling is your favorite? Why?

• What can make you feel happy?

• What can make you feel sad or upset?

• Have you ever felt really excited? What caused it?

Activity / Practice (Extension Activity):

Feelings & Triggers Match:
Teacher names a situation, students act out the feeling:

• “You got a gift” → show the feeling

• “Someone took your toy” → show the feeling

• “You are playing with friends” → show the feeling

  
  

Draw Your Feeling:
Students draw a picture of something that makes them feel happy, sad, or angry.

Conclusion:

Feelings don’t just happen for no reason—something causes them. When we understand what makes us feel a certain way, we learn more about ourselves.

Students will identify what frustration feels like and practice simple strategies to calm down (movement, breathing, taking space).

Intro:

Sometimes things don’t go our way, and we feel upset, angry, or frustrated. That feeling is called frustration. Today, we’ll learn what frustration looks like and what we can do to calm our bodies.

Model / Think Aloud:

Pause when Sophie becomes upset.

Say:
Sophie is feeling very frustrated right now. Her body looks tight, and her face shows she’s upset. That’s what frustration can look like.

Pause when she runs outside:
Sophie didn’t stay in the moment—she took space. That helped her calm down.

Pause near the end:
Now Sophie is calm again. She gave herself time to feel better instead of reacting right away.

Teacher model:
When I feel frustrated, I sometimes step away or take deep breaths to calm down.

Discussion Questions:

• How did Sophie feel in the story?

• What made her feel that way?

• What did she do when she felt angry?

• Have you ever felt like Sophie?

• What helps you calm down?

Activity / Practice (Extension Activity):

Calm Down Practice:
Students practice:

• Taking 3 deep breaths

• Stretching arms slowly

• Sitting quietly for 10 seconds

  
  

Act It Out:
Teacher gives scenarios:

• “You lose a game”

• “Someone takes your toy”
  Students act out frustration, then practice calming down.

Conclusion:

Frustration happens to everyone. What matters is what we do next. We can calm our bodies and make better choices.

Students will understand that others can influence their choices and practice making safe and kind decisions.

Intro:

Sometimes, other people might try to tell us what to do or encourage us to make a choice. We can listen, but we are in charge of our own choices. Today, we’ll learn how to make good choices, even when others are around us.

Model / Think Aloud:

Pause when Bud is faced with a choice.

Say:
Bud has to decide what to do. Even though others may influence him, he still has to make his own choice.

Pause when a poor choice is shown:
That choice might cause a problem. That’s what can happen when we don’t think carefully.

Pause when a good choice is made:
Bud made a better choice here. He stopped and thought about what was right.

Teacher model:
If someone tells me to do something unsafe, I can say no and choose what I know is right.

Discussion Questions:

• What choices did Bud have to make?

• What happened when he made a not-so-good choice?

• What happened when he made a good choice?

• Has someone ever told you to do something? What did you do?

• How can you make a good choice?

Activity / Practice (Extension Activity):

Good Choice or Not?:
Teacher gives scenarios:

• “Someone tells you to run in the hallway”

• “A friend asks you to share”
  Students respond with thumbs up (good choice) or thumbs down (not a good choice)

Say It Practice:
Students practice saying:

• “No, thank you”

• “I’m going to make a better choice”

Conclusion:

You are in charge of your choices. Even if others try to influence you, you can always choose what is safe and right.

Students will learn that conflicts happen and practice simple ways to solve problems (talking, listening, and working together).

Intro:

Sometimes we don’t agree with others. That’s called a conflict. Conflicts happen, but we can solve them in kind and safe ways.

Model / Think Aloud:

Pause when a problem is introduced.

Say:
They have a problem. That means they are not agreeing right now.

Pause when steps are modeled:
I notice they are talking about the problem and listening to each other. That helps them solve it.

Pause when solution happens:
They worked together and found a solution. That’s how we solve conflicts.

Teacher model:
If I have a problem with someone, I can use my words and listen to them.

Discussion Questions:

• What problem did they have in the video?

• How did they solve the problem?

• Why is it important to listen?

• What can you say when you have a problem?

• How does it feel when a problem is solved?

Activity / Practice (Extension Activity):

Problem Solving Steps Practice:
Teach simple steps:

1. Stop

2. Talk

3. Listen

4. Solve

Students repeat and act out each step.

Partner Practice:
Students role-play a small conflict (sharing, taking turns) and practice solving it using the steps.

Conclusion:

Conflicts happen, but we can solve them by talking, listening, and working together.

Students will understand that people can see and feel things differently and begin practicing empathy.

Intro:

Sometimes, two people can look at the same thing and feel or think something different. That’s called perspective. Today, we’ll learn how to understand how others feel.

Model / Think Aloud:

Pause when different viewpoints are shown.

Say:
They are showing that people can see the same situation in different ways. That means everyone has their own perspective.

Pause during empathy moment:
They are trying to understand how someone else feels. That’s called empathy—thinking about someone else’s feelings.

Teacher model:
If my friend is sad, I can stop and think, ‘How would I feel if that happened to me?

Discussion Questions:

• What does it mean to see something differently?

• How did the people feel in the video?

• Why is it important to understand others’ feelings?

• Have you ever felt different from someone else in the same situation?

• How can you show you care about others’ feelings?

Activity / Practice (Extension Activity):

Act It Out:
Teacher gives a situation:

• “One student wins a game, one loses”
  Students act out how each person feels.

Empathy Practice:
Students turn to a partner and say:
“I think you might feel ___ because ___.”

Conclusion:

Everyone has their own feelings and perspective. When we try to understand others, we become kinder and better friends.

This story is about a girl named Esperanza. She’s kind and caring—she helps others and tries to be a good friend. But one day, something goes wrong in a school play and she feels embarrassed and upset.

At first, Esperanza is really hard on herself. She says things in her mind that aren’t very nice. But then she remembers something important—just like she shows kindness to others, she needs to show kindness to herself too.

Esperanza learns to listen with her heart, not just her ears. That means she starts paying attention to her feelings and talks to herself in a gentle, loving way. She reminds herself that it’s okay to make mistakes and that she is still special.

The story teaches us that it’s just as important to be a good friend to yourself as it is to be a good friend to others. 💗

Take a look at the video and we will come back to talk about how Esperanza learned to listen with her heart. We'll also talk about how you have learned to listen with your heart.

Model: What did you learn from the read aloud? What are some ways in which you make sure to listen to your heart?

Questions for students:

• What did you learn from Esperanza and the story shared in today's read aloud?

• How do you make sure to listen to your heart?

• What are some ways in which you are a good friend to others?

• How do you make sure to be a good friend to yourself?

Closing: Get to know who you are. Listen to your heart, listen to your mind...and make sure to be a good friend to yourself. When you do that, you're practicng self-awareness:)

This is the story of a little bird named Mel who wants to learn how to fly.

One day, Mel climbs to the very top of her tree and jumps off! As she falls down, she passes by lots of animals who are worried and try to help her. But Mel doesn't stop falling. She keeps going... and going...

Just when it seems like she might crash—Mel spreads her wings and flies back up! 🕊️

Mel wasn’t falling—she was learning! She was being brave, trusting herself, and trying something new even though it felt a little scary.

This story teaches us that being brave and trying hard things helps us grow—even if we’re scared at first. Mel believed in herself, and she learned something amazing!

Take a look at the read aloud and we'll come back to talk about your bravery in learning new things:)

Model: Share examples of the bravery/self-management skills that you observed in your students since the start of the school year.

Questions for students:

• Share your thoughts on the read aloud. Did you have any experiences similar to Mel in the past few months? A time where you were brave in trying and learning new things?

• How do you manage emotions like fear, frustration, and nervousness that can come with learning new things?

Closing: I'm so proud of all that you've done to learn and grow since the start of the school year! Keep utilizing your self-management skills in this final stretch of the year:)

In this story, a little girl named Melissa learns how to make better choices when she feels upset. One day, her younger brother accidentally breaks her favorite doll. Melissa feels angry and wants to break his toy in return. But then she remembers a special way to help her think before acting: 🧠 Stop. Breathe. Think.

By taking a moment to stop, breathe, and think, Melissa realizes that breaking her brother's toy won't make her feel better. Instead, she decides to talk to him about how she feels and finds a way to fix the problem together.

This story teaches us that when we stop and think before we act, we can make good choices that help us and others feel happy.

Model: Share examples of your students making responsible decisions over the past year. Have you observed an improvement in your students skills in this space? Share your observations.

Questions for students:

• Let's talk about the read aloud. How did taking the time to 🧠 Stop. Breathe. Think. help Melissa in making responsible decisions?

• Let's talk about your responsible decision making practice. What are some responsible decisions that you made since the start of the school year?

Closing: When we make responsible decisions we can improve our lives, and the lives of the people around us. So take the time to 🧠 Stop. Breathe. Think. as you practice your responsible decision making skills today.

Beekle is a special imaginary friend who lives on an island with other imaginary friends. Usually, a child imagines their friend, and then they go off to meet them. But Beekle waits and waits... and no one imagines him. 😢

So one day, Beekle decides to be brave and go out into the real world all by himself! He travels to a big city, where everything is new and a little scary. He doesn’t know where to go or what to do, but he keeps looking and hoping to find his special friend.

Finally, Beekle meets a girl named Alice. They feel a connection right away and become best friends. Beekle realizes that finding a friend is worth the wait—and that being yourself is the best way to make a real friend. ❤️

Model: Share examples of the relationship skills that you've observed in your students since the start of the school year.

Questions for students:

• Let's talk about Beekle and Alice. What are some things that they did that helped them to become best friends?

• What are some skills that you brought to your friendships throughout this school year?

• What do you appreciate about your friends here at school?

Closing: Continue practicing relationship skills and working to be a good friend as we enter the final weeks of the school year:)

Model: Share your thoughts on the book. What are some ways in which you and your students have shown an ability to understand and appreciate the differences of individuals in your school community?

Questions for students:

• What makes you different or unique?

• How are you able to understand and appreciate the things that make your classmates different or unique?

• Why is it important for us to have an appreciation and understanding of what makes all of us unique?

Closing: The things that make us unique also make us interesting. When you learn about yourself, and you learn about the people in your community you can begin to connect on both the things that you have in common and the things that make you unique:)

Today we are going to talk about growth. Growth means we are learning, changing, and getting better.

At the beginning of the year, some things may have felt hard. Maybe writing your name was hard. Maybe sharing was hard. Maybe counting, reading, listening, or using kind words was hard.

But look at you now. You have learned so much. You are not the same student you were at the beginning of the year. Today, we are going to think about how we have grown.

Before the Video

Ask students:

“What is something you can do now that was hard before?”

Allow a few students to share.

Watch the Video

Teacher Prompt:

“As you watch, think about how the character or people in the video grow, learn, or keep trying.”

Model

Teacher says:

“At the beginning of the year, maybe a student could not write all the letters in their name. They may have needed help. But after practicing, listening, and trying again, now they can write their name by themselves. That is growth.”

Another example:

“At first, maybe sharing toys was hard. Now, you can say, ‘Can I have a turn?’ or ‘You can play with me.’ That is growth too.”

Student Activity: Then and Now Drawing

Students fold a paper in half.

One side says: Then
The other side says: Now

Students draw:

Then: Something that was hard at the beginning of the year
Now: Something they can do better now

Sentence frame:

“Before, I could not ___ yet. Now, I can ___.”

Discussion Questions

1. What is something you learned this year?

2. What is something that used to be hard but is easier now?

3. Who helped you grow this year?

4. How do you feel when you notice that you are getting better?

5. What is one thing you still want to practice?

Conclusion

You have grown so much this year. You have learned new words, new numbers, new routines, new ways to share, and new ways to be kind.

Growth does not mean everything is easy. Growth means you keep trying and keep learning.

Today, remember this:

“I am growing every day.”

Today we are focusing on Self Awareness. Self Awareness means knowing yourself. It means noticing your strengths, your challenges, your feelings, and your growth.

At the beginning of the year, there were probably things that felt hard. Maybe math facts, reading longer passages, writing paragraphs, controlling emotions, staying organized, or working with others felt difficult.

But when we look back, many of us can see that we have grown.

Today, we are going to think about the difference between saying, “I can’t do this,” and saying, “I can’t do this yet.”

Before the Video

Ask students:

“What is one thing you got better at this year because you practiced?”

Allow a few students to share.

Watch the Video

Teacher Prompt:

“As you watch, listen for the difference between a fixed mindset and a growth mindset.”

Model

Teacher says:

“A fixed mindset might sound like this: ‘I am just bad at math.’ That kind of thinking makes it hard to keep trying.”

“A growth mindset sounds like this: ‘Math is challenging for me, but I can use strategies, ask questions, and practice.’ That kind of thinking helps us grow.”

Give a school example:

“If you struggled with reading at the beginning of the year but now you can use text evidence, summarize, or read with more confidence, that is growth.”

Student Activity: My Growth Reflection

Students complete the following:

At the beginning of the year, I struggled with ___.

One thing I practiced was ___.

A person who helped me was ___.

Now I am better at ___.

One thing I still want to grow in is ___.

My growth mindset sentence is: “I can improve by ___.”

Partner Share

Students turn to a partner and share one sentence:

“One way I grew this year is ___.”

The partner responds:

“I noticed your growth.”

Discussion Questions

1. What is the difference between a fixed mindset and a growth mindset?

2. Why is it important to say “yet” when something is hard?

3. What is one challenge that helped you grow this year?

4. Who helped you improve this year?

5. What is one strength you discovered about yourself?

   
   

Conclusion

Growth is not always loud. Sometimes growth is quiet.

It looks like trying again after a mistake. It looks like asking for help. It looks like focusing a little longer than before. It looks like choosing better words, better effort, and better actions.

You should be proud of your growth this year. You are not finished growing, but you are not in the same place where you started.

Today we are talking about self management. Self management means being able to control our bodies, our words, and our choices.

At the end of the school year, we may feel excited, tired, silly, or ready for summer. Those feelings are okay. But even when we feel excited or tired, we can still make good choices.

We can listen.
We can use kind words.
We can keep our hands and feet safe.
We can finish our work.
We can follow directions.

Today, we are going to practice how to finish strong.

Before the Video

Ask students:

“How might students feel when the school year is almost over?”

Possible answers:

Excited
Happy
Tired
Silly
Ready for summer
Proud

Then say:

“All of those feelings are okay. The important thing is what we choose to do with those feelings.”

Watch the Video

Teacher Prompt:

“As you watch, look for ways the character or people in the video manage their feelings, bodies, or choices.”

Model

Teacher says:

“Let’s pretend I feel excited because summer is almost here. I might want to run, yell, or stop listening. But I can manage myself by taking a deep breath, sitting safely, and listening to the teacher.”

Another example:

“Let’s pretend I feel tired and I do not want to clean up. I can say, ‘I am tired, but I can still help.’ Then I can put away my materials.”

Student Activity: Stop, Breathe, Choose

Teach students this simple routine:

Stop: Freeze your body.
Breathe: Take one slow breath.
Choose: Pick a safe and kind choice.

Practice with scenarios:

1. You are excited and want to run in the hallway.

2. You are tired and do not want to clean up.

3. Someone takes the crayon you wanted.

4. The teacher asks the class to get quiet.

5. You want to talk while someone else is speaking.

For each one, students say:

“I can stop, breathe, and choose.”

Discussion Questions

1. What does self management mean?

2. What feelings do we have at the end of the school year?

3. What can you do when you feel too excited?

4. What can you do when you feel tired?

5. What is one good choice you can make today?

   
   

Closing Affirmation

Have students repeat:

“I can manage myself.”
“I can make good choices.”
“I can finish strong.”

Conclusion

The end of the year is exciting, but we are still learning and growing. We can feel happy, tired, or silly and still make good choices.

When you feel big feelings today, remember:

Today we are talking about responsible decision making. That means thinking before we choose.

Every day, we make choices. We choose how we listen. We choose how we treat people. We choose how we use our words. We choose whether we keep trying when something is hard.

The school year is almost over, but our choices still matter. We can make choices that help us get ready for what is next.

Before the Video

Ask students:

“What is a good choice students can make at school?”

Allow students to share simple examples, such as listening, sharing, cleaning up, helping a friend, using kind words, or trying again.

Then say:

“As we watch the video, think about the choices the characters make and what happens because of those choices.”

Watch the Video

Teacher Prompt:

“Watch for a choice someone makes. Was it helpful? Was it kind? Did it solve a problem?”

Model

Teacher says:

“Let’s pretend I am getting ready for the next grade. I could choose to say, ‘I do not want to try anymore because school is almost over.’ But that choice does not help me grow.”

“A better choice would be, ‘I can keep listening, keep practicing, and keep being kind until the last day.’ That choice helps me get ready for what is next.”

Another example:

“If I want to play with a toy someone else has, I could grab it. Or I could ask, ‘Can I have a turn when you are done?’ One choice hurts the friendship. The other choice helps the friendship.”

Student Activity: Good Choice, Not Yet Choice

Read each situation. Students give a thumbs up for a good choice or put their hand on their heart for a choice that needs fixing.

1. I clean up even when I did not make the mess.

2. I yell when I do not get my way.

3. I ask for help when something is hard.

4. I keep trying even when I make a mistake.

5. I push someone because I am upset.

6. I use kind words with my classmates.

After each one, ask:

“What would be a better choice?”

Student Reflection

Students complete this sentence by drawing or saying their answer:

“One choice I can make to get ready for next year is ___.”

Examples:

I can listen.
I can be kind.
I can clean up.
I can ask for help.
I can keep trying.
I can use safe hands.

Discussion Questions

1. What does it mean to make a good choice?

2. How can our choices help other people?

3. What is one choice that helps you learn?

4. What is one choice that helps you be a good friend?

5. What good choice can you make today?

   
   

Closing Affirmation

Have students repeat:

“I can think before I choose.”
“I can make kind choices.”
“I am ready for what is next.”

Conclusion

You are getting ready for summer and for the next grade. The choices you make now can help you grow.

When you have a choice to make, pause and ask:

“Is this safe?”
“Is this kind?”
“Will this help me grow?”

That is responsible decision making.

Today we are talking about kindness. Kindness means using our words and actions to help people feel safe, included, and cared for.

Sometimes kindness is big, like helping someone who is hurt. Sometimes kindness is small, like saying hello, sharing, inviting someone to play, or using gentle words.

As the school year ends, we want to think about how we can treat people in a way that makes them feel good inside.

Before the Video

Ask students:

“What is one way you can be kind to someone at school?”

Allow a few students to share.

Then say:

“As we watch the story, pay attention to how the characters treat each other. Think about what kindness looks like and how people feel when kindness is missing.”

Watch the Video

Teacher Prompt:

“While you watch, look for a moment when someone could have made a kind choice.”

Model

Teacher says:

“If someone asks to play, I have a choice. I can say, ‘No, go away,’ or I can say, ‘You can play with us.’ One choice hurts someone’s feelings. The other choice helps someone feel included.”

Another example:

“If someone drops their crayons, I can walk away, or I can help pick them up. Kindness means noticing when someone needs help.”

Student Activity: Kind Choice or Not Kind Yet

Read each example. Students show a thumbs up if it is a kind choice. Students put their hand on their heart if it is a choice that needs to be fixed.

1. A student invites someone to play.

2. A student laughs when someone makes a mistake.

3. A student helps clean up.

4. A student says, “You cannot sit with us.”

5. A student says, “Do you want help?”

6. A student uses gentle words when upset.

After each one, ask:

“What kind choice could we make instead?”

Student Reflection

Students draw or say:

“One kind thing I can do before the year ends is ___.”

Examples:

I can share.
I can help clean.
I can say thank you.
I can invite someone to play.
I can use kind words.
I can say I am sorry.

Discussion Questions

1. How did the characters feel in the story?

2. What is one kind choice someone could have made?

3. How do you feel when someone includes you?

4. How do you feel when someone is unkind?

5. What kind choice can you make today?

Closing Affirmation

Have students repeat:

“I can be kind.”
“My words matter.”
“My choices can help others feel included.”

Conclusion

Kindness is something we can choose every day. Before the year ends, we can make choices that help others feel safe, happy, and included.

Remember:

Small acts of kindness can make a big difference.

Today we are talking about gratitude. Gratitude means noticing the good things people do for us and saying thank you.

This year, many people helped us. Teachers helped us learn. Friends helped us play and share. Families helped us get ready for school. Lunch staff helped us eat. Office staff helped keep the school running. Many people helped us grow.

Today, we are going to think about the people who helped us and how we can say thank you.

Before the Video

Ask students:

“Who is someone who helped you this year?”

Allow a few students to share.

Then say:

“As we watch the video, think about someone who helped you learn, feel better, or keep going.”

Watch the Video

Teacher Prompt:

“While you watch, look for someone being helpful or thankful.”

Model

Teacher says:

“If my teacher helped me learn how to write my name, I can say, ‘Thank you for helping me write my name.’”

Another example:

“If a friend helped me when I was sad, I can say, ‘Thank you for being kind to me.’”

Another example:

“If someone helped me clean up, I can say, ‘Thank you for helping me.’”

Student Activity: Thank You Picture

Students draw a picture of one person who helped them this year.

Under the picture, students complete or say:

“Thank you, ___, for helping me ___.”

Examples:

“Thank you, Mom, for helping me get ready for school.”

“Thank you, teacher, for helping me read.”

“Thank you, friend, for playing with me.”

“Thank you, lunch staff, for giving us food.”

Discussion Questions

1. What does gratitude mean?

2. Who helped you this school year?

3. How did that person help you?

4. How does it feel when someone says thank you?

5. What is one way you can show gratitude today?

   
   

Closing Affirmation

Have students repeat:

“I can notice helpers.”

“I can say thank you.”

“I can show gratitude.”

Conclusion

Many people helped us grow this year. When we say thank you, we help others feel seen and appreciated.

Before the school year ends, remember to thank someone who helped you.

A simple thank you can make someone’s day better.

Model: What has been your go-to self-management practice this year? How has that practice impacted your ability to manage your emotions and/or a challenging situation?

Questions for students:

• What is your go-to self-management practice? What is it about this practice that you connect with?

• Looking back on the school-year, what challenging emotion or situation did you overcome through the practice of self-management?

• How can you continue to sharpen your self-management skills over summer vacation?

Closing: Self-management can help you to grow into a strong, focused, and confident person. It's not about being perfect—it’s about learning to handle life in a way that helps you feel good and do your best. As you enter summer vacation continue to nurture and grow your self-management practice while you enjoy a little time off:)

Model: Share a choice that you made in the past school year that upon reflection may have been a poor choice. What did you learn from that experience? What is the best choice/decision that you made in the past school year? how did that choice positively impact your life?

Questions for students:

• Share a choice that you made in the past school year that upon reflection may have been a poor choice. What did you learn from that experience?

• What is the best choice/decision that you made in the past school year? how did that choice positively impact your life?

Closing: We don't always make the right decisions...but when we learn and grow in our decision making practice we can get to a point where the vast majority of the decisions that we make put us in a position to be happier and more successful. Continue reflecting on and sharpening your decision making skills over the summer months and work to put yourself in the position to make healthy and constructive choices.

Model: Share your favorite experience that you had with your class in the past school year? What made this experience special/memorable?

Questions for students:

• Share your favorite experience that you had with your classmates in the past school year? What made this experience special/memorable?

• How have the relationships that you formed as a group added to your experience as a student at (insert school name here).

Closing: We work hard to learn and grow as individuals, but that work is enhanced by the support and connection that we give to, and receive from our classmates. Continue to nurture and grow those healthy relationships as we enter the summer months:)

Note to PK-2nd grade teachers: Language used in this group of lessons is not geared towards younger age groups. Please modify as you see fit to meet the needs of the students that you instruct.

Intro: Self-awareness is defined as "The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose." How have you developed your self-awareness in the past year. Take some time to reflect on your self-awareness practice. We'll come back to discuss as a group in a moment.

Model: Share a specific example of an area in which your self-awareness has grown in the past school year.

Questions for students:

• In what ways have you developed a better understanding of your emotions over the school year?

• We all have strengths, and we all have limitations. What personal strengths have you identified this year. What are some areas in which you need to continue to build strength.

• Let's talk about purpose. What drives you, and/or motivates you as a student? What are some ways in which you can tap into your motivation to continue learning and growing over the summer.

Closing: Even though the school-year is ending, our self-awareness practice is something that never ends. Continue to connect with, and learn about yourself over the summer months:)

Model: What are some ways in which you supported your students and coworkers this year. What are some ways in which your students and coworkers supported you?

Questions for students:

• What are some ways in which you gave support to fellow students in the past school year? How did that shared support positively impact our school community?

• How did fellow students give you support in the past school year? How did that support positively impact you?

Closing: Social awareness is defined by the support that we both give and receive in our community. Continue to share and receive support from fellow community members over the summer months. Do so, and you will continue to sharpen your social awareness skills.