Script: Honoring Our Classmate

1. Emotional Check-In (5 minutes)

Teacher (smiling softly, standing by the chart paper):
“Good morning, everyone. Today, we are gathering to honor and remember our friend [Classmate’s Name]. We’re going to share how we feel and support each other. Let’s begin with a one-word check-in. Who would like to tell us one word for how you’re feeling right now?”

Pause and invite 3–5 volunteers.

After each student shares:
Teacher: “Thank you for sharing that. It takes courage to use our words. I’m writing your word here.”

Write each word under a big heading labeled “Feelings.”

Teacher (looking around the class):
“Everyone’s feelings are important. This is our safe, caring space. If you hear a feeling that matches yours, give a nod or a thumbs-up.”

Wait 5 seconds, then transition.

“Thank you, friends. We see words like ‘sad,’ ‘confused,’ and ‘brave.’ All of these are okay.”

2. Reflective Reading (6 minutes)

Teacher (holding up the book or printed pages):
“Now we will read a story called Reading: Remembering Our Friend. This text helps us think about memories and feelings.”

Begin reading slowly and clearly, pausing at key phrases.

Teacher (after a key passage):
“Let’s pause here for a moment. Close your eyes if you like, and think of one special memory you have of [Classmate’s Name].”

Wait quietly for 10 seconds.

Teacher (softly):
“Gently open your eyes. Hold that memory in your mind as we finish the reading.”

Complete the reading.

3. Group Discussion (7 minutes)

Teacher (gesturing toward chart paper labeled “Memories”):
“Thank you for listening so thoughtfully. Let’s share some of those special memories. I’ll ask a question, and you can raise your hand to respond.”

Guiding Question 1:
Teacher: “What memory from the story reminded you of a time you spent with [Classmate’s Name]?”

Select a volunteer; after they share:
Teacher: “That’s a wonderful memory. I’m writing it here.”

Guiding Question 2:
Teacher: “How does remembering that memory make you feel?”

Wait for volunteers; record words like “happy,” “warm,” or “a little sad.”

Teacher (after about 3–4 shares):
“Memories help us feel connected. Even though we miss [Classmate’s Name], these moments show how much we care.”

4. Memory Stones Activity (7 minutes)

Teacher (holding a smooth stone as an example):
“I have here a memory stone. I drew a star because [Classmate’s Name] always shined bright in our class. Now it’s your turn.”

Show one example stone to the class.

Teacher:
“Please take one smooth stone and one marker. On your stone, draw or write a memory, word, or message for our friend. You can draw something you did together, a symbol, or even your name. Work quietly so we can each focus on our memory.”

Distribute stones and markers. Circulate to offer gentle encouragement.

After about 5 minutes:
Teacher:
“Let’s finish up. When you’re done, place your stone in our memory bowl right here.”

Students place stones in a communal bowl or on a special shelf.

Teacher:
“These stones will help us remember our friend every day.”

5. Worksheet and Closure (5 minutes)

Teacher (handing out worksheets):
“Now I have each of you a copy of Worksheet: Coping Strategies Chart. Let’s look at the four categories: Talking, Drawing, Breathing, and Remembering.”

Point to each column on your chart or project it.

Teacher (explaining):
“When you feel sad or miss someone, you can use one of these strategies. Think quietly for a moment and choose one strategy you will try next time you feel sad.”

Give students 1–2 minutes to write their choice.

Teacher:
“Who would like to share the strategy they picked? Just a quick sentence.”

Invite 2–3 volunteers.

Teacher (closing):
“Thank you all for your honesty and kindness today. Remember, you can always talk to me, a friend, or someone you trust if you need help. We are here for each other.”

Offer a gentle smile and open arms for optional high-fives or kind words.

Teacher:
“We’ll keep these memory stones and our feelings and memories chart in a special place right here. Thank you for honoring [Classmate’s Name] with me.”

End of session.

Reading: Remembering Our Friend

Today, we gather in our hearts to remember our friend [Classmate’s Name]. Their laughter filled our classroom like sunshine through a window. We remember the way they always helped someone in need or shared a kind word at just the right moment.

Close your eyes for a moment. Think of one special memory you have of [Classmate’s Name]. Maybe you’re playing together on the playground or working side by side on a project. Notice what you see, what you hear, and how that memory feels in your heart.

When you opened your eyes, you might have felt a mixture of feelings—warmth, a little sadness, or even a smile creeping across your face. All of those feelings are okay. Our memories connect us to the people we care about, even when they are not here with us.

Sometimes, remembering can make us feel comforted. Other times, it can make us miss someone very much. It is brave to hold both kinds of feelings in your heart.

Our memories are like stars shining in the night sky. Each memory is a bright, gentle light that tells the story of [Classmate’s Name]. When you feel sad or miss them, you can look for those stars and remember the joy they brought into our lives.

Carry these memories with you today and every day. They help us stay connected, and they remind us that love never truly goes away.

Discussion: Feelings and Memories

Purpose:
Create a safe space for students to share emotions and memories, build empathy, and support one another after the loss of a classmate.

Guidelines:

• Listen respectfully when others speak.
• You may pass or just listen if you’re not ready to share.
• Speak from your own heart using “I” statements (e.g., “I feel…”).
• Be kind and gentle with each other’s feelings.

1. One-Word Check-In (2 minutes)

Teacher says: “Tell us one word that describes how you feel right now.”

Student Response Space:

Follow-Up:

• “Can you give me a gesture or a thumbs-up/thumbs-down if you hear your feeling spoken?”
• “Why did you choose that word?”

2. Remembering Together (5 minutes)

Question 1: “What is one happy memory you have of our friend [Classmate’s Name]?”
Student Response Space:

Follow-Up Prompts:

• “What did you see, hear, or feel in that moment?”
• “Why does this memory stand out to you?”

Question 2: “How does remembering that memory make you feel now?”
Student Response Space:

Follow-Up Prompts:

• “Do any new feelings come up when you think back on it?”
• “Is it okay to feel more than one emotion at once? Why?”

3. The Power of Memories (5 minutes)

Question 3: “Why do you think memories can be both comforting and a little bit sad?”
Student Response Space:

Follow-Up Prompts:

• “Can you give an example of another time you’ve felt both happy and sad together?”
• “What helps you when you miss someone?”

4. Supporting Each Other (3 minutes)

Question 4: “What can we do as classmates and friends to help each other feel cared for?”
Student Response Space:

Follow-Up Prompts:

• “How might a hug, a note, or just listening help?”
• “Who can you go to if you need a friend or an adult to talk with?”

Closing Reflection:
Invite one or two volunteers to share one thing they will remember from our talk today.
Student Response Space:

Teacher Note: Affirm each share, thank students for their bravery, and remind them of available supports (friends, teacher, counselor).

Activity: Memory Stones

Objective:
Students will create personalized memory stones to honor their classmate, reflect on a special memory, and contribute to a communal memory display that they can revisit whenever they miss their friend.

Materials:

• Smooth, flat stones (one per student)
• Permanent markers in various colors
• Wet cloths or wipes (for cleaning hands)
• Memory bowl or basket (to display finished stones)
• Table cover or newspaper (optional, to protect surfaces)

Steps:

1. Introduction (1 minute)
   • Show the class a sample memory stone and explain: “These stones carry our memories and love for [Classmate’s Name]. Each of you will make one to add to our memory bowl.”
2. Distribute Materials (1 minute)
   • Give each student one stone and one marker. Place cloths/wipes and extra markers in the center of the table.
3. Create Your Memory Stone (4 minutes)
   • Invite students: “Think of one special memory, word, or symbol that reminds you of our friend. It might be something you did together, a drawing of their favorite thing, or the word that best describes how they made you feel.”
   • Encourage quiet focus: “Work on your own stone. If you’d like, close your eyes for a moment before drawing to picture that memory.”
   • Circulate to offer gentle prompts (“Tell me about your drawing,” “What does that symbol mean to you?”).
4. Display and Share (1 minute)
   • When students finish, ask them to place their stones in the memory bowl one by one.
   • Optionally, invite 1–2 students to briefly name what they drew or wrote as they place their stone.
5. Clean Up (30 seconds)
   • Collect markers and cloths. Thank students for their careful work.

Reflection (Optional Discussion):

• Ask: “How did drawing or writing your memory feel?”
• Prompt: “What does your stone’s design mean to you?”
• Close with: “Whenever we feel sad or miss [Classmate’s Name], we can look at these stones and remember the joy they brought us.”

Worksheet: Coping Strategies Chart

When you feel sad or miss someone, you can use these strategies to help yourself. Think about each strategy and write your personal plan in the space provided.

My Plan

Which strategy will I try first? _________________________________

Why does this strategy feel helpful to me?
________________________________________

Answer Key: Coping Strategies Chart

Use these exemplar responses to guide students as they personalize their own coping plans. Encourage them to choose the ideas that feel most real and helpful to them.

Strategy: Talking

Why this helps: Speaking our feelings out loud helps us feel heard and understood. It can relieve the heaviness inside and remind us we’re not alone.

Sample “What I Will Do” entries:

• I will tell my teacher how I’m feeling when I’m sad about [Classmate’s Name].
• I will call or text my best friend and share one special memory we both have of our classmate.
• I will talk with my parent or guardian at home right after dinner and say, “I miss my friend today.”

Strategy: Drawing

Why this helps: Art can give words to feelings when they’re hard to speak. Drawing or coloring can calm our minds and let us remember happy times.

Sample “What I Will Do” entries:

• I will draw a picture of [Classmate’s Name] on the playground and write one word that reminds me of them.
• I will make a feelings comic: three boxes showing how I felt before, during, and after thinking of my friend.
• I will keep a special grief journal and sketch a memory each day for one week.

Strategy: Breathing

Why this helps: Deep breathing slows our heart rate, eases tension in our body, and brings focus back to the present moment.

Sample “What I Will Do” entries:

• I will sit tall, put one hand on my belly, and take five slow breaths counting “1–2–3–4–5.”
• I will practice “balloon breathing” by imagining my belly inflating like a balloon for four counts and deflating for four counts.
• I will use a breathing app or video for two minutes when I feel my chest tightening or tears coming.

Strategy: Remembering

Why this helps: Actively recalling a happy memory or ritual helps us stay connected to the person we miss and can bring comfort.

Sample “What I Will Do” entries:

• I will look at our memory stones or photos of [Classmate’s Name] and say one thing I loved about them.
• I will write a short letter to [Classmate’s Name] describing my day and one thing I wish I could have shared with them.
• I will light a candle at home and spend one minute thinking of a fun moment we had together.

Sample “My Plan”

Which strategy will I try first? Talking with my friend Maya during recess.
Why does this strategy feel helpful to me? It helps me remember I’m not alone and that Maya understands how much I miss [Classmate’s Name].

Note to Teacher: Students may choose any strategy or combine two (for example, drawing while listening to calm music). The goal is for each student to leave with at least one concrete action to try when they feel sadness or grief.