Cool Down: Our Kindness Pledge

Objective: To help students reflect on their learning throughout the 8-week series and commit to continuing to use their social skills.

Instructions:

1. Gather students back in a circle or at their seats, looking at their collaborative creation (if applicable) or just reflecting on their learning.
2. (Teacher): "Amazing job with Activity: Kindness & Rules Charades today! You all showed how much you have learned and how truly kind you are. It makes me so proud to see all the wonderful ways you can be great friends!"
3. (Teacher): "Before we finish our very last session, let's make a special Kindness Pledge together. This is a promise to keep using all these wonderful skills every day, even when we're not in our group. These are your superpowers for being a great friend and a happy person!"
4. (Teacher): "Repeat after me:
   • 'I promise to use my kind words,' (Yo prometo usar mis palabras amables,)
   • 'share with my friends,' (compartir con mis amigos,)
   • 'help my team,' (ayudar a mi equipo,)
   • 'and remember my calming tools!' (y recordar mis herramientas para calmarme!)"
5. (Teacher): "Now, let's go around one last time. Can each of you tell me one skill or rule you will 'take with you' and try to use every single day?"
6. Allow each student to share their chosen skill. Reinforce their efforts and growth. (Optional: Give a small certificate or sticker to each student, acknowledging their participation in the 8-week series.)
7. (Teacher): "Fantastic! You are all such wonderful, kind, and thoughtful friends. I am so incredibly proud of how much you've grown and learned to navigate challenges with kindness and respect. Keep being amazing role models for kindness and rules! ¡Gracias! (Thank you!) You are all superstars! See you next time, and keep shining!"

Activity: Kindness & Rules Charades

Objective: Students will review and demonstrate their understanding of various social skills, rules, and emotions learned throughout the series through an interactive charades game.

Materials:

• Optional: Small slips of paper with different social skills, rules, or emotions written or drawn on them (e.g., "Keep Hands to Self," "Take Turns," "Happy," "Sad," "Angry," "Star Breath," "Count to 5," "Say 'Please Stop'," "Share," "Teamwork," "I Feel... Statements"). If not using slips, the teacher will whisper ideas.

Instructions:

1. Set Up: Have students sit in a circle or in a way that everyone can see each other. The teacher sits with them.
2. Explain the Game:
   • (Teacher): "Alright, superstar actors and guessers! We are going to play a fun game called Kindness & Rules Charades! This is your chance to show off all the amazing kindness and rules skills you have learned over the past weeks!"
   • (Teacher): "When it's your turn, I will either whisper a social skill, a rule, a feeling, or a calming tool for you to act out, without speaking. Everyone else will try to guess what you are showing! Once someone guesses correctly, you can say the word out loud. Remember to use your kind guessing words!"
   • Demonstrate: Model acting out a simple skill like "Star Breath" or "Keep Hands to Self." Ask students to guess. Say, "Yes! That's Star Breath! ¡Muy bien!"
3. How to Play:
   • The teacher starts by acting out a skill or whispering one to a student.
   • The acting student performs the action/emotion/rule non-verbally.
   • Other students guess. Encourage them to use the specific words or phrases learned (e.g., "Is it 'Take Turns'?", "¿Es 'Feliz'?").
   • After a correct guess, the acting student and the teacher confirm the answer. Praise both the actor and the guesser.
   • Continue around the circle, giving each student a chance to act out at least one skill. Focus on positive reinforcement and fun.
4. Coaching & Language Support:
   • Praise: Continually praise students for their efforts, creativity, and for remembering the skills. "I loved how clearly [Student Name] showed us 'Teamwork'! ¡Fantástico!" "Great guess, [Student Name]! You remembered 'Calm Body'!"
   • Prompts: If a student is stuck on what to act out, offer choices or gentle suggestions. If guessers are struggling, give hints related to previous lessons.
   • Use Spanish translations for the skills/feelings/rules as they are guessed or acted out (e.g., "Yes, Happy! ¡Feliz!").
5. Activity End: Play for the allotted time, ensuring most students get a chance to participate. Transition to the Cool Down.

Warm Up: Kindness & Rules Recall

Objective: To engage students and activate prior knowledge of all social skills learned throughout the series.

Instructions:

1. Gather students in a circle.
2. (Teacher): "¡Hola, amigos! Welcome back, everyone! Today is a special day as we celebrate all the amazing kindness and rules we've learned together over the past weeks. You've become such kind and thoughtful friends!"
3. (Teacher): "To start, let's remember! Can each of you tell me one important thing you learned about kindness, rules, or being a good friend during our time together? It could be about feelings, using your words, sharing, teamwork, anything! (¿Qué aprendiste sobre la amabilidad o las reglas?)"
4. Go around the circle, allowing each student to share one memory or learned skill. Acknowledge and praise their responses, briefly linking them back to specific lessons.
5. (Teacher): "Fantastic memories, everyone! It's clear you've all learned so many wonderful ways to be a kind friend and a great rule-follower. Let's celebrate that today!"

Week 8: Kindness & Rules - Celebrate Our Kindness!

Warm-Up: Kindness & Rules Recall (5 minutes)

(Teacher): "¡Hola, amigos! Welcome back, everyone! Today is a very special day. It's our last session for this 'Kindness & Rules' group, and we are going to CELEBRATE all the amazing things you've learned!"

(Teacher): "To start, let's remember all the super skills we've practiced. Can each of you tell me one important thing you learned about kindness, rules, or being a good friend over the past few weeks? It could be about feelings, using your words, sharing, anything! (¿Qué aprendiste sobre la amabilidad o las reglas?)"

(Allow each student to share. Acknowledge and praise their responses, briefly linking them back to the specific lesson or skill.)

(Teacher): "Fantastic memories, everyone! You've learned so many wonderful ways to be a kind friend and a great rule-follower!"

Introduction to Celebration (5 minutes)

(Teacher): "That's right! We've learned about manos quietas (hands still), tomar turnos (taking turns), how to show our sentimientos (feelings), usar nuestras palabras (using our words) to solve problems, how to use our herramientas para calmarse (calming tools), compartir (sharing), trabajo en equipo (teamwork), and even declaraciones de yo ('I statements')! Wow, that's a lot!"

(Teacher): "Today, we're going to put all that learning into a fun game and then make a special promise to keep using our kindness superpowers!"

Activity: Kindness & Rules Charades (15 minutes)

(Teacher): "Alright, superstar actors and guessers! We're going to play Activity: Kindness & Rules Charades. This is your chance to show off all the amazing kindness and rules skills you've learned! I'll whisper a rule, a feeling, or a skill, and you'll act it out without speaking. Everyone else will guess what you're showing!"

(Transition to the activity, ensuring students understand the game. Offer examples of actions for each skill.)

(Teacher): "Remember, no talking when you're acting! Use your whole body and face to show us. And when you're guessing, use those kind words and try to name the skill or feeling! Ready?"

(Facilitate the game. Provide specific praise for accurate acting and guessing, and encourage participation from all students. "I love how [Student Name] showed 'Star Breath'! ¡Excelente!" "Great job, [Other Student Name], for guessing 'Sharing'!" Use Spanish terms when appropriate.)

Cool Down: Our Kindness Pledge (5 minutes)

(Teacher): "Amazing job with Activity: Kindness & Rules Charades today! You all showed how much you've learned and how truly kind you are. Before we finish our very last session, let's make a special Kindness Pledge together. This is a promise to keep using all these wonderful skills every day."

(Teacher): "Repeat after me: 'I promise to use my kind words, share with my friends, help my team, and remember my calming tools!' (Yo prometo usar mis palabras amables, compartir con mis amigos, ayudar a mi equipo y recordar mis herramientas para calmarme!)."

(Teacher): "Now, let's go around one last time. Can each of you tell me one skill you will 'take with you' and try to use every day?"

(Allow each student to share their chosen skill. Offer a small certificate or sticker if you have them, acknowledging their participation in the 8-week series.)

(Teacher): "Fantastic! You are all such wonderful, kind, and thoughtful friends. I am so proud of how much you've grown and learned. Keep being amazing role models for kindness and rules! ¡Gracias! (Thank you!) You are all superstars!"

Cool Down: My Conflict Tool

Objective: To help students reflect on their learning about "I statements" and reinforce their importance in resolving conflicts peacefully.

Instructions:

1. Gather students back in a circle or at their seats.
2. (Teacher): "Fantastic job today, everyone! You all did a wonderful job learning about conflicts and practicing our new superpower, "I statements" (declaraciones de yo), in the Activity: "I Feel..." Statements Role-Play."
3. Ask the following questions:
   • "What is one new way you learned to talk about a problem or disagreement today?" (e.g., "I feel... when... I need...")
   • "Can you tell me one situation when you could use an "I statement"?" (¿En qué situación podrías usar una declaración de yo?)
4. (Teacher): "Awesome! I heard so many great ideas about using our kind words. Remember, using "I statements" helps you share your feelings and needs without blaming others, and it helps everyone solve problems more peacefully. You are all becoming such thoughtful, kind communicators and conflict solvers!"
5. (Teacher): "Next week, we will celebrate all the amazing kindness and rules we've learned together! ¡Gracias! (Thank you!) See you next time!"

Activity: "I Feel..." Statements Role-Play

Objective: Students will practice using "I statements" to express their feelings and needs in hypothetical conflict situations.

Materials:

• No additional materials needed, just imagination and willingness to participate!

Instructions:

1. Set Up: Have students sit in a circle or in a way that everyone can see each other. The teacher sits with them.
2. Explain the Activity:
   • (Teacher): "Alright, kind communicators! We are going to practice our new superpower: "I statements" (declaraciones de yo)! This is a role-play activity, just like we did before for solving small problems. I will describe a conflict, and then we will practice using our amazing words to solve it kindly."
   • (Teacher): "Remember our "I statement" sentence starter:
     "I feel... (Me siento...)
     when... (cuando...)
     because... (porque...)
     I need..." (Necesito...)
   • Demonstrate: Model a simple scenario first. For example, pretend someone broke a tower you built. "I feel sad when you break my tower because I worked hard on it. I need you to ask before you touch my things." (Me siento triste cuando rompes mi torre porque trabajé mucho en ella. Necesito que preguntes antes de tocar mis cosas.)
3. How to Play (Scenarios - Choose 2-3 per session):
   • Scenario 1: Broken Tower/Building. (Teacher description): "Imagine [Student A] built a super-tall tower with blocks. [Student B] comes along and accidentally knocks it down. How might [Student A] feel? What can [Student A] say using an "I statement"?"
     • Role-play: [Student A] practices saying, "I feel frustrated when you knock down my tower because I spent a long time building it. I need you to be more careful near my things." (Me siento frustrado cuando tiras mi torre porque pasé mucho tiempo construyéndola. Necesito que tengas más cuidado cerca de mis cosas.)
   • Scenario 2: Not Taking Turns with a Toy. (Teacher description): "Imagine [Student A] wants a turn with the toy car, but [Student B] has been playing with it for a very long time and won't share. How might [Student A] feel? What can [Student A] say?"
     • Role-play: [Student A] practices saying, "I feel a little impatient when you have the car for a long time because I want a turn too. I need you to share the car so we can both play." (Me siento un poco impaciente cuando tienes el coche por mucho tiempo porque yo también quiero un turno. Necesito que compartas el coche para que ambos podamos jugar.)
   • Scenario 3: Calling Names. (Teacher description): "Imagine [Student A] is playing, and [Student B] calls them a silly name that [Student A] doesn't like. How might [Student A] feel? What can [Student A] say?"
     • Role-play: [Student A] practices saying, "I feel sad when you call me names because it hurts my feelings. I need you to use kind words." (Me siento triste cuando me llamas nombres porque me duele. Necesito que uses palabras amables.)
4. Coaching & Discussion:
   • After each role-play, briefly discuss: "How did that feel to use an 'I statement'?" "Was it easy or hard?" "What part of the 'I statement' helped the most?"
   • Praise students specifically for using their words, for identifying their feelings, and for stating their needs kindly. "Great job using your voice to say what you needed, [Student Name]!"
   • Remind them that sometimes we need to try more than once, and sometimes we might need an adult's help.
   • For Spanish-speaking students, provide the Spanish phrases and encourage them to use them. For example, if a student struggles, prompt with, "¿Puedes decir, 'Me siento triste...'?"
5. Activity End: Play for the allotted time, ensuring most students get a chance to participate in a role-play or offer a solution. Transition to the Cool Down.

Warm Up: Conflict Check-In

Objective: To engage students and introduce the idea of conflicts, linking it to previous lessons on feelings and problem-solving.

Instructions:

1. Gather students in a circle.
2. (Teacher): "¡Hola, amigos! Welcome back, everyone! Last week, we practiced working as a team. Sometimes, even when we try our best, things don't go exactly as we planned, or we might disagree with a friend. Has that ever happened to you?"
3. (Teacher): "Think about a time when you wanted one thing, and a friend wanted something different. Or a time you felt something was unfair. What happened? How did you feel? (¿Qué pasó? ¿Cómo te sentiste?)"
4. Allow each student to share a brief example or feeling. Acknowledge and affirm their responses, noting that disagreements are a normal part of playing and learning.
5. (Teacher): "Great job sharing your experiences! Those disagreements, when people want different things or have different ideas, are what we call conflicts (conflictos). It's totally normal for conflicts to happen, but today we're going to learn a super kind way to talk about them!"

Week 7: Kindness & Rules - Speak Up, Speak Kind!

Warm-Up: Conflict Check-In (5 minutes)

(Teacher): "¡Hola, amigos! Welcome back! Last week, we worked as amazing teams. Sometimes, even when we try our best, things don't go exactly as we planned, or we might disagree with a friend. Has that ever happened to you? When have you had a small disagreement or when something felt unfair?"

(Pause for student responses. Acknowledge their experiences and validate that disagreements happen.)

(Teacher): "You got it. Sometimes we have different ideas or want different things. That's totally normal, and it's called a conflict (conflicto). Today, we're going to learn a super kind way to talk about conflicts and make sure everyone feels heard."

Introduction to Conflicts & "I Statements" (5 minutes)

(Teacher): "When we have a conflict, our feelings can get big, just like we talked about in Week 4. Instead of yelling or using our hands, we can use a special tool called an 'I statement' (declaración de yo). An 'I statement' helps you tell someone how you feel and what you need, without blaming them."

(Teacher): "It's like this: We say, 'I feel...' then we say 'when...' something happened, then 'because...' it makes us feel a certain way, and finally, 'I need...' what you want to happen instead."

"Let's practice the words together:"

• "I feel..." (Me siento...)
• "when..." (cuando...)
• "because..." (porque...)
• "I need..." (Necesito...)

(Teacher): "Using 'I statements' helps us share our feelings and needs kindly. It's a way to be strong with your words, not with your body!"

Activity: "I Feel..." Statements Role-Play (15 minutes)

(Teacher): "Now, let's practice our amazing 'I statements' superpower! We're going to do some pretend playing, called Activity: "I Feel..." Statements Role-Play. I'll give us some conflict ideas, and we'll practice using our 'I statements' to speak up kindly."

(Transition to the activity, ensuring students understand the role-play scenario and how to use the phrases. Model first if needed.)

(Teacher): "Remember, when you're acting, try to use your 'I statement' clearly and calmly. If you're a listener, listen for those important words! We are looking for good, kind communicators here!"

(Facilitate the activity. Provide specific praise for students using their words, even if imperfectly: "I love how [Student Name] said, 'I feel sad when you take my block.' That was a great 'I statement'!" "[Student Name] used his words to say 'I need a turn.' ¡Excelente!")

Cool Down: My Conflict Tool (5 minutes)

(Teacher): "Amazing job with our Activity: "I Feel..." Statements Role-Play today! You all used your kind words superpower! Before we finish, let's share one thing. Can each of you tell me one 'I statement' you could use if you had a conflict?"

(Allow each student to share. Reinforce their efforts.)

(Teacher): "Fantastic! Using 'I statements' is such an important skill for solving conflicts peacefully and helping everyone feel heard. You are all becoming such wonderful, kind communicators and conflict solvers! Next week, we will continue to learn more fun ways to be great friends. ¡Gracias! (Thank you!) See you next time!"

Week 1: Kindness & Rules - Let's Play!

Warm-Up: Share & Greet (5 minutes)

(Teacher): "¡Hola, amigos! Welcome, everyone! I'm so happy to see you all today. Let's start by checking in. I want each of you to tell me, with one word or a thumbs up/down, 'How are you feeling today?' or '¿Cómo estás hoy?' (How are you today?) You can also show me with your face!"

(Allow each student to share or show. Acknowledge each response. For students who may not speak much English, use gestures and a warm, welcoming tone.)

(Teacher): "Great job sharing, everyone! It's good to know how we're all feeling."

Introduction to Rules (5 minutes)

(Teacher): "Today, we're going to talk about something super important that helps us all learn and play together happily: rules. Think about it – why do we have rules at school? Or at home? Why are rules important?"

(Pause for student responses. Encourage answers like 'to be safe,' 'to be fair,' 'so we don't get hurt,' 'so we can play together.' Write down their ideas on chart paper if available.)

(Teacher): "You got it! Rules help us stay safe, be fair, and have fun. When everyone follows the rules, our classroom is a happy place where we can all learn and play."

"Today, we're going to focus on two very important rules that help us be kind friends and good players:

1. Keep Your Hands to Yourself. This means our hands are for helping, not for pushing, hitting, or bothering others. Show me what 'keeping your hands to yourself' looks like. (Demonstrate hands folded, at sides, or on own lap.) We say: Manos quietas. (Hands still.)
2. Take Turns. This means waiting patiently for your opportunity to play or speak, and sharing with others. Show me what 'waiting patiently' looks like. (Demonstrate sitting calmly, watching, listening.) We say: Tomar turnos. (Take turns.)"

(Teacher): "These rules help everyone feel safe and respected. And they make games much more fun!"

Activity: The Rules Game! (15 minutes)

(Teacher): "Now, let's practice these rules by playing a game! It's called The Rules Game!. This game will help us practice keeping our hands to ourselves and, especially, taking turns."

(Transition to the game, ensuring students understand the game's specific rules as outlined in The Rules Game! material. Reiterate key phrases during the game.)

(Teacher): "Remember, when we play, we use manos quietas (hands still) and we tomar turnos (take turns). If it's not your turn, you wait patiently. If you want to say something, raise your hand. I'll be watching for amazing turn-takers!"

(Facilitate the game. Provide specific praise for students demonstrating the target behaviors: "I love how Juan is waiting for his turn! ¡Muy bien, Juan!" "Thank you for keeping your hands to yourself, Miguel.")

Cool Down: Check-In (5 minutes)

(Teacher): "Great job playing The Rules Game! everyone! You all did a wonderful job practicing our rules today. Now, before we finish, let's do a quick check-in. Thumbs up if you remembered to keep your hands to yourself. Thumbs up if you practiced taking turns today!"

(Observe student responses and give encouraging feedback.)

(Teacher): "Fantastic! We are learning so much about being kind and following rules. Next week, we will learn even more fun ways to be great friends. ¡Gracias! See you next time!"

Warm Up: Share & Greet

Objective: To engage students, build rapport, and practice simple communication skills.

Instructions:

1. Gather students in a circle.
2. (Teacher): "¡Hola, amigos! Welcome, everyone! I'm so happy to see you all today. Let's start by checking in. I want each of you to tell me, with one word or a thumbs up/down, 'How are you feeling today?' or '¿Cómo estás hoy?' (How are you today?) You can also show me with your face!"
3. Go around the circle, allowing each student to share their feeling using a word, a gesture, or a thumbs up/down.
4. (Teacher): "Great job sharing, everyone! It's good to know how we're all feeling and to see your wonderful faces!"

Week 5: Kindness & Rules - Share & Play!

Warm-Up: Calming Quick Check (5 minutes)

(Teacher): "¡Hola, amigos! Welcome back! Last week, we talked about our big feelings and learned some calming tools. Remember Star Breath (Respiración de estrella) or Count to 5 (Contar hasta 5)? Let's do a quick check-in. Can you show me with your hands how you would do a Star Breath? Or tell me one way to calm down when your feelings are big?"

(Allow each student to share or demonstrate. Acknowledge and praise their efforts.)

(Teacher): "Fantastic! Remembering these tools helps us when things feel tricky, like when we need to share!"

Introduction to Sharing (5 minutes)

(Teacher): "Today, we're going to talk about something super important for playing together happily: sharing! (¡Compartir!). What do you think sharing means? When do we share things at school or at home?"

(Pause for student responses. Guide them to ideas like taking turns, letting others use things, playing together with one toy.)

(Teacher): "You got it! Sharing means letting a friend use something you have, or taking turns with a special toy, so everyone gets a chance. It's like saying, 'I want to play together with you!' Sharing is a very kind thing to do, and it helps us have more fun together! It also helps us avoid those small problems we talked about, because everyone feels fair and included."

(Teacher): "Remember our rule, Tomar turnos (Take turns)? Sharing is a lot like taking turns! And when it's hard to share, we can use our palabras (words) like 'Please stop' (Para, por favor) or 'I need a turn next' (Necesito un turno después)."

Activity: Share the Story Props (15 minutes)

(Teacher): "Now, let's practice our amazing sharing skills! We're going to play a game called Activity: Share the Story Props. I have a few special props here, but not enough for everyone to have one all the time. Our job is to tell a silly story together, and we have to share the props and take turns using them in our story!"

(Transition to the game, ensuring students understand the game's specific rules as outlined in Activity: Share the Story Props material. Reiterate key phrases during the game.)

(Teacher): "Remember, we are using manos quietas (hands still) until it's our turn to pick a prop and add to the story. And we will compartir (share) and tomar turnos (take turns). I'll be watching for awesome sharers and turn-takers!"

(Facilitate the game. Provide specific praise for students demonstrating sharing and turn-taking: "I love how David shared the dinosaur with Mateo! ¡Muy bien, David!" "Thank you for waiting your turn, Luis, that was great sharing!" Use phrases like "Tu turno para compartir" (Your turn to share).)

Cool Down: Sharing Success (5 minutes)

(Teacher): "Wow, you all did an amazing job with Activity: Share the Story Props today! You were fantastic sharers and turn-takers. Before we finish, let's do a quick check-in. Can each of you tell me one thing you shared today, or one time you took turns during our game?"

(Allow each student to share. Reinforce their efforts.)

(Teacher): "Fantastic! See how much fun we can have when we share and take turns? It makes everyone feel happy and included. You are all becoming such wonderful, kind, and generous friends! Next week, we will continue to learn more about playing and being great friends. ¡Gracias! (Thank you!) See you next time!"

Warm Up: Calming Quick Check

Objective: To quickly review and reinforce a calming strategy learned in Week 4.

Instructions:

1. Gather students in a circle.
2. (Teacher): "¡Hola, amigos! Welcome back! Last week, we talked about our big feelings and learned some calming tools. Remember Star Breath (Respiración de estrella) or Count to 5 (Contar hasta 5)?"
3. (Teacher): "Let's do a quick check-in. Can you show me with your hands how you would do a Star Breath? Or tell me one way to calm down when your feelings are big? (¿Cómo te calmas cuando tus sentimientos son grandes?)"
4. Allow each student to share or demonstrate one calming strategy. Provide gentle prompts if needed.
5. (Teacher): "Fantastic! Remembering these tools helps us when things feel tricky, like when we need to share. Great job, everyone!"

Activity: Share the Story Props

Objective: Students will collaboratively tell a story, practicing sharing a limited number of physical props and taking turns.

Materials:

• 3-4 interesting but limited small props (e.g., a small stuffed animal, a block, a toy car, a plastic fruit – not enough for every student to have one at all times).

Instructions:

1. Set Up: Have students sit in a circle on the floor. Place the props in the center of the circle.
2. Explain the Game:
   • (Teacher): "Alright, storytellers! We are going to make up a super silly story together! We have these cool props here. The tricky part is, there aren't enough for everyone to have one all the time. So, we have to share (compartir) and take turns (tomar turnos) using them to make our story!"
   • (Teacher): "When it's your turn, you can pick one prop from the middle, add to our story, and then gently put the prop back for the next person. We will go around the circle. Remember our rules: Manos quietas (hands still) until it's your turn, and Tomar turnos (take turns) with the props!"
   • Demonstrate: Start a very simple story and pick a prop, use it, and return it. "Once upon a time, there was a... (pick up toy car) ...car that went vroom! And then it stopped. Your turn!"
3. How to Play:
   • The teacher starts the story with one sentence and picks a prop, uses it, and returns it. Then indicates whose turn is next (e.g., "[Student Name], your turn to add to the story!").
   • Students take turns, each adding a sentence or two to the story using one of the available props. They must return the prop after their turn.
   • Coach students on sharing and turn-taking: "Remember, share the car so everyone gets a turn!" (¡Recuerda, comparte el coche para que todos tengan un turno!). "Great job waiting for your turn to use the animal, [Student Name]!"
   • If a student grabs a prop out of turn, gently remind them: "Remember, manos quietas and tomar turnos. It will be your turn soon to compartir (share)."
   • Keep the story light and fun. The goal is the social interaction, not a perfect narrative.
4. Coaching & Language Support:
   • Praise: Continually praise students for sharing, taking turns, using their words, and being patient. "I love how [Student Name] shared the block with [Other Student Name]! That was very kind sharing!" "¡Excelente! [Student Name] esperó su turno muy bien."
   • Prompts: If a student struggles to add to the story, offer a simple prompt: "What happens next?" or "What does the animal do?"
   • Use Spanish phrases like "Tu turno" (Your turn), "Compartir" (Share), "Pasa el juguete" (Pass the toy).
5. Game End: Play for about 10-12 minutes, or until most students demonstrate consistent sharing and turn-taking. Transition into the Cool Down activity.

Cool Down: Sharing Success

Objective: To help students reflect on their sharing and turn-taking during the activity and reinforce its importance.

Instructions:

1. Gather students back in a circle or at their seats.
2. (Teacher): "Fantastic job today, everyone! You all did a wonderful job playing Activity: Share the Story Props and practicing sharing (compartir) and taking turns (tomar turnos)!"
3. Ask the following questions:
   • "Can you tell me one thing you shared or one time you took turns during our game today?" (¿Qué compartiste hoy?)
   • "How did sharing help us have more fun with our story?"
4. (Teacher): "Awesome! I heard so many great examples of sharing and turn-taking. Remember, using your words, taking turns, and sharing helps everyone feel happy and included. You are all becoming such kind and thoughtful friends!"
5. (Teacher): "Next week, we will continue to learn more fun ways to understand our feelings and play together. ¡Gracias! (Thank you!) See you next time!"

The Rules Game!

Objective: Students will practice turn-taking and keeping hands to themselves in a fun, interactive game.

Materials:

• One soft ball or beanbag

Instructions:

1. Set Up: Have students sit in a circle on the floor. The teacher sits with them.
2. Explain the Rules (Reiterate):
   • (Teacher): "Alright, friends! We are going to play a game with this soft ball. The rules for our game are: Manos quietas (Hands still) – that means we only touch the ball when it's our turn. And Tomar turnos (Take turns) – we will pass the ball around the circle, one person at a time."
   • Demonstrate: Show how to gently pass the ball and how to wait with hands in your lap when it's not your turn.
3. How to Play:
   • The teacher starts by holding the ball and says, "My turn!" Then, they gently pass the ball to the student on their right.
   • The student who receives the ball says, "My turn!" (or "¡Mi turno!") and then gently passes it to the next person on their right.
   • Continue passing the ball around the circle. Encourage students to make eye contact with the person they are passing to and receiving from.
   • If a student grabs the ball out of turn or uses their hands inappropriately, gently remind them: "Remember, manos quietas and tomar turnos. It will be your turn soon."
4. Variations/Coaching:
   • Speed: Start slowly to ensure understanding. Once comfortable, you can try to speed it up a little, but emphasize control and gentle passing.
   • Praise: Continually praise students for following the rules. "I love how patiently [Student Name] is waiting for their turn!" "¡Excelente! [Student Name] passed the ball so gently!"
   • Language Support: Use visual cues frequently. Point to the student whose turn it is. Use phrases like "Tu turno" (Your turn), "Esperar" (Wait), "Pasa la pelota" (Pass the ball).
5. Game End: Play for about 10-12 minutes, or until most students demonstrate consistent turn-taking and self-control. Transition into the Cool Down activity.

Cool Down: Check-In

Objective: To help students reflect on the rules and behaviors practiced during the lesson.

Instructions:

1. Gather students back in a circle or at their seats.
2. (Teacher): "Great job playing The Rules Game! everyone! You all did a wonderful job practicing our rules today."
3. Ask the following questions:
   • "Can you give me a thumbs up if you remembered to keep your hands to yourself today?" (Manos quietas)
   • "Give me a thumbs up if you practiced taking turns during our game?" (Tomar turnos)
   • "What was one thing you did today to be a good friend or a good rule-follower?"
4. (Teacher): "Fantastic! I saw so many of you doing an amazing job. We are learning so much about being kind and following rules. Remember, practicing these rules helps us have more fun and be better friends. Next week, we will learn even more fun ways to be great friends. ¡Gracias! (Thank you!) See you next time!"

Week 5: Kindness & Rules - Share & Play!

Warm-Up: Calming Quick Check (5 minutes)

(Teacher): "¡Hola, amigos! Welcome back! Last week, we talked about our big feelings and learned some calming tools. Remember Star Breath (Respiración de estrella) or Count to 5 (Contar hasta 5)? Let's do a quick check-in. Can you show me with your hands how you would do a Star Breath? Or tell me one way to calm down when your feelings are big?"

(Allow each student to share or demonstrate. Acknowledge and praise their efforts.)

(Teacher): "Fantastic! Remembering these tools helps us when things feel tricky, like when we need to share!"

Introduction to Sharing (5 minutes)

(Teacher): "Today, we're going to talk about something super important for playing together happily: sharing! (¡Compartir!). What do you think sharing means? When do we share things at school or at home?"

(Pause for student responses. Guide them to ideas like taking turns, letting others use things, playing together with one toy.)

(Teacher): "You got it! Sharing means letting a friend use something you have, or taking turns with a special toy, so everyone gets a chance. It's like saying, 'I want to play together with you!' Sharing is a very kind thing to do, and it helps us have more fun together! It also helps us avoid those small problems we talked about, because everyone feels fair and included."

(Teacher): "Remember our rule, Tomar turnos (Take turns)? Sharing is a lot like taking turns! And when it's hard to share, we can use our palabras (words) like 'Please stop' (Para, por favor) or 'I need a turn next' (Necesito un turno después)."

Activity: Share the Story Props (15 minutes)

(Teacher): "Now, let's practice our amazing sharing skills! We're going to play a game called Activity: Share the Story Props. I have a few special props here, but not enough for everyone to have one all the time. Our job is to tell a silly story together, and we have to share the props and take turns using them in our story!"

(Transition to the game, ensuring students understand the game's specific rules as outlined in Activity: Share the Story Props material. Reiterate key phrases during the game.)

(Teacher): "Remember, we are using manos quietas (hands still) until it's our turn to pick a prop and add to the story. And we will compartir (share) and tomar turnos (take turns). I'll be watching for awesome sharers and turn-takers!"

(Facilitate the game. Provide specific praise for students demonstrating sharing and turn-taking: "I love how David shared the dinosaur with Mateo! ¡Muy bien, David!" "Thank you for waiting your turn, Luis, that was great sharing!" Use phrases like "Tu turno para compartir" (Your turn to share).)

Cool Down: Sharing Success (5 minutes)

(Teacher): "Wow, you all did an amazing job with Activity: Share the Story Props today! You were fantastic sharers and turn-takers. Before we finish, let's do a quick check-in. Can each of you tell me one thing you shared today, or one time you took turns during our game?"

(Allow each student to share. Reinforce their efforts.)

(Teacher): "Fantastic! See how much fun we can have when we share and take turns? It makes everyone feel happy and included. You are all becoming such wonderful, kind, and generous friends! Next week, we will continue to learn more about playing and being great friends. ¡Gracias! (Thank you!) See you next time!"

Warm Up: Calming Quick Check

Objective: To quickly review and reinforce a calming strategy learned in Week 4.

Instructions:

1. Gather students in a circle.
2. (Teacher): "¡Hola, amigos! Welcome back! Last week, we talked about our big feelings and learned some calming tools. Remember Star Breath (Respiración de estrella) or Count to 5 (Contar hasta 5)?"
3. (Teacher): "Let's do a quick check-in. Can you show me with your hands how you would do a Star Breath? Or tell me one way to calm down when your feelings are big? (¿Cómo te calmas cuando tus sentimientos son grandes?)"
4. Allow each student to share or demonstrate one calming strategy. Provide gentle prompts if needed.
5. (Teacher): "Fantastic! Remembering these tools helps us when things feel tricky, like when we need to share. Great job, everyone!"

Activity: Share the Story Props

Objective: Students will collaboratively tell a story, practicing sharing a limited number of physical props and taking turns.

Materials:

• 3-4 interesting but limited small props (e.g., a small stuffed animal, a block, a toy car, a plastic fruit – not enough for every student to have one at all times).

Instructions:

1. Set Up: Have students sit in a circle on the floor. Place the props in the center of the circle.
2. Explain the Game:
   • (Teacher): "Alright, storytellers! We are going to make up a super silly story together! We have these cool props here. The tricky part is, there aren't enough for everyone to have one all the time. So, we have to share (compartir) and take turns (tomar turnos) using them to make our story!"
   • (Teacher): "When it's your turn, you can pick one prop from the middle, add to our story, and then gently put the prop back for the next person. We will go around the circle. Remember our rules: Manos quietas (hands still) until it's your turn, and Tomar turnos (take turns) with the props!"
   • Demonstrate: Start a very simple story and pick a prop, use it, and return it. "Once upon a time, there was a... (pick up toy car) ...car that went vroom! And then it stopped. Your turn!"
3. How to Play:
   • The teacher starts the story with one sentence and picks a prop, uses it, and returns it. Then indicates whose turn is next (e.g., "[Student Name], your turn to add to the story!").
   • Students take turns, each adding a sentence or two to the story using one of the available props. They must return the prop after their turn.
   • Coach students on sharing and turn-taking: "Remember, share the car so everyone gets a turn!" (¡Recuerda, comparte el coche para que todos tengan un turno!). "Great job waiting for your turn to use the animal, [Student Name]!"
   • If a student grabs a prop out of turn, gently remind them: "Remember, manos quietas and tomar turnos. It will be your turn soon to compartir (share)."
   • Keep the story light and fun. The goal is the social interaction, not a perfect narrative.
4. Coaching & Language Support:
   • Praise: Continually praise students for sharing, taking turns, using their words, and being patient. "I love how [Student Name] shared the block with [Other Student Name]! That was very kind sharing!" "¡Excelente! [Student Name] esperó su turno muy bien."
   • Prompts: If a student struggles to add to the story, offer a simple prompt: "What happens next?" or "What does the animal do?"
   • Use Spanish phrases like "Tu turno" (Your turn), "Compartir" (Share), "Pasa el juguete" (Pass the toy).
5. Game End: Play for about 10-12 minutes, or until most students demonstrate consistent sharing and turn-taking. Transition into the Cool Down activity.

Cool Down: Sharing Success

Objective: To help students reflect on their sharing and turn-taking during the activity and reinforce its importance.

Instructions:

1. Gather students back in a circle or at their seats.
2. (Teacher): "Fantastic job today, everyone! You all did a wonderful job playing Activity: Share the Story Props and practicing sharing (compartir) and taking turns (tomar turnos)!"
3. Ask the following questions:
   • "Can you tell me one thing you shared or one time you took turns during our game today?" (¿Qué compartiste hoy?)
   • "How did sharing help us have more fun with our story?"
4. (Teacher): "Awesome! I heard so many great examples of sharing and turn-taking. Remember, using your words, taking turns, and sharing helps everyone feel happy and included. You are all becoming such kind and thoughtful friends!"
5. (Teacher): "Next week, we will continue to learn more fun ways to understand our feelings and play together. ¡Gracias! (Thank you!) See you next time!"

Week 6: Kindness & Rules - Team Up!

Warm-Up: Teamwork Talk (5 minutes)

(Teacher): "¡Hola, amigos! Welcome back! Last week, we talked about sharing, which is super important. Today, we're going to talk about something that's a lot like sharing but even bigger: teamwork! (¡Trabajo en equipo!). What do you think teamwork means? When do you work together with friends or family?"

(Pause for student responses. Guide them to ideas like playing a game, building something together, helping with chores.)

(Teacher): "You got it! Teamwork means working together with others to achieve something. It's like everyone puts their ideas and their hands together to make something great!"

Introduction to Teamwork (5 minutes)

(Teacher): "Teamwork is when we combine our efforts to do something. Think about playing a game – you're on a team, right? Everyone has a job, and everyone helps each other. Teamwork helps us when things are hard, and it helps us have even more fun!"

(Teacher): "When we do teamwork, we need to remember all our rules from before: Manos quietas (hands still), Tomar turnos (take turns), Usar tus palabras (use your words) to solve problems, and remembering our calming tools (herramientas para calmarse) if feelings get big. All these things help us be great teammates!"

(Teacher): "Teamwork means listening to each other's ideas, even if they're different from yours. It means sharing materials and helping a friend if they need it. It means working juntos (together)!"

Activity: Collaborative Building Challenge (15 minutes)

(Teacher): "Now, let's put our teamwork skills to the test! We're going to do a Collaborative Building Challenge! I have some building materials here [point to materials]. Our job, as a team, is to build something amazing together! It could be a tall tower, a super-fast car, or a comfy house – you all decide together!"

(Transition to the activity, ensuring students understand the goal is collaborative. Set out the limited materials in the center.)

(Teacher): "Remember, we are all on one team. We need to compartir (share) the materials, tomar turnos (take turns) building, and usar nuestras palabras (use our words) to talk about our ideas. Listen to your teammates, and help each other! I'll be looking for super team builders!"

(Facilitate the activity. Encourage communication: "What do you think we should build next, [Student Name]?" "How can we make this part stronger?" Provide specific praise for collaboration: "I love how [Student Name] shared those blocks with [Other Student Name]! That's great teamwork!" "¡Muy bien, todos están trabajando juntos!" (Very good, everyone is working together!).)

Cool Down: Teamwork Triumphs (5 minutes)

(Teacher): "Wow, you all did an incredible job with our Collaborative Building Challenge today! You built something amazing together! Before we finish, let's do a quick check-in. Can each of you tell me one thing you did to help our team today? Or what made our teamwork successful?"

(Allow each student to share. Reinforce their efforts and highlight specific examples of teamwork.)

(Teacher): "Fantastic! See how much more we can do when we work together as a team? Your ideas were all so important, and you helped each other so well. You are all becoming such wonderful, collaborative friends! Next week, we will continue to learn more about playing and being great friends. ¡Gracias! (Thank you!) See you next time!"

Warm Up: Teamwork Talk

Objective: To engage students and introduce the concept of teamwork, connecting it to previous social skills.

Instructions:

1. Gather students in a circle.
2. (Teacher): "¡Hola, amigos! Welcome back, everyone! Last week, we practiced sharing our story props. Today, we're going to talk about something even bigger than sharing, something called teamwork! (¡Trabajo en equipo!)."
3. (Teacher): "What do you think teamwork means? When do people work together? Can you give me an example of when you worked together with a friend or family member? (¿Cuándo trabajas en equipo?)"
4. Allow each student to share their ideas or examples. Acknowledge and affirm their responses, linking them to cooperation and helping each other.
5. (Teacher): "Great ideas, everyone! Teamwork is when we combine our efforts and ideas to do something together. It's a super important skill for being a good friend and for making amazing things happen!"

Activity: Collaborative Building Challenge

Objective: Students will practice cooperation, communication, and sharing of materials while working together to complete a group building task.

Materials:

• A variety of building materials (e.g., LEGOs, Duplos, wooden blocks, craft sticks, small cardboard boxes). Ensure there are enough pieces for collaborative building but not so many that each child can work independently.

Instructions:

1. Set Up: Have students sit around a central building space (e.g., a rug, a low table). Place the building materials in the center.
2. Explain the Challenge:
   • (Teacher): "Alright, master builders! Today, our challenge is to work together as a team (trabajar juntos como equipo) to build one amazing thing! It could be a tall tower, a super-cool spaceship, a cozy house for animals – your team gets to decide!"
   • (Teacher): "This is a teamwork challenge, so we need to remember to share (compartir) our materials, take turns (tomar turnos) adding pieces, and use our words (usar nuestras palabras) to talk about our ideas and ask for what we need. Everyone's ideas are important!"
   • Demonstrate: Briefly show how to share materials, how to gently place a piece, and how to use words like "Can I use that block next?" (¿Puedo usar ese bloque después?).
3. How to Play:
   • Start by asking the group to decide what they want to build together. Encourage discussion and compromise. "What are some ideas for what we can build?"
   • As they start building, circulate and facilitate. Prompt for communication: "[Student Name], what's your idea for this part?" "[Other Student Name], can you ask [Student Name] if you can use that piece?"
   • Coach students on sharing and turn-taking if conflicts arise: "Remember, we only have one pile of blocks, so we need to share. Maybe you can use this piece, and then [Student Name] can use the next one."
   • Praise collaboration and communication: "I love how you all talked about what to build!" "[Student Name] waited so patiently for their turn to add to the tower. Great teamwork!" "¡Excelente trabajo compartiendo y trabajando juntos!"
   • If a student struggles, offer suggestions: "Maybe you could add a roof here?" or pair them with another student for a small sub-task.
4. Coaching & Language Support:
   • Praise: Continually praise students for positive teamwork behaviors: sharing, taking turns, listening, contributing ideas, helping others. "I saw [Student Name] helping [Other Student Name] find the right piece! That's wonderful teamwork!"
   • Prompts: Use open-ended questions to encourage planning and discussion: "What do we need more of?" "How can we make it taller/stronger?" "Whose turn is it to add a piece?"
   • Use Spanish phrases like "Trabajar juntos" (Work together), "Equipo" (Team), "Compartir materiales" (Share materials).
5. Activity End: Play for about 10-12 minutes, or until the group has created a recognizable structure and demonstrates good teamwork. Transition to the Cool Down.

Cool Down: Teamwork Triumphs

Objective: To help students reflect on their teamwork experience and reinforce the benefits of cooperation.

Instructions:

1. Gather students back in a circle or at their seats, looking at their collaborative creation.
2. (Teacher): "Wow! Look at what you all built together! That is amazing teamwork! You did a fantastic job with our Activity: Collaborative Building Challenge today. You all worked as a super team!"
3. Ask the following questions:
   • "What was one way you helped our team today?" (¿Cómo ayudaste a nuestro equipo hoy?)
   • "What made our teamwork successful?"
   • "How did it feel to work together to build this?"
4. (Teacher): "Awesome! I heard so many great examples of how you shared ideas, shared materials, and helped each other. Remember, when we work together as a team, we can create amazing things and have so much fun! You are all becoming such wonderful, cooperative, and kind friends!"
5. (Teacher): "Next week, we will continue to learn more fun ways to understand our feelings and play together. ¡Gracias! (Thank you!) See you next time!"

Week 2: Kindness & Rules - Feelings & Hands!

Warm-Up: How Are You Feeling? (5 minutes)

(Teacher): "¡Hola, amigos! Welcome back, everyone! It's so good to see your friendly faces. Last week, we said hello and checked in. This week, we're going to do that again, but we'll think a little more about how we're feeling. I have some pictures of feeling faces to help us!"

(Display visual aids of simple happy, sad, and angry faces. Point to each as you name the feeling.)

(Teacher): "Remember these feelings? Happy (Feliz) 😊, Sad (Triste) 😢, Angry (Enojado) 😠. So, tell me, 'How are you feeling today?' or '¿Cómo estás hoy?' You can tell me a word, or show me with your face, or point to one of my pictures!"

(Allow each student to share or point. Acknowledge each response, repeating the feeling word in both English and Spanish as appropriate.)

(Teacher): "Great job sharing your feelings! It's important to know how we feel inside."

Review: Hands to Self (Manos Quietas) (5 minutes)

(Teacher): "Last week, we talked about important rules, especially Keep Your Hands to Yourself or Manos quietas. Can anyone remind me what that rule means? Why is it important?"

(Pause for student responses. Guide them to recall that it means no pushing, hitting, or bothering, and it helps everyone feel safe and respected.)

(Teacher): "That's right! When we use manos quietas, we keep our friends safe, and we show respect. Can everyone show me what 'manos quietas' looks like? (Wait for students to demonstrate hands folded, at sides, or on laps.) Wonderful! I see everyone remembering how to keep their hands to themselves. That's a super important skill for being a kind friend."

Introduction to Emotions (15 minutes)

(Teacher): "Now, let's talk more about those feelings we just shared. Everyone has feelings inside them. Sometimes we feel happy, sometimes sad, sometimes angry. It's okay to feel all these things! The important thing is to learn what our feelings are and how to tell someone about them, using our words instead of our hands or bodies."

(Teacher): "We're going to play a fun game called Activity: Feeling Faces Charades! This game will help us practice showing feelings with our faces and bodies, and then using our words to say what that feeling is."

(Transition to the game, ensuring students understand the game's specific rules as outlined in Activity: Feeling Faces Charades material. Reiterate key phrases and emotion words during the game.)

(Teacher): "When it's your turn to act, think about a feeling – maybe happy (feliz), sad (triste), or angry (enojado). Show us with your face and body! And when it's your turn to guess, try to say the feeling word. Remember, using our words to talk about feelings is a superpower!"

(Facilitate the activity. Provide specific praise for students demonstrating the target behaviors: "I love how [Student Name] is showing a happy face! ¡Qué feliz!" "Excellent job, [Student Name], you guessed 'sad'!" For Spanish-speaking students, echo their Spanish responses and offer English equivalents, and vice-versa.)

Cool Down: Feeling Check-Out (5 minutes)

(Teacher): "Wow, you all did an amazing job with our Activity: Feeling Faces Charades today! You showed so many feelings and used your words. Before we go, let's do a quick check-out. Can you tell me one feeling word you learned today? Or tell me how you're feeling right now?"

(Allow each student to share. Reinforce their efforts.)

(Teacher): "Fantastic! Learning about our feelings and using our words for them helps us understand ourselves and our friends better. And remembering manos quietas helps everyone feel safe. You are all becoming such kind and thoughtful friends! Next week, we will continue to learn more fun ways to be great friends. ¡Gracias! (Thank you!) See you next time!"

Warm Up: How Are You Feeling?

Objective: To engage students and practice identifying and verbally expressing basic emotions.

Materials:

• Visual aids of simple emotion faces (happy, sad, angry – can be drawn on a whiteboard, printed, or use emoji cards)

Instructions:

1. Gather students in a circle.
2. (Teacher): "¡Hola, amigos! Welcome back, everyone! Today, we're going to check in about our feelings. Everyone has feelings, and it's good to know what they are and to talk about them. Look at these feeling faces!"
3. (Display and point to each feeling face.)
   • (Teacher): "This face is Happy (Feliz) 😊!"
   • (Teacher): "This face is Sad (Triste) 😢!"
   • (Teacher): "This face is Angry (Enojado) 😠!"
4. (Teacher): "Now, I want each of you to tell me, 'How are you feeling today?' or '¿Cómo estás hoy?' You can say the word, show me with your face, or point to one of my pictures!"
5. Go around the circle, allowing each student to share their feeling. Repeat the feeling word in both English and Spanish as appropriate.
6. (Teacher): "Great job sharing your feelings, everyone! It's good to know how we're all feeling and to see your wonderful faces!"

Activity: Feeling Faces Charades

Objective: Students will practice identifying and expressing basic emotions through non-verbal cues and then verbally naming them.

Materials:

• Optional: Cards with simple drawings or pictures of happy, sad, and angry faces. (Can also just rely on teacher prompting).

Instructions:

1. Set Up: Have students sit in a circle or in a way that everyone can see each other. The teacher sits with them.
2. Explain the Game:
   • (Teacher): "Alright, friends! We are going to play a game called Feeling Faces Charades! This game is all about showing feelings with our faces and bodies, without using words at first, and then using our words to name the feeling."
   • (Teacher): "When it's your turn, you'll pick a feeling – like Happy (Feliz), Sad (Triste), or Angry (Enojado) – and you'll show us that feeling with your face and how you stand or sit. Everyone else will try to guess what feeling you're showing! Once someone guesses, you can say the feeling out loud."
   • Demonstrate: Act out a clear emotion (e.g., exaggerated happy face). Ask: "What feeling am I showing?" Once a student guesses "Happy!" (or "¡Feliz!"), say, "Yes! I am showing happy!"
3. How to Play:
   • The teacher starts by acting out a feeling. Once students guess it, invite a student to take a turn.
   • Encourage the student to choose a feeling (happy, sad, angry are good starting points). If they are unsure, offer a choice or gently suggest one. Prompt them to show it with their face and body.
   • The other students guess the feeling. Remind them to use feeling words. For Spanish-speaking students, encourage guesses in either language.
   • After a successful guess, the acting student says the feeling word. Praise both the actor and the guesser.
   • Continue for about 10-12 minutes, ensuring every student gets at least one turn if possible.
4. Coaching:
   • Praise: Continually praise students for their efforts in acting and guessing. "I love your happy face, [Student Name]!" "Great job guessing, [Student Name]!"
   • Language Support: Use visual cues frequently. Point to the feeling faces if you have them. Echo feeling words in both English and Spanish (e.g., "Yes, sad! ¡Triste!").
   • Emotional Nuance: Briefly acknowledge that feelings can look different for different people. "Sometimes when I'm angry, my eyebrows scrunch like this, but for you, it might be different."
5. Game End: Play for the allotted time. Transition into the Cool Down activity.

Cool Down: Feeling Check-Out

Objective: To help students reflect on their learning about emotions and practice verbalizing their current feeling.

Instructions:

1. Gather students back in a circle or at their seats.
2. (Teacher): "Fantastic job today, everyone! You all did a wonderful job practicing manos quietas and playing Activity: Feeling Faces Charades to show and name your feelings."
3. Ask the following questions:
   • "Can you tell me one feeling word you learned today?" (e.g., Happy, Sad, Angry / Feliz, Triste, Enojado)
   • "How are you feeling right now? You can tell me with a word, a face, or a thumbs up/down!" (¿Cómo estás ahora?)
4. (Teacher): "Awesome! I heard so many great feeling words and saw wonderful expressions. Remember, using our words to tell someone how we feel is a super important skill. It helps us and our friends understand each other better. And always remember to use manos quietas to keep everyone safe and happy."
5. (Teacher): "You are all doing such an incredible job becoming thoughtful and kind friends! Next week, we will continue to learn more fun ways to understand our feelings and play together. ¡Gracias! (Thank you!) See you next time!"

Week 3: Kindness & Rules - Words for Problems!

Warm-Up: Feeling Check-In (5 minutes)

(Teacher): "¡Hola, amigos! Welcome back! Last week, we talked all about our feelings. Remember happy (feliz) 😊, sad (triste) 😢, and angry (enojado) 😠? Today, let's do a quick feeling check-in. How are you feeling right now? You can tell me a word, show me with your face, or point to one of our feeling pictures!"

(Allow each student to share or show. Acknowledge each response. Reinforce that all feelings are okay.)

(Teacher): "Thank you for sharing, everyone! It's so good to know how we're all feeling."

Introduction to Solving Small Problems (5 minutes)

(Teacher): "Sometimes, when we're playing or working together, small problems can happen. Has anyone ever had a small problem when they were playing? Maybe someone took your toy, or got too close?"

(Pause for student responses. Acknowledge their experiences. Guide them to understand that problems are a normal part of interacting.)

(Teacher): "When small problems happen, our feelings can sometimes get really big! We might feel angry, or sad, or frustrated. Remember our rule from Week 1, Manos quietas (Hands still)? That rule is super important when problems happen, so we can keep everyone safe."

(Teacher): "But what else can we do when a small problem happens and our feelings get big? We have a superpower! Our superpower is to USE YOUR WORDS! (¡Usa tus palabras!). Instead of pushing or grabbing, we can use our voices to tell someone what we need or how we feel."

"Here are some words you can try:"

• "Please stop." (Para, por favor.)
• "I don't like that." (No me gusta eso.)
• "I need space." (Necesito espacio.)"

(Teacher): "Using our words helps us solve problems peacefully and helps our friends understand us. It makes our classroom and our games much fairer and happier!"

Activity: Solving Small Problems Role-Play (15 minutes)

(Teacher): "Now, let's practice using our problem-solving superpower! We're going to do some pretend playing, called Activity: Solving Small Problems Role-Play. I'll give us some small problem ideas, and we'll practice using our words to solve them."

(Transition to the activity, ensuring students understand the role-play scenario and how to use the phrases. Model first if needed.)

(Teacher): "Remember, when you're acting, try to use your words clearly and calmly. If you're a guesser, listen for those important words! We are looking for good problem-solvers here!"

(Facilitate the activity. Provide specific praise for students using their words, even if imperfectly: "I love how [Student Name] said, 'Para, por favor!' That was great using your words!" "[Student Name] used his words very clearly to say 'I don't like that'. Excelente!")

Cool Down: Problem Solvers (5 minutes)

(Teacher): "Amazing job with our Activity: Solving Small Problems Role-Play today! You all used your problem-solving superpower! Before we finish, let's share one thing. Can each of you tell me one way you can use your words to solve a small problem?"

(Allow each student to share. Reinforce their efforts.)

(Teacher): "Fantastic! Using your words is such an important skill for being a good friend and for solving problems peacefully. You are all becoming such wonderful problem-solvers! Next week, we will keep practicing our kindness and rules. ¡Gracias! (Thank you!) See you next time!"

Warm Up: Feeling Check-In

Objective: To engage students and review basic emotions from the previous week, encouraging verbal expression.

Materials:

• Visual aids of simple emotion faces (happy, sad, angry – can be drawn, printed, or emoji cards)

Instructions:

1. Gather students in a circle.
2. (Teacher): "¡Hola, amigos! Welcome back, everyone! Last week, we talked all about our feelings. Remember happy (feliz) 😊, sad (triste) 😢, and angry (enojado) 😠?"
3. (Display and point to each feeling face as you name it in English and Spanish.)
4. (Teacher): "Today, let's do a quick feeling check-in. How are you feeling right now? You can tell me a word, show me with your face, or point to one of our feeling pictures! (¿Cómo estás ahora?)"
5. Go around the circle, allowing each student to share their feeling. Repeat the feeling word in both English and Spanish as appropriate.
6. (Teacher): "Thank you for sharing, everyone! It's so good to know how we're all feeling and to see your wonderful faces! Remember, all feelings are okay to have, and it's good to use our words for them!"

Activity: Solving Small Problems Role-Play

Objective: Students will practice using verbal phrases to resolve simple conflict scenarios.

Materials:

• No additional materials needed, just imagination and willingness to participate!

Instructions:

1. Set Up: Have students sit in a circle or in a way that everyone can see each other. The teacher sits with them.
2. Explain the Activity:
   • (Teacher): "Alright, super problem-solvers! We are going to practice using our 'Use Your Words' superpower with some pretend situations. This is called a role-play!"
   • (Teacher): "I will describe a small problem, and then one of you will pretend to be the person with the problem, and another will pretend to be the other person. Your job is to practice using your words to solve it! Remember our words: 'Please stop.' (Para, por favor.), 'I don't like that.' (No me gusta eso.), 'I need space.' (Necesito espacio.)."
   • Demonstrate: Model a simple scenario first. For example, pretend another student is too close. Say, "Oh, I feel a little crowded. Please stop, I need some space." (Oh, me siento un poco apretado. Para, por favor, necesito espacio.).
3. How to Play (Scenarios - Choose 2-3 per session):
   • Scenario 1: Taking a Toy. (Teacher description): "Imagine [Student A] is playing with a car, and [Student B] comes and just grabs it! How does [Student A] feel? What can [Student A] say?"
     • Role-play: [Student A] practices saying, "Please stop, I was using that car!" (¡Para, por favor, yo estaba usando ese coche!) or "I don't like when you grab my toy." (No me gusta cuando tomas mi juguete.)
   • Scenario 2: Getting Too Close. (Teacher description): "Imagine [Student A] is drawing quietly, and [Student B] comes and leans right over them, really close. How does [Student A] feel? What can [Student A] say?"
     • Role-play: [Student A] practices saying, "I need space, please move back a little." (Necesito espacio, por favor, aléjate un poco.)
   • Scenario 3: Unwanted Touching. (Teacher description): "Imagine [Student A] is sitting, and [Student B] keeps gently poking them, even though [Student A] doesn't like it. How does [Student A] feel? What can [Student A] say?"
     • Role-play: [Student A] practices saying, "Please stop poking me." (Para de pincharme, por favor.) or "I don't like that." (No me gusta eso.)
4. Coaching & Discussion:
   • After each role-play, briefly discuss: "How did that feel?" "Was it easy or hard to use your words?" "What other words could you use?"
   • Praise students specifically for using their words and for their bravery in trying. "Great job using your voice, [Student Name]!"
   • Remind them that sometimes we need to try more than once, and sometimes we might need an adult's help.
   • For Spanish-speaking students, provide the Spanish phrases and encourage them to use them. For example, if a student struggles, prompt with, "¿Puedes decir, 'Para, por favor?'"
5. Activity End: Play for the allotted time, ensuring most students get a chance to participate in a role-play or offer a solution. Transition to the Cool Down.

Cool Down: Problem Solvers

Objective: To help students reflect on using words to solve small problems and reinforce positive problem-solving behaviors.

Instructions:

1. Gather students back in a circle or at their seats.
2. (Teacher): "Wow, what amazing problem-solvers you all are! You did a fantastic job with our Activity: Solving Small Problems Role-Play today, practicing using your words."
3. Ask the following questions:
   • "What was one way you learned to use your words to solve a small problem today?" (e.g., "Please stop", "I don't like that", "I need space")
   • "How do you think using your words helps you and your friends?"
4. (Teacher): "Fantastic! I heard so many great ideas about using our words. Remember, using our words when we have a problem is a super important skill. It helps us solve things peacefully and helps everyone feel safe and heard. You are all becoming such thoughtful and kind friends and amazing problem-solvers!"
5. (Teacher): "Next week, we will continue to learn more fun ways to understand our feelings and play together. ¡Gracias! (Thank you!) See you next time!"

Week 4: Kindness & Rules - Calm Our Big Feelings!

Warm-Up: Big Feelings Check-In (5 minutes)

(Teacher): "¡Hola, amigos! Welcome back! Last week, we practiced using our words to solve small problems. Today, we're going to talk about what happens when our feelings get really, really big! But first, let's check in. How are you feeling today? Are you happy (feliz) 😊, sad (triste) 😢, or angry (enojado) 😠? Or maybe a different feeling?"

(Allow each student to share their feeling. Acknowledge and validate each response. If a student mentions a 'big' feeling, gently note it.)

(Teacher): "Great job checking in! It's good to know how we all feel."

Introduction to Big Feelings (5 minutes)

(Teacher): "Sometimes, our feelings can get so big that it's hard to use our words, even when we try. Has anyone ever felt so mad or so worried that it felt like a storm inside? That's what we call a big feeling or sentimiento grande. Maybe frustrated (frustrado), or worried (preocupado)."

(Show visuals of faces depicting frustrated, worried, very angry. Discuss how these feelings might look or feel in their bodies.)

(Teacher): "It's okay to have big feelings. Everyone does! The important thing is to learn what to do when they show up. Remember how we learned to use manos quietas (hands still) when problems happen? That helps keep everyone safe. Now we're going to learn how to help our inside calm down too."

Activity: Our Calming Toolbox (15 minutes)

(Teacher): "When our feelings are big, we can use special tools to help ourselves calm down. We're going to build our own calming toolbox (caja de herramientas para calmarse) today! These are things we can do with our bodies to help our minds feel better."

(Teacher): "Our first tool is called Star Breath (Respiración de estrella). Imagine you're tracing a star with your finger. As you go up, you breathe in slowly through your nose, like smelling a flower. As you go down, you breathe out slowly through your mouth, like blowing out a candle. Let's try it together!"

(Lead students through 2-3 rounds of Star Breath. Provide praise and gentle correction.)

(Teacher): "Great job with Star Breath! Our next tool is Count to 5 (Contar hasta 5). When your feelings are big, you can silently (or quietly out loud) count slowly to five, or even ten. Let's try counting to 5 on our fingers. One, two, three, four, five! Uno, dos, tres, cuatro, cinco!"

(Lead students in counting. Discuss when they might use these tools.)

(Teacher): "These are amazing tools for your calming toolbox! Remember, practice makes it easier. You can use these any time your feelings feel too big."

Cool Down: Calming Strategy Share (5 minutes)

(Teacher): "Wow, you all did a fantastic job learning about big feelings and practicing our new calming tools! Before we go, let's do a quick share. Can each of you tell me one big feeling you might have, and one calming tool you could use to help?"

(Allow each student to share, providing gentle prompts and reinforcement.)

(Teacher): "Fantastic! Learning about our big feelings and how to calm them down is a super skill for being a happy, kind friend. You are all becoming wonderful emotional experts! Next week, we will keep building our kindness and rules toolbox. ¡Gracias! (Thank you!) See you next time!"

Warm Up: Big Feelings Check-In

Objective: To engage students, review basic emotions, and introduce the concept of "big feelings" with verbal expression.

Materials:

• Visual aids of simple emotion faces (happy, sad, angry, frustrated, worried – can be drawn, printed, or emoji cards)

Instructions:

1. Gather students in a circle.
2. (Teacher): "¡Hola, amigos! Welcome back, everyone! Today, we're going to talk about feelings again, especially when they get really big! Let's look at some feeling faces."
3. (Display and point to each feeling face as you name it in English and Spanish.)
   • (Teacher): "Happy (Feliz) 😊!"
   • (Teacher): "Sad (Triste) 😢!"
   • (Teacher): "Angry (Enojado) 😠!"
   • (Teacher): "This one is Frustrated (Frustrado) 😤! Like when something is hard."
   • (Teacher): "And this is Worried (Preocupado) 😟! Like when you're not sure what will happen."
4. (Teacher): "Now, I want each of you to tell me, 'How are you feeling today?' or '¿Cómo estás hoy?' You can say the word, show me with your face, or point to one of my pictures!"
5. Go around the circle, allowing each student to share their feeling. Repeat the feeling word in both English and Spanish as appropriate.
6. (Teacher): "Thank you for sharing, everyone! It's good to know how we're all feeling. Sometimes our feelings can feel very big, and that's okay! We're going to learn about that today."

Activity: Our Calming Toolbox

Objective: Students will identify and practice simple calming strategies to manage "big feelings."

Materials:

• No additional materials needed, just bodies and minds!

Instructions:

1. Set Up: Have students sit in a circle or in a comfortable spot where they can see and hear the teacher.
2. Explain the Activity:
   • (Teacher): "Alright, super calm-down champions! We just talked about big feelings. Now, we're going to build our own calming toolbox (caja de herramientas para calmarse)! These are special things we can do with our bodies to help our big feelings feel a little smaller and our minds feel a little calmer."
   • (Teacher): "We're going to learn and practice two tools today. Remember, practice makes it easier!"
3. Tool 1: Star Breath (Respiración de Estrella)
   • (Teacher): "Our first tool is called Star Breath. Imagine you have a big, beautiful star on your hand. You're going to trace one point of the star as you breathe in, and the next point as you breathe out. Let's try it together!"
   • Demonstrate: Hold up one hand and use the index finger of the other hand to trace the shape of a star. As you go up a point, breathe in deeply through your nose. As you go down, breathe out slowly through your mouth. Repeat 2-3 times.
   • (Teacher): "Breathe in (inhala)... breathe out (exhala)... feel your tummy get big, then small. You're doing a great job!"
   • Coach and praise students as they try. Emphasize slow, deep breaths.
4. Tool 2: Count to 5 (Contar hasta 5)
   • (Teacher): "Our second tool is Count to 5. When your feelings are big, you can silently (or quietly out loud) count slowly to five. This helps your brain think about something else and gives your feelings a moment to calm down. Let's practice!"
   • Demonstrate: Hold up fingers and slowly count to five, emphasizing each number. Say: "One (uno), two (dos), three (tres), four (cuatro), five (cinco)!"
   • (Teacher): "You can do this in your head, or with your fingers, or even just by taking five quiet steps. It helps give your big feelings a little pause."
   • Coach and praise students for trying the counting.
5. Discussion:
   • (Teacher): "When do you think you could use these tools? When might Star Breath help you? When might counting help you?"
   • Encourage responses, linking the strategies to situations that might cause big feelings (e.g., waiting for a turn, feeling frustrated with a task).
6. Activity End: Play for the allotted time. Transition to the Cool Down.

Cool Down: Calming Strategy Share

Objective: To help students reflect on their learning about "big feelings" and practice using calming strategies.

Instructions:

1. Gather students back in a circle or at their seats.
2. (Teacher): "Fantastic job today, everyone! You all did a wonderful job learning about big feelings and practicing our new calming tools in Activity: Our Calming Toolbox."
3. Ask the following questions:
   • "Can you name one big feeling we talked about today?" (e.g., Frustrated, Worried / Frustrado, Preocupado)
   • "What is one calming strategy you can use when your feelings get big?" (e.g., Star Breath, Count to 5 / Respiración de estrella, Contar hasta 5)
4. (Teacher): "Awesome! I heard so many great ideas about big feelings and how to calm them down. Remember, using these calming tools helps you feel more in control and helps your big feelings get a little smaller. You are all becoming such thoughtful, kind, and calm friends!"
5. (Teacher): "Next week, we will continue to build our kindness and rules toolbox. ¡Gracias! (Thank you!) See you next time!"