Week 1: Actions 

Day 1: What are our actions? (25-30 total minutes)  

1. (5 minutes) Singing Time – teach and sing the following songs with your class: “What I Do” and “I Affect Others”.
2. 10-15 minutes) Lesson objective: children should know that actions are the things that we do and the things that we say.
   • What we do with our bodies are some of our actions. Ask the children to do some of the following (or come up with your actions for them to do): Jump up and down, stomp feet, clap hands, shake hands, run in place, make a silly face, smile, frown, sit down, lay down, stand up etc.  
   • What we say with our mouths are also some of our actions. Ask the children to say some of the following (or come up with your own statements for them to say): please, thank you, I love you etc. 
3. Vignette: read the associated comic page (Page 1) with your class aloud, then use the following suggested questions to lead a brief discussion. 
   1. • What did Phil say?  
      • What did  Phil do?  
      • What did  Ben say?  
      • What did  Ben do?  
4. Role Play: Have your characters act, think, or feel. Ask the children each time if the character is acting through doing or saying? 
   • Make Phil sing a few lines of a song.
     • Ask the class, was Phil doing or saying something? After they identify that he was in fact doing or saying something, have the class identify what he was doing or saying (singing). 
   • Tell the class that Mel feels sad but don’t have her do anything other than sit or lay.
     • Ask the class if she is doing or saying something. Have the class identify what she was doing (Laying or sitting, if the children say she was feeling sad remind them that we are not identifying feelings but actions things that Mel is doing or saying). 
   • Make Lin run and jump around.
     • Ask the class if she was doing or saying anything. If they identify that she was doing something, have the class identify what she was doing (running and jumping). 
   • Tell the class that Vivie is thinking about a big juicy ripe strawberry but don’t have her do anything other than sit or stand. 
     • Ask the class if she is acting by doing or saying anything and have them identify what she was doing (sitting or standing, if the class says that she is thinking about a strawberry, remind them that we are not identifying her thoughts but actions what she is doing or saying).  
   • Make Ben read a line from a book. 
     • Ask the class if Ben is doing or saying anything. Have the class identify what he is doing or saying (Reading). 
5. (5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class: “What I Do” and “I Affect Others” 

1. 1.  

 

Day 2: We control our own actions. (25-30 minutes total time) 

1. (5 minutes) Singing Time – teach and sing the following songs with your class: “What I Do” and “I Affect Others”
2. (10-15 minutes) Lesson objective: the class will learn that they choose what they do and say. They have control of their actions.  
   • We choose what we do with our bodies. Ask the children to share or show some of the things they like to do/don’t like to do.  
   • We choose what we say with our mouths. Ask the children to share some things that are nice or kind to say/mean or unkind to say. 
3. Vignette: read the associated comic page (page 2) with your class aloud, then ask the following suggested questions. 
   • • What did Phil choose to say?
     • What did Phil choose to do?  
     • What did Ben choose to say?  
     • What did Ben choose to do?  
4. Role Play: Suggested Scenarios  
   1. • When Phil chooses to say ___________, what do you think Connor might choose to say? 
      • When Phil Chooses to do ____________, what do you think Connor might choose to do?  
      • When Vivie chooses to say ____________, what might Mel choose to do? 
      • When Vivie chooses to do____________, what might Mel choose say? 
5. (5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class: “What I Do” and “I Affect Others” 

 

Day 3: We can share our actions. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class: “What I Do” and “I Affect Others” 
2. (10-15 minutes) Lesson objective: children should learn that our actions are seen and heard by other people and that our actions affect other people.  
   • Other people can see and hear what we do with our bodies and what we say with our mouths. Ask the class if they can hear you. Ask the class if they can see what you are doing. 
   • Other people are affected by the things we do and say. Ask the children if they feel good when somebody says something nice to them. Ask them if they feel bad if somebody hits or hurts them.  
3. Vignette: read the associated comic page (page 3) with your class aloud, then ask the following suggested questions. 
   1. • What are Phil and Connor choosing to do? 
      • What did Phil choose to say when he learned Connor was ordering fish flavored ice cream?  
      • How do you think that made Connor feel?  
4. Role Play:  
   • Have Lin and Mel pass a ball between them.  
   • Make Connor ask if he can join. 
   • Make Mel and Lin say “No”. 
     • Ask the class how Lin and Mel’s actions might affect Connor. 
   • Make Lin and Mel play ball again. 
   • Make Connor ask if he can play. 
   • Make Lin and Mel say yes and make them pass the ball to Connor 
     • Ask the class how Mel and Lin’s actions might affect Connor.  
5. (5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class: “What I Do” and “I Affect Others”

 

Day 4: People see our actions. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class: “What I Do” and “I Affect Others”
2. (10-15 minutes) Lesson objective: children should learn that others draw conclusions about us based on our actions (the things they see us do and the things they hear us say).  
   • When people see us doing good and nice things, they think we are good and nice. Ask the following question: If I tell Ben that he is smart, how will he feel? What will other people think of me? (maybe that I am nice). If I tell Lin that she is pretty, how will she feel? What will other people think of me? (Maybe that I am nice). 
   • When people see us do bad or mean things, they think we are bad or mean. Ask the following questions: When I share my toys with Vivie, do I look kind or mean? When I hit Phil, do I look kind or mean? 
3. Vignette: read the associated comic page (page 4) with your class aloud, then ask the following suggested questions. 
   • • What did Vivie choose to say?  
     • What did Mel choose to do?  
     • What did Mel Choose to Say? 
     • What did Lin Choose to do?  
     • What did Lin choose to say? 
     • What did Ben choose to do? 
     • How do you know that those are the things Vivie, mel, Lin and Ben chose to say and do? (Because we saw and heard it in the story.) 
   • Discuss with the class how Lin’s and Mel’s actions might have affected Vivie, How Ben’s actions might have affected Mel.  
4. Role Play: Suggested Scenarios:  
   • Make Lin Push Ben. 
     • Ask the class if Lin chose to do something kind or something mean. 
   • Make Connor share a treat with Mel.  
     • Ask the class if Connor chose to do something kind or mean.  
   • Make Vivie tell Mel that she likes her bow. 
     • Ask the class if Vivie chose to say something nice or mean. 
   • Make Ben call Phil metal-mouth. 
     • Ask the class if he chose to do something nice or mean. 
5. (5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class: “What I Do” and “I Affect Others”

 

Day 5: action games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class: “What I Do” and “I Affect Others”
2. (5 minutes) Lesson objective: Review the actions. 
   • Actions are things we do and say. 
   • We choose what we do and say. 
   • Our actions are seen and heard by other people. Our actions affect other people.  
   • People draw conclusions about us based on what they see us do and what they hear us say. 
3. (15 minutes) Play action-based games with your class: Simon Says, Mother may I, The telephone Game, action dice game. 
4. (5 minutes) Singing Time – teach and sing the following songs with your class: “What I Do” and “I Affect Others” 

Week 2: Thoughts 

Day 1: Introduction to thoughts (what we think) 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that our thoughts are what we think in our heads about things and people, including about ourselves.  
   • Our thoughts are the things that go on inside our heads, usually in story form. We think and dream in stories. 
   • Dreams are unconscious thoughts going on in our heads while we are asleep.  
3. Vignette: read the associated comic page with your class aloud,, then ask the following suggested questions. 
   1. • What did Phil think?  
      • What did Phil do/say?  
      • What did Mel think?  
      • What did Mel do/say?  
4. Role Play: Suggested Scenarios
   •  Tell the class that Connor is thinking about his favorite toy. 
     • Ask the class what Connor’s favorite toy is. 
     • Ask your class why they don’t know what Connor’s favorite toy is. (He thought about it but didn’t tell anybody) 
   • Make Connor tell your class that his favorite toy is his squeaky fish toy. 
     • Ask your class what Connor’s favorite toy is. 
     • Ask your class how they knew what Connor’s favorite toy is. (He didn’t just think about his favorite toy but he told the class that his favorite toy is his Squeaky fish toy) 
5. (5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 2: We have some control of our thoughts, but not always 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that; unlike our actions we do not always choose or pick our thoughts.  
   • Sometimes we think about things that we didn’t want to think about. Examples: scary things, Gross things, pain. 
   • You can distract your mind from scary, or gross things by doing something else. Examples of actions: singing, dancing, and coloring.  
3. Vignette: read the associated comic page with your class aloud, then ask the following suggested questions. 
   1. • What did Lin think?  
      • What did Lin do/say?  
      • What did Lin think after doing/saying ____________?   
4. Role Play: Suggested Scenarios: 
   • Make Vivie tell the class that she is thinking about a scary monster. Make Vivie shake with fear. Ask your class what Vivie is thinking about. 
     • Ask your class how they know she is thinking about a scary monster. 
   • Make Vivie sing some of the action and thinking songs from week one and this week’s lessons.
   • Tell the children that Vivian is no longer thinking about scary things but that she is now thinking about the songs she has been singing. 
     • Ask your class how she changed her thoughts.
     • Ask your class what Vivie is thinking about now. 
   • Teach the children that they can use these songs to stop thinking about scary, gross, or painful things.  
5. (5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 3: Thoughts are not a shared level of consciousness. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that nobody can read our thoughts. 
   • People don’t know what we are thinking. Thoughts are the things we say in our heads that nobody else can see or hear.  
   • If we want to share our thoughts (if we want somebody to know what we are thinking: i.e. I want a drink of water) we can use our actions; we can say what we think or do something like point to demonstrate our thoughts.  
3. Vignette: read the associated comic page with your class aloud, then ask the following suggested questions. 
   1. • What did Connor think?  
      • What did Connor do/say?  
      • What did Mel think?  
      • What did Mel do/say?  
4. Role Play: Suggested Scenarios: (repeat from day 1)
   • Tell the class that Mel is thinking about her favorite toy. 
     • Ask the class what Mel’s favorite toy is. 
     • Ask your class why they don’t know what Mel’s favorite toy is. (She thought about it but didn’t tell anybody) 
   • Make Mel tell your class that her favorite toy is her tube and hoops.
     • Ask your class what Mel’s favorite toy is. 
     • Ask your class how they knew what Mel’s favorite toy is. (She didn’t just think about her favorite toy but she told the class that her favorite toy is her tube and hoops)  
5. (5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 4: We cannot be judged on our thoughts. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that People don’t judge us on our thoughts, only our actions. 
   • People sometimes make mistakes about what we think (want) because they don’t know our thoughts. 
   • It is sometimes hard to make people understand what we need, mean, or want to say.  
3. Vignette: read the associated comic page with your class aloud, then ask the following suggested questions. 
   1. • What did Ben think?  
      • What did Ben do/say?  
      • What did Connor think Ben wanted?  
      • What did Connor do?  
      • How did Ben feel about what Connor did? 
4. Role Play: Suggested Scenarios:
   • Put 5 objects on a table in front of your class. 
   • Tell your class that Phil has a particular item he wants to use.
     • Ask your class to choose an item for Phil to use. 
   • Make Phil look sad and disappointed about the choice.  
   • Make Phil tell your class which item he wants to use. 
     • Ask your class to give Phil the item he identified. 
   •  
   •  
   • Make Phil be happy to have the item he wanted and make him say thank you to your class.
     • Ask your class why they were able to choose the right item the second time but not the first time.  
5. (5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 5: Thought Games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (5 minutes) Lesson objective: Review thoughts. 
   • Thoughts are what we think inside our heads. 
   • We don’t always choose the thoughts we think. 
   • We can only share our thoughts through the things we do and say.  
   • People can’t know what we think (want or need) if we don’t share it with them through what we do and say. 
3. (15 minutes) Play thought-based games with your class: psychologist, 20 Questions and I spy with my little eye. 
4. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Week 3: Feelings 

Day 1: Introduction to what we feel (emotions and sensations) 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that Feelings are what we feel, both emotions and sensations. 
   • Emotions are feelings. List some emotions for children to hear. Share the associated pictures of the characters experiencing emotions with the class and ask them if they can guess what they are feeling. (i.e., happy, sad, angry, bored, etc.) 
   • Sensations are feelings. List some sensations for the children to hear. Share the associated pictures of the characters experiencing sensations with the class and ask them if they can guess what they are feeling. (i.e., cold, hot, pain, thirsty, hungry etc.)  
3. Vignette: read the associated comic page with your class aloud, then ask the following suggested questions. 
   1. • What did Penny feel?  
      • What did Penny do/say?  
      • What did Rihanna feel?  
      • What did Rihanna do/say?  
4. Role Play: Suggested Scenarios: 
   • • Ask the class what they might do if they touched a hot surface.
   • Allow your class to pretend to touch a hot surface and pull their hands away. 
   • Make Connor accidentally touch something hot. Have him react by pulling his hand back and saying “ouch!” 
     • Ask the class what they might do if they won a special prize.
   • Allow the children to pretend that they have won a special prize and to jump up and down with excitement.
   • Tell the class that Lin won a special prize. Make Lin act excited by jumping up and down and saying “Yay!” 
     • Ask the class what they might do if they were out in the snow and forgot to wear a coat.
   • Allow the class to pretend to be outside without a coat and feel cold by shivering and saying “Brrrr!” 
   • Tell the class that Ben is outside in the snow and that he forgot to wear his coat. Make him shiver with cold and say “Brrrr!”. 
     • Ask the class what they might do if somebody said something mean to them.
   • Make Vivie tell Connor that she doesn’t like him and doesn’t want to play with him anymore. Make Connor look sad by lowering his head and sighing audibly. 
   • Allow the class to act sad by lowering their head (looking at the ground) and sigh audibly.   
5. (5 minutes) Read aloud with your class from the following selections: “The Grumpy Monkey.”  
6. (5 minutes) Singing Time – teach and sing the following songs with your class: 

 

Day 2: We don’t control our feelings directly. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn they cannot control their feelings directly, but they can use actions to change feelings. 
   • We don’t choose our feelings. We experience them. 
   • We can change our feelings by using our actions. Some actions help us feel happier (music and dancing), some actions help us feel calm (deep breathing, laying in the dark), some actions help us feel angry (shouting, throwing things) etc.  
3. Vignette: read the associated comic page with your class aloud, then ask the following suggested questions. 
   1. • What did Mel feel?  
      • What did Mel do/say?  
      • What did Mel feel after she did/said ____________?  
      • What did Vivie feel?  
      • What did Vivie do/say? 
      • What did Vivie feel after she did/said ____________? 
4. Role Play: Suggested Scenarios: 
   • Make Mel look sad by sitting still and looking down at the floor and tell the class that she is sad because she didn’t get to visit her best friend, Vivie.
   • Make Mel Sing “I Affect Others” and make her dance while she sings.
     • Ask the children how Mel feels after singing the song and dancing. 
   • Make Mel act happy by making good eye contact with the class (head up) and tell the class the song helped Mel feel better.
   • Make Ben act angry by yelling and maybe throwing something. Tell the children he is angry because he was told he couldn’t have a snack.
   • Make Ben sit or lay and breathe deeply while singing a quiet calm song. 
     • Ask the class how Ben feels after singing and sitting/laying quietly.  
   • Make Ben act calm by sitting and talking quietly. Tell the class that the quiet song helped him to calm down and feel better. 
5. (5 minutes) Read aloud with your class from the following selections: “The Grumpy Monkey.”  
6. (5 minutes) Singing Time – teach and sing the following songs with your class: 

 

Day 3: We don’t share our feelings directly. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn they cannot feel their feelings to someone else. 
   • Nobody else can feel your emotions or sensations. Shake hands with one of the children in your class. Ask another child if they could feel the handshake.  
   • We can share how we feel by telling people or showing them. How can you tell someone that you are hot? How can you show someone that you are cold? How can you tell or show that you are happy, sad, or angry?  
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did Phil feel?  
      • How do you know that is what he was feeling?  
      • What did Connor feel?  
      • How do you know that is what Connor was feeling? 
4. Role Play: Suggested Scenarios: 
   1. • Ask the class to show you how Connor would feel if he went outside in the snow without a coat.
      • Ask the class to show you how Lin would feel if she went outside on a hot day. 
      • Ask the class to show you how Phil would feel if somebody said something unkind to him.
      • Ask the class to show you how Mel would feel if she got to eat her favorite desert.  
5. (5 minutes) Read aloud with your class from the following selections: “The Grumpy Monkey.”  
6. (5 minutes) Singing Time – teach and sing the following songs with your class: 

 

Day 4: Feelings aren’t either good or bad. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that emotional and sensational experiences are neither good nor bad and that they are neither good nor bad because they experience emotions and sensations.  
   • Feelings aren’t good or bad, they just are. Happiness isn’t necessarily good, and anger isn’t necessarily bad. 
   • What we do when we feel emotions or sensations can be good or bad or neutral. Phil may feel angry and that does not mean that Phil is either good or bad just that she feels angry. However, if Phil feels angry and he hits Ben then Phil has done a bad thing. Feeling angry isn’t a bad thing. Hitting Ben is a bad thing.   
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did Phil feel?  
      • Was Phil good for feeling?
      • Was Phil bad for feeling? 
      • What did Phil do/say? 
      • Was that good or bad?  
      • What did Phil feel after he did/said ____________?  
      • What did Ben feel?  
      • Was Ben good for feeling? 
      • Was Ben bad for feeling?
      • What did Ben do/say? 
      • Was that good or bad? 
      • What did Ben feel after he did/said ____________? 
4. Role Play: Suggested Scenarios:  
   • Tell the class that Ben feels angry with Vivie because she wouldn’t share her toys with him.
     • Ask the class if Ben was nice/mean for feeling angry?
   • Make Ben say “Vivie, I like you even more than I like playing with your toys”.  
     • Ask the class if Ben was nice/mean for what he said to Vivie.
   • Tell the class that Mel feels really happy today.
     • Ask the class if Mel was nice/mean for feeling happy.
   • Make Mel hit Lin with her tail and make Lin say “Ouch!”.  
     • Ask the class if Mel was nice/mean for hitting Lin.
5. (5 minutes) Read aloud with your class from the following selections: “The Grumpy Monkey.”  
6. (5 minutes) Singing Time – teach and sing the following songs with your class: 

 

Day 5: Feeling Games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (5 minutes) Lesson objective: Review feelings. 
   • Feelings are emotions and sensations. 
   • We don’t control our feelings directly (we change our feelings with what we do and say). 
   • We can only share our feelings through the things we do and say.  
   • Feelings aren’t either good or bad, they just are. 
3. (15 minutes) Play feeling-based games with your class:  
4. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Week 4: Context (World View or Reality) 

Day 1 – How we see, understand, or experience the world. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that we each see and experience things differently from each other.  
   • Color block activity. Show the children different color blocks and ask them to identify the color. Is it red or orange? Is it blue or green? Is it purple or grey? Or other color combinations. Help children understand that it is okay if we don’t always experience colors in the same way.  
   • Like we see colors differently we also feel differently and think differently and that’s okay.  
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   • • What did Lin say about the squirrel?  
     • What did Mel think about the squirrel? 
     • Why do you think Lin said the squirrel was slow?  
     • Why do you think Mel said the squirrel was fast?  
4. Role Play: Suggested Scenarios:  
   • Place Vivie in a space that is about shoulder height for yourself.
   • Tell the children that to you Vivie is not too high and that you can easily reach her to get her down.
   • When they are unable to reach her, ask them if she is high or low. 
     • Ask one of the children in your class to get her down.
   • Move Vivie to a space that is about shoulder height of the child then ask if it is too high. 
     • Ask the child to get Vivie. 
     • Ask the children why they thought Vivie was high when at your shoulder height even though you could easily reach her.  
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 2 – Identity, belonging. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that we each identify with persons and places and to be able to identify their own sense of belonging to persons and places.  
   • We each belong with the people we love and care about. For example, each of us belongs to this class.  
   • Where else do you belong? Help the children identify some of the places they belong. You might have a few pictures of places such as a house, a church, a school building, a neighborhood, a family, etc.  
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What is Ben? 
      • Where does Ben live?  
      • What is Mel? 
      • Where does Penny live? 
      • What is Phil? 
      •  
      • Where does Phil live? 
      • Who are Phil’s friends?  
      • Where do Ben, Mel and Phil play?  
4. Role Play: suggested scenarios: 
   • Make Phil ask Connor, Vivie, Mel, and Lin if they will be on his team for a game.
   • Make Ben ask if he can be on their team.
   • Make Phil tell Ben that a team is 5 people and that means there is no more room.
     • Ask your class which of the friends likely feels like they belong. (all the animals but Ben because they were all included in the team)
     • Ask the class who feels left out and may not feel like they belong in the friend group. (Ben because he couldn’t be a part of the team)
     • Ask your class why they might feel this way.
5. (3-5 minutes) Read aloud with your class from the following selections: “But not the Hippopotamus”  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 3 – How we do things (learned behavior) 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that we learn how to do things by watching others and things around us. 
   • We learn how to act, what to do and say by watching what our parents, teachers and others do and say or by seeing the things around us.  
     • Why?  
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did Vivie do? 
      • Who else did what Vivie did?  
      • What did Connor do? 
      • Who else did what Connor did? 
      • What did Ben say? 
      • Who else said what Ben said? 
4. Role Play: Suggested Scenarios:  
   • Have the six friends Connor, Phil, Ben, Vivie, Mel, and LIn play follow the leader. 
     • Why did the friends do the things they did during the game? (Because they were following what the leader said to do)
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 4 – Hurt Feelings 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that it hurts when people say mean things about us or the people we love. That it hurts when people reject us or don’t invite us into their activities.  
   • When somebody says something unkind about you it hurts. When somebody says something mean about your mom or dad or somebody else you love it hurts.  
   • When you are told you can’t play it hurts. When you are told you can’t come it hurts. When you are left out of the fun it hurts.   
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did Lin do? 
      • What did Connor do?  
      • What did Mel say? 
      • What did Lin and Connor say? 
      • How do you think Mel felt? 
      • What did Mel say to Lin? 
      • How do you think Lin felt? 
4. Role Play: Suggested scenario  
   • Mave Vivie take a toy away from Phil.
     • Ask your class to show you how Phil might feel. 
   • Make Connor tell Lin that she is stupid.
     • Ask your class to show you how Lin might feel. 
   • Make Ben tell Mel that she is his best friend.
     • Ask your class to show you how Mel might feel. 
   • Make Vivie and Mel invite Lin to come play with them.
     • Ask your class to show you how Penny might feel.  
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 5: Context Games  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (5 minutes) Lesson objective: Review the context. 
   • Context is how we see, understand, and experience the world. 
   • Identity who we are, and belonging where we belong and who we belong with. 
     • Where we learned to do things and how we do things.  
     • Why do we get our feelings hurt? 
3. (15 minutes) Play contextual games with your class: Follow the leader, Mother may I, etc. 
4. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Week 5: Unconscious 

Day 1 – the Unconscious is made up of automatic bodily functions. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that they have autonomic bodily functions. Things that they don’t have to think about, but their bodies just do them automatically.  
   • Some things that our bodies do automatically are breathing, blinking, heartbeat etc.  
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did Sam do? 
      • What did Rihanna do?  
      • What did Penny do? 
      • What did Jason and (Giraffe) do? 
4. Role Play: Suggested scenario  
   • Teach your children how to find their pulse and see how fast their heart is beating. If you have access to a stethoscope, you could use it instead of a pulse. Teach the children to listen to their breathing. Ask them to take a deep breath and let it out. You could have the children play a staring contest to see who blinks first.   
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 2 – Things that are easy to do now. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that they have already learned new things that have become unconscious behaviors.  
   • Some things that you’ve learned and are now easy are walking and talking.  
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did Sam do? 
      • What did Rihanna do?  
      • What did Penny do? 
      • What did Jason and (Giraffe) do? 
4. Role Play: Suggested scenario  
   • Tell your class you’d like to practice using your unconscious in a way that is easy. Take your class for a short walk. Ask each class member to share what they liked about the walk.   
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 3 – You can change your unconscious (things that will be easy but are hard right now) 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that they can change their unconscious and that they can learn new things.  
   • Some things that are hard right now but will become easy later are riding a bike or reading. 
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did Sam want to do? 
      • What did Rihanna want to do?  
      • What did Penny want to do? 
      • What did Jason and (Giraffe) do? 
4. Role Play: Suggested scenario  
   • What things are easy and what things are hard? Bring a bike, some shoes, a book, and a microphone. Pick up or point to each item, asking the children what you use them for. Then ask about each item if it is easy or hard to do right now.  
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 4 – Using the unconscious to change thoughts and feelings. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that they can use their unconscious to help change unwanted thoughts or feelings.  
   • You can take a walk or draw (doodle) when you want to change a bad thought. 
   • You can run or jog and you can change your breathing (big bad wolf breathing) when you are feeling angry or sad.  
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did Sam do when he was mad? 
      • What did Rihanna do when she was sad?  
      • What did Penny do when she was mad? 
      • What did Jason and (Giraffe) do when they were sad? 
4. Role Play: Suggested scenario  
   • Teach your children how to find their pulse and see how fast their heart is beating at rest. Now have them do something active (jumping jacks, running in place) and help them find their pulse again and see how different it is. If you have access to a stethoscope, you could use it instead of a pulse. Teach the children to listen to their breathing. Ask them to take a deep breath and let it out. Teach the children the Big Bad Wolf breathing method. (Huff – take two deep breaths in, hold it for a second or two, then Puff – let out all the air in one big blow, repeat this to calm down your anger).  
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 5 Unconscious Games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (5 minutes) Lesson objective: Review the unconscious. 
   • We have things that our bodies can do without thinking about them. 
   • We can change our unconscious and learn new automatic skills. 
   • Some things you’ve learned are now easy.  
   • You can use your unconscious breathing, walking, etc. to help change feelings or thoughts. 
3. (15 minutes) Play Games:  
4. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Part Two: Lesson Plans for Week 6-7: Action Tools 

Week 6: The Agreeable Snowman 

Day 1 – I’m in control of my own actions. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that they choose what they will do in any situation. 
   • We don’t have to do what we feel or think. We can choose to do what is right even when we don’t want to.   
   • When you are angry or sad and you want to say no to your teacher or your parents you can still choose to say yes and to do what is being asked of you. 
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did the Agreeable Snowman want to do when he was mad?
      • What did he choose to do? 
      • What did the Agreeable Snowman want to do when he was sad? 
      • What did he choose to do?
4. Role Play: Suggested scenario: 
   • Tell your class that the Agreeable Snowman is angry because he had to miss recess.
     • Ask the Agreeable Snowman to clean the table.
   • Make him say yes Mrs/Mr. ________ (Insert your name), and clean off the table.
     • Ask your class why the Agreeable Snowman said yes and cleaned the table even though he was angry. (because he chose to do it, his feelings don’t dictate his actions).
5. (5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 2 – The Abominable Snow monster 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that when we are disagreeable people don’t like being around us. 
   • The Abominable Snow monster says “no” and is unkind to others.   
   • People are afraid of the Abominable Snow Monster and don’t like being around him. 
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did the Abominable Snow Monster want to do? 
      • What did the Abominable Snow Monster do?  
      • How did the other Snowmen feel? 
      • What did the other snowmen do? 
4. Role Play: Suggested scenario:  
   • Tell your class that the Abominable Snowmonster is angry because he had to miss recess.
     • Ask the Abominable Snowmonster to clean the table.
   • Make him say no Mrs/Mr. ________ (Insert your name), and not clean the table but pout.
     • Ask your class why the Abominable Snowmonster said no and refused to clean the table. (because he chose to do it, his feelings don’t dictate his actions).
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 3 – Agreeable verses Abominable Snowman 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that when we are agreeable people like being around us. 
   • The Agreeable Snowman says “yes” and is kind to others.   
   • People love the Agreeable Snowman and like being around him. 
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did the Agreeable Snowman want to do? 
      • What did the Agreeable Snowman do?  
      • How did the other Snowmen feel? 
      • What did the other snowmen do? 
4. Role Play: Suggested scenario: 
   • Tell the class that the Agreeable Snowman and the Abominable Snowmonster are both mad at Phil because Phil didn’t let them cut in front of him in line. 
   • Make the Abominable Snowmonster push Phil down.
   • Make the Agreeable Snowman help Phil up and ask if he is okay.
     • Ask your class why the Agreeable Snowman helped Phil.
     • Ask your class why they think the Abominable Snowmonster pushed Phil.
   • Explain to your class that the Abominable Snowman pushed Phil because he chose to push Phil, not because he was mad.
   • Explain that the Agreeable Snowman was also angry but he chose to help Phil.
   • Explain that no matter how we feel, even if we feel angry, we can choose to be kind like the Agreeable Snowman.
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 4 – I can change my words when I’m mad, Food Fighting. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that when we are angry or mad, we can change the words we say. 
   • The Agreeable Snowman doesn’t call people by unkind names. 
   • When the agreeable snowman wants to call someone by a mean name, he chooses to call them his favorite foods. (ice cream, lasagna, peppermint candy) 
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • What did the Abominable Snow Monster want to say? 
      • What did the Abominable Snow Monster say?  
      • What did the Agreeable Snowman want to say? 
      • What did the Agreeable Snowman say? 
      • How did the other Snowmen feel? 
      • What did the other snowmen do? 
4. Role Play: Suggested scenario:  
   • Make the Abominable Snowmonster get mad at Vivie.
   • Make him call Vivie a mean name (“Vivie, you’re a Gerk”).
   • Make The Agreeable Snowman get mad at Connor.
   • Make him tell Connor that he is ice cream. (“Oh Connor your just ice cream”) 
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 5 – Games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (5 minutes) Lesson objective: Review the action tools. 
   • We choose what we do. 
   • We can be agreeable snowmen by saying “yes” to our teachers and parents. 
   • We can be agreeable Snowmen by saying kind things to others.  
   • We can change the things we want to say into fun things like calling people by our favorite foods rather than calling them by mean names. 
3. (15 minutes) Play Games:  
4. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Week 7: What do I do when I feel angry? 

Day 1 – I’m in control of my own actions and can act out of love.  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that when we are angry or mad, we can choose to use loving words and actions. 
   • The Agreeable Snowman tells people how much he likes them. 
   • When the agreeable snowman feels angry at someone, he tells them that he likes them even though he is mad.  
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • How did the Agreeable Snowman feel? 
      • What did the Agreeable Snowman say? 
      • How did his friends feel? 
      • What did his friends do? 
4. Role Play: Suggested scenario:  
   • Make the Agreeable Snowman be angry at Phil.
   • Make him say “I like you Phil though I am mad right now”. 
     • Ask your class how the Agreeable Snowman felt.
     • Ask them what they would want to do if they were feeling that way.
     • Ask them what the Agreeable Snowman did.
   • Tell the class that after the Agreeable Snowman said he was mad but that he still likes Phil he started to feel better and was less mad. 
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 2 – I can say “I love you” first

1.  (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn to say “I love/like you” before they say anything else when they are mad. 
   • The Agreeable Snowman says “I like you” when he is mad. 
     • Example: When the Abominable Snowmonster took the Agreeable Snowman’s button he said “I like you, and it makes me mad/sad when you take my things.”
   • Teach your class that when they are mad or sad about something they can be like the Agreeable Snowman and say “I like you” and then say what is bothering them.
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • How did the Agreeable Snowman feel? 
      • What did the Agreeable Snowman want to say?
      • What did the Agreeable Snowman choose to say? 
      • What did his friends do? 
4. Role Play: Suggested scenario:  
   • Make Connor push Phil, not out of anger but just to get past him.
   • Make Phil be sad that Connor pushed him.
   • Make him say “Connor, I really like you and right now I am sad that you pushed me. 
   • Make Connor apologize for pushing Phil.
     • Ask your class how they feel when someone pushes them.
   • Discuss with your class the different ways Phil could have responded to being pushed.
     • Ask the class why they think Phil chose to tell Connor that he liked him before telling him why he was sad.
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 3 – I can say “I love you more than …”  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn to say “I love/like you more than” the thing that is making them mad. 
   • The Agreeable Snowman says “I like you more than…” when he is mad. 
     • Example: When the Abominable Snowmonster broke the Agreeable Snowman’s green crayon he said “I like you even more than my green crayon.”
   • Teach your class that when they are angry about something they can be like the Agreeable Snowman and say “I like you more than __________.” 
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • How did the Agreeable Snowman feel? 
      • What did he want to say? 
      • What did the Agreeable Snowman choose to say? 
      • Why didn’t he act the way he felt or say what he wanted to say? 
4. Role Play: Suggested scenario: 
   • Make the Abominable Snowmonster break the Agreeable snowman’s green crayon.
     • Ask your class how they think the Agreeable Snowman might feel. 
   • Make the Agreeable Snowman say “Abominable, I like you even more than my green crayon.” 
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 4 – I can sing when I am sad or mad. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that they can sing when they are mad or sad. 
   • Sometimes the Agreeable Snowman sings songs when he is mad or sad to help him feel better. 
   • You can also sing to help you feel better when you are feeling sad or mad.
   • The songs we have been learning in class are good songs to help you feel better.
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • How did the Agreeable Snowman feel? 
      • What did the Agreeable Snowman do? 
      • How did he feel after singing some songs?
4. Role Play: Suggested scenario:
   • Before class remove Mel’s bow.
   • Tell the class that Mel is sad today because she lost her bow and couldn’t wear it to class today.
   • Make Mel look sad.
   • Make the Agreeable Snowman ask Mel what is wrong.
   • Make Mel tell him that she lost her bow.
   • Make the Agreeable Snowman suggest that they sing a song to help her feel better.
   • Make the two of them sing one of the songs from the lessons from this or a previous week. (a favorite of your class would be ideal)
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Day 5 – I can sing when I am sad or mad. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  
2. (10-15 minutes) Lesson objective: children should learn that they can sing when they are mad or sad. 
   • Sometimes the Agreeable Snowman sings songs when he is mad or sad to help him feel better. 
3. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 
   1. • How did the Agreeable Snowman feel? 
      • What did the Agreeable Snowman do? 
      • How did he feel after singing some songs? 
4. Role Play: Suggested scenario:  
5. (3-5 minutes) Read aloud with your class from the following selections:  
6. (5 minutes) Singing Time – teach and sing the following songs with your class:  

Part 3: Lesson Plans for Week 8-11: 4 Levels of Motivation 

Week 8: Fear of Consequences  

Day 1: What are consequences? Getting in trouble. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn that getting in trouble is a negative consequence for doing something they shouldn’t do or not doing something they should do.  

1. Remind the children about the rules in your class. Ask them what happens if they don’t follow the rule.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What were the rules in ________? 

1. What did Benny do? 

1. What happened to Benny? Did he get in trouble?  

1. What did Rihanna do? 

1. What happened to Rihanna? Did she get in trouble? 

1. Role Play: Suggested scenario – Make a rule for the children to follow. Set a consequence for not following the rule. Ask all the children to follow the rule. Make Polly disobey and not follow the rule. Ask the children what needs to happen to Polly. Give Polly the set consequence for not following the rule. 

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 2: What we think about consequences, what might happen to us (anticipation) 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should identify some thoughts we have about consequences and getting in trouble.  

1. Ask the children: what are some thoughts or feelings you might have about getting into trouble? 
2. Tell the children that sometimes we do what we are supposed to do because we don;t want to get in trouble.
3. Tell the children that sometimes we don’t do what we are not supposed to do because we don’t want to get into trouble. 

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What were the rules in Ben’s club? 

1. What did Connor think about the consequences? What did Connor do? 

1. What happened to Connor? Did he get in trouble? 

1. What were the rules in Vivie’s club? 

1. What did Lin think about the consequences? What did Lin do? 

1. What happened to Lin? Did she get in trouble? 

1. Role Play: Suggested scenario – 
   1. Make a rule for your class to follow. 
   2. Set a consequence for not following the rule. 
   3. Ask all the children to follow the rules. 
   4. Make Phil ask Ben to disobey the rule. 
   5. Make Ben ask Phil about the consequences of not following the rule.
   6. Make Ben choose to obey the rule. 
   7. Make Phil choose to disobey the rule.
   8. Ask your class what needs to happen to Phil and Ben. 
   9. Give Phil the set consequence for not following the rule.  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 3: How we feel about consequences – anticipation/fear/worried/apprehension etc.  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn some of the words we use to describe how we feel about getting in trouble.  

1. Ask the children: what are some of the things we feel when we get in trouble? Sad/ mad or angry/ upset/ we don’t like it. 

1. What are some of the things you might feel if you broke the rules and haven’t been caught yet? Afraid someone will find out and you will get in trouble. Guilty that you did something you shouldn’t have done.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What were the rules in ________? 

1. What did Benny do? 

1. What happened to Benny? Did he get in trouble? 

1. How did Benny Feel?   

1. What did Rihanna do? 

1. What happened to Rihanna? Did she get in trouble? 

1. How did Rihanna feel?  

1. What did Polly do? 

1. What happened to Polly? Did she get in trouble? 

1. How did Polly Feel?   

1. (One should obey and the other two disobey but only one of the two gets caught and gets in trouble) 

1. Role Play: Suggested scenario – Make a rule for the children to follow. Set a consequence for not following the rule. Ask all the children to follow the rules. Make Polly ask Rihanna to disobey the rule. Have Rihanna think about the consequences and choose to obey the rule. Make Polly choose to disobey the rule. Ask the children what needs to happen to Polly and Rihanna. Give Polly the set consequence for not following the rule. Ask the children how they think Rihanna is feeling, Polly is feeling. 

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 4: What do we do and why do we do it? We do what is asked of us, so we don’t get in trouble. “Do or do not, that is the question.” 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn that sometimes we follow rules or do what we should to avoid getting in trouble.  

1. Remind the children about the rules in your class. Ask them what happens if they don’t follow the rule.  

1. Ask them if they want the consequence for breaking the rule. If they say no, ask them what they must do to avoid the consequences. 

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What were the rules in ________? 

1. What did Benny choose to do? Why did he choose to do it? 

1. What happened to Benny? Did he get in trouble?  

1. What did Rihanna do? Why did she choose to do it? 

1. What happened to Rihanna? Did she get in trouble? 

1. Role Play: Suggested scenario – robbery and police chase. One child should be the robber, one child should get robbed and a third child should be the police. Establish first with the children that robbery is wrong and that you can go to jail if you rob. When the police catch the robber, the police put the robber in jail. What did the robber choose to do? What happened to the robber? 

1. (3-5 minutes) Read aloud with your class from the following selections: 

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 5: Games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (5 minutes) Lesson objective: Review fear of consequences. 

1. Consequences are the things that happen to us when we get in trouble for either doing something we shouldn’t do or not doing something we should do.  

1. We sometimes think about what will happen to us if we break a rule. 

1. We have feelings associated with getting in trouble. 

1. We choose to obey or disobey.  

1. (15 minutes) Play Games:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Week 9: Desire for rewards 

1. Day 1 – What is a reward? A reward is getting something we want. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn that sometimes we follow rules or do what we should to get a reward or something we want.  

1. Remind the children about the rules in your class. Ask them what happens if they do follow the rules.  

1. Ask them if they want the reward for following the rule. If they say yes, ask them what they must do to get the reward. 

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What did Jason’s mom want him to do? 

1. What did she say he could have if he did it?  

1. What did Jason do? Why did he choose to do it? 

1. What happened to Jason?  

1. What did Sam’s mom want him to do? 

1. What did she say he could have if he did it?  

1. What did Sam do? Why did he choose to do it? 

1. What happened to Sam?  

1. Role Play: Suggested scenario – Tell the children of an imaginary animal land. Tell them one of the rules in the land. Let them know that those who obey the rule get to sit in a special seat in the front of the classroom. All other animals must sit in the back of the classroom. Make one or two of the animals follow the rule while the others disobey. Ask the children what should happen to each of the animals. Set the animals that followed the rule at the front of the classroom and the others set in the back of the classroom. Leave the animals there through the remainder of the day.  

1. (3-5 minutes) Read aloud with your class from the following selections: 

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 2 – What do we think about rewards? How can I get what it is that I want? 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should identify some thoughts we have about rewards or getting the things we want.  

1. Ask the children: what are some thoughts you might have about getting rewarded? 

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What did Jason’s mom want him to do? 

1. What did she say he could have if he did it?  

1. What did Jason think about the prize she was offering? 

1. What did Jason do? 

1. What happened to Jason?  

1. What did Sam’s mom want him to do? 

1. What did she say he could have if he did it?  

1. What did Sam think about the Prize his mom offered?  

1. What did Sam do? 

1. What happened to Sam? 

1. Role Play: Suggested scenario – Remind the children of the imaginary animal land. Remind them of the rules in the land. Remind them that those who obey the rule get to sit in a special seat in the front of the classroom. All other animals must sit in the back of the classroom. Ask the children what they think about the reward. Have the animals say what they think of the reward. Make the ones who followed the rule yesterday continue to follow the rule and make one more also choose to follow the rule to be able to sit in the special seat in the front of the classroom. Make the others disobey. Ask the children what should happen to each of the animals. Set the animals that followed the rule at the front of the classroom and the others set in the back of the classroom. Leave the animals there through the remainder of the day. 

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 3 – How we feel about rewards. Happy, excited, anticipation etc.  

1. (5 minutes) Singing Time – teach and sing the following songs with your class: 

1. (10-15 minutes) Lesson objective: Children should learn some of the words we use to describe how we feel about getting rewarded (what we want).  

1. Ask the children: what are some of the things we feel when we get what we want? Happy/ content/ calm/ we like it. 

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What did Jason’s mom want him to do? 

1. What did she say he could have if he did it?  

1. What did Jason think about the prize she was offering? 

1. What did Jason do? 

1. What happened to Jason?  

1. How did Jason feel? 

1. What did Sam’s mom want him to do? 

1. What did she say he could have if he did it?  

1. What did Sam think about the Prize his mom offered?  

1. What did Sam do? 

1. What happened to Sam? 

1. How did Sam Feel? 

1. Role Play: Suggested scenario – Remind the children of the imaginary animal land. Remind them of the rules in the land. Remind them that those who obey the rule get to sit in a special seat in the front of the classroom. All other animals must sit in the back of the classroom. Ask the children how they would feel if they got the reward. Have the animals say how they feel about the reward. Make the ones who followed the rule yesterday continue to follow the rule and make one more also choose to follow the rule to be able to sit in the special seat in the front of the classroom. Make the others disobey. Ask the children what should happen to each of the animals. Set the animals that followed the rule at the front of the classroom and the others set in the back of the classroom. Leave the animals there through the remainder of the day. 

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 4 – What do we do and why do we do it? We do what it takes for us to get the reward. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class: 

1. (10-15 minutes) Lesson objective: Children should learn that sometimes we follow rules or do what we should to get a reward or a prize.  

1. Remind the children about the rules in your class. Ask them what happens if they don’t follow the rule.  

1. Ask them if they want to get a prize for following the rule. If they say yes, ask them what they must do to get the prize. 

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What did Jason’s mom want him to do? 

1. What did she say he could have if he did it?  

1. What did Jason think about the prize she was offering? 

1. What did Jason do? 

1. What happened to Jason?  

1. How did Jason feel? 

1. What did Sam’s mom want him to do? 

1. What did she say he could have if he did it?  

1. What did Sam think about the Prize his mom offered?  

1. What did Sam do? 

1. What happened to Sam? 

1. How did Sam Feel? 

1. Role Play: Suggested scenario – Remind the children of the imaginary animal land. Remind them of the rules in the land. Remind them that those who obey the rule get to sit in a special seat in the front of the classroom. All other animals must sit in the back of the classroom. Ask the children what the animals should do. Make all the animals follow the rule to be able to sit in the special seat in the front of the classroom. No animals should disobey the rule today. Ask the children what should happen to each of the animals. Set all the animals at the front of the classroom. Leave the animals there through the remainder of the day. 

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 5 – Games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (5 minutes) Lesson objective: Review desire for rewards. 

1. Rewards are when we get a prize or something we want, when we are either doing something we should do or not doing something we shouldn’t do.  

1. We sometimes think about what will happen to us if we follow a rule. 

1. We have feelings associated with getting rewarded. 

1. We choose to obey or disobey.  

1. (15 minutes) Play Games:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Week 10: Love and Respect 

1. Day 1 – What does it mean to love or respect? 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn that love for another and respect for another person is a desire to make that person proud and happy.  

1. Remind the children about the rules in your class. Ask them what happens if they do follow the rules. Tell them that it makes you happy and proud of them when you see them following the rules. 

1. Ask them if they want you to be happy and proud of them. If they say yes, ask them what they must do to make you happy and proud of them. 

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What did Jason’s Dad want him to do?  

1. What did Jason do? Why did he choose to do it? 

1. What happened to Jason?  

1. What did Sam’s Dad want him to do? 

1. What did Sam do? Why did he choose to do it? 

1. What happened to Sam?  

1. Role Play: Suggested scenario –  

1. (3-5 minutes) Read aloud with your class from the following selections: 

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 2 – What do we think when we love or respect?  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn some phrases they might use when they love or respect others.  

1. Some phrases that a child might use when thinking about someone they love and respect are; I want to make ________ happy. I want ________ to be proud of me. 

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What did Jason’s Dad want him to do?  

1. What did Jason do? Why did he choose to do it? 

1. What happened to Jason?  

1. What did Sam’s Dad want him to do? 

1. What did Sam do? Why did he choose to do it? 

1. What happened to Sam?  

1. Role Play: Suggested scenario –  

1. (3-5 minutes) Read aloud with your class from the following selections: 

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 3 – How do we feel about love and respect? 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn some feelings associated with love and respect.  

1. Some ways we feel when we love and respect others. We might feel pleased or happy when they are proud of us. We might feel sad, embarrassed, disappointed, or angry when we mess up and they aren’t proud of us. 

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What did Jason think his dad wanted him to do?  

1. What happened to Jason? Why did he choose to keep running? 

1. What happened to Jason?  

1. Role Play: Suggested scenario –  

1. (3-5 minutes) Read aloud with your class from the following selections: 

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 4 – What do we do and why do we do it when we act out of love or respect? We do what makes ________ happy or proud of us.  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn why we act out of love and respect.  

1. Why do we do things if we are doing them out of love and respect? Because we want to make somebody happy and proud of us and we don’t want to disappoint them.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What did Jason and Sam want to do?  

1. What happened to Jason? 

1. What did Sam do? 

1. What happened to Sam and Jason? 

1. Why didn’t Sam keep trying to win the race? 

1. Role Play: Suggested scenario –  

1. (3-5 minutes) Read aloud with your class from the following selections: 

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 5 – Games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (5 minutes) Lesson objective: Review love and respect. 

1. When we love somebody, we want to make them happy and proud. We don’t want to disappoint them.   

1. We sometimes think about what people will think of us or if we will make them proud or disappointed.  

1. We have feelings associated with making people proud or disappointed. 

1. We choose to obey or disobey.  

1. (15 minutes) Play Games:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Week 11: Character 

1. Day 1 – What is Character? Doing what we know is right and not doing what we know is wrong. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn to do what is right and not what is wrong.  

1. Sometimes we do things just because we know they need to get done. 

1. Sometimes we do things because we know that they are good or the right thing to do. 

1. Sometimes we don’t do things just because we know they are wrong or bad.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What needed to be done?  

1. Who did what needed to get done? 

1. Why did Polly do it? 

1. Why did Rihanna do it? 

1. Role Play: Suggested scenario –  

1. (3-5 minutes) Read aloud with your class from the following selections: 

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 2 – Through our thoughts we can decide what we think is right and wrong?  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn to think about right and not what is wrong.  

1. How can you know if something is right or wrong? I know that I shouldn’t hurt other people. I know that I should be kind and share with other people. I know that saying nice things is good. I know that saying mean things is bad. 

1. Why was Rihanna sad? 

1. What did Polly think?  

1. What did Polly do? 

1. Why did Polly do it? 

1. Role Play: Suggested scenario –  

1. (3-5 minutes) Read aloud with your class from the following selections: 

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 3 – How do we feel about right and wrong? 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn to share their feelings about right and wrong.  

1. How do you feel when you do the right thing?  

1. How do you feel when you do the wrong thing? 

1. What did Rihanna do? 

1. How did Rihanna feel? 

1. What did Polly do? 

1. How did Polly feel? 

1. Role Play: Suggested scenario –  

1. (3-5 minutes) Read aloud with your class from the following selections: 

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 4 – What do we do and why do we do it? We do what we know is right because we are good. Remember the Agreeable Snowman.  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: Children should learn that we do what is right because we are good.  

1. We do what we know is right because we want to be good. 

1. Remember the Agreeable Snowman. 

1. What did Rihanna do? 

1. Why do you think Rihanna did that? (No consequence, no reward, nobody being proud, happy, or disappointed) 

1. What did Polly do? 

1. Why do you think Rihanna did that? (No consequence, no reward, nobody being proud, happy, or disappointed) 

1. Role Play: Suggested scenario –  

1. (3-5 minutes) Read aloud with your class from the following selections: 

1. (5 minutes) Singing Time – teach and sing the following songs with your class. 

 

1. Day 5 – Games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (5 minutes) Lesson objective: Review love and respect. 

1. When we love somebody, we want to make them happy and proud. We don’t want to disappoint them.   

1. We sometimes think about what people will think of us or if we will make them proud or disappointed.  

1. We have feelings associated with making people proud or disappointed. 

1. We choose to obey or disobey.  

1. (15 minutes) Play Games:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

 

Part 4: Lesson Plans for Week 12-13: 6 Spheres of Influence 

1. Week 12: Inner Speres (Focus, Family, Friends) 

1. Day 1 – People who are close to us. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn to identify the people who are closest to them that they can turn to. 

1.  Who are some of the people we know and love? Self, parents, siblings, grandparents, teachers, friends, etc.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. How did Polly feel? 

1. What did Polly do? (Talked with her mom) 

1. How did Sam feel? 

1. What did Sam do? (Talked with his dad) 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 2 – Focus 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn that they are important to the people who care about them in their lives but that others can’t know their thoughts or feelings unless they tell them. 

1.  Who knows how you feel? (Only yourself) 

1. Who knows what you are thinking? (Only yourself)   

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. How did Benny feel? 

1. Why didn’t Rihanna and Jason know about Benny’s feelings? 

1. What did Sam think He’d like to do? 

1. Why didn’t Polly do what Sam wanted to do with him? 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 3 – Family 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn that when a family is healthy and happy, they are the best and first people to turn to. 

1. I can talk to my parents when I need help. 

1. I can talk with my siblings when I need help.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. How did Rihanna feel? 

1. What did Rihanna do? (Talked with her siblings) 

1. How did Jason feel? 

1. What did Jason do? (Talked with his parents) 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 4 – Friends 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn to identify who are their friends that can support them and their family. 

1.  Who are some of our friends who are close to us and our family? Grandparents, teachers, friends, etc.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. How did Polly feel? 

1. What did Polly do? (Talked with her mom and Grandpa) 

1. How did Sam feel? 

1. What did Sam do? (Talked with his dad) 

1. What did Sam’s dad tell him to do? (To talk to his teacher) 

1. What did Sam do? (Talked with his teacher) 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 5 – Games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (5 minutes) Lesson objective: Review the 3 inner spheres. 

1. We are important to those who love us.   

1. Only we can know what we feel or think unless we choose to tell somebody. 

1. We can talk to our family (parents, siblings) about our feelings and thoughts. 

1. We can talk with our friends as additional support when our family needs help or if we need additional support.  

1. (15 minutes) Play Games:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Week 13: Outer Spheres (Acquaintance, Community, Geo-Political) 

1. Day 1 – Other people in our lives 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn who in our communities is safe to talk to or to go with. 

1.  Some people in our communities are there to help and protect us. (Police, firefighters) 

1. Some people in our communities are not safe to talk to or to go with. (Strangers)  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. Who visited Benny and Rihanna’s class? 

1. Is she a safe person to talk to? 

1. Who visited Polly’s class? 

1. Is he a safe person to talk to? 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 2 – Acquaintances 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn to be kind and polite to people they don’t know well but also to be careful. 

1.  I can be polite to strangers when I am with my family. 

1. I don’t talk to people I don’t know without my parents.  

1. I don’t go places with strangers.   

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. Where was Sam and who was he with? 

1. Who tried to talk to Sam? 

1. What did Sam do? 

1. Where was Polly and who was she with? 

1. Who tried to talk to Polly? 

1. What did Polly do? 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 3 – Community 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn to identify people in their community that are safe while learning not to talk with or go with strangers. 

1.  Police and firefighters are there to help and protect our communities. 

1. Strangers in our communities are not safe to talk to or go with.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What happened to Benny and Rihanna? (Got lost) 

1. Who did they see? (A police officer) 

1. What did they do? (Ask for help) 

1. What was Jason doing? (walking) 

1. Who approached Jason? (A stranger) 

1. What did they do? (Offer him a ride home) 

1. What did Jason do? (Refused the ride)  

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 4 – Geo-political  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn that media sources can also be fun and dangerous. 

1.  What are some ways people meet and talk with others, not in person? (Social media, telephones) 

1. Talking with strangers online is just as dangerous as talking with strangers in person. 

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What happened while Jason was on his phone? 

1. What did Jason do? 

1. Who did Jason talk to about what happened? 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 5 – Games 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (5 minutes) Lesson objective: Review people in our community. 

1. Some people in our community are safe.   

1. Strangers are not safe.  

1. We should be polite to people when we are with parents or guardians. 

1. We should not talk to strangers or go anywhere with a stranger. 

1. Police and firefighters are in our communities to protect us.  

1. (15 minutes) Play Games:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Part 5: Lesson Plans for Week 14: Action Tools 

1. Week 14: Big Bad Wolf breathing/talk about it. 

1. Day 1 – I can choose what I will do (how to respond to other’s actions) 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn that they choose how they will respond to other people’s actions. 

1.  When somebody does something that hurts my feelings, I choose how I will respond.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What happened to the Big Bad Wolf? 

1. How did he feel? 

1. What did he want to do?  

1. What did he do? 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 2 – Big Bad Wolf Breathing (Give yourself time before you act) 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn to use deep breathing to give themselves time before choosing what they will do in response to getting their feelings hurt. 

1.  When you are mad or sad about something that someone else did you can take some time by breathing in and out.  

1. We call this Big Bad Wolf breathing. We Huff when we breathe in and we Puff when we breathe out.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What happened to the Big Bad Wolf? 

1. How did he feel? 

1. What did he do? 

1. How did he feel after he did Big Bad Wolf breathing? 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 3 – Talk to your teacher, your mom, or your dad (inner spheres) 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn to talk to authority figures if they have a problem they can’t resolve. 

1.  When something is going wrong, and you can’t fix it what can you do? 

1. Ask your parents or your teacher for help.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What happened to the Big Bad Wolf? 

1. How did he feel? 

1. What did he do? (Tried to fix it) 

1. What happened? (It didn’t work) 

1. How did he feel? 

1. What did he do? (Asked her parents for help) 

1. How did she feel? 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 4 – Combined Big Bad Wolf Breathing and asking for help. 

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (10-15 minutes) Lesson objective: children should learn that they can use the Big Bad Wolf breathing to calm themselves down and then they can go ask parents or teachers for help. 

1.  Big Bad Wolf breathing helps me to calm down. 

1. After I am calm, I can ask for help.  

1. Vignette: read aloud the associated comic page with your class then ask the following suggested questions. 

1. What happened to the Big Bad Wolf? 

1. How did he feel? 

1. What did he do? (Big Bad Wolf breathing) 

1. How did he feel after Huffing and Puffing? 

1. What did he do? (Talked with his teacher) 

1. How did he feel after talking with the teacher? 

1. Role Play: Suggested scenario:  

1. (3-5 minutes) Read aloud with your class from the following selections:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

1. Day 5 – Games  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

1. (5 minutes) Lesson objective: Review Big Bad Wolf breathing and talk about it. 

1. Review Big Bad Wolf breathing. Huff is breathing in, and Puff is breathing out.   

1. Big Bad Wolf breathing can help us to calm down when we are mad or upset.  

1. When we can’t solve a problem, we can ask our parents or our teachers for help. 

1. Sometimes it is good to use Big Bad Wolf breathing first to calm ourselves down and then talk to our parents or teachers. 

1. (15 minutes) Play Games:  

1. (5 minutes) Singing Time – teach and sing the following songs with your class:  

 

Part 6: Lesson Plans for Week 15-16: Review 

1. Week 15: Review Awareness Tools 

1. 5 Levels of Consciousness 

1. 5 Levels of Consciousness 

1. 4 Levels of Motivation 

1. Spheres of Influence 

1. Games 

 

1.  Week 16: Review Action Tools 

1. Snowman 

1. Changing my words (food fighting) 

1. “I love you more than …” 

1. I can sing. 

1. Big Bad Wolf Breathing