Talking About Loss Script

Warm Up: Feeling Check-In (5 minutes)

Teacher: "Welcome everyone. Let's start our time together with a quick feeling check-in. I'd like each of you to share one word that describes how you are feeling right now. There's no right or wrong answer, and it's okay to feel whatever you feel. We are creating a safe space for all our emotions today."

(Allow each student to share. Acknowledge and validate their feelings.)

Introduction and Guidelines (5 minutes)

Teacher: "Thank you for sharing. Today, we're going to talk about something that can be very difficult but is also a really important part of life: loss. Loss can mean many things – losing a pet, moving away from friends, or a family member passing away. Sometimes, when we experience loss, we have big feelings, and it can be hard to know what to do with them or how to talk about them.

This group is a safe space for us to explore these feelings and share our stories. To make sure everyone feels safe and respected, let's look at some Our Safe Space Guidelines together. I have a handout for each of you with these guidelines: Guidelines for Talking About Loss Handout."

(Distribute the handout and go through each point on the slide and handout.)

Teacher: "These guidelines help us create a space where everyone feels heard and respected. Remember, you never have to share something you're not ready to share. It's okay to pass."

Book Reading: Ida, Always (7 minutes)

Teacher: "To help us think about loss and feelings, I'm going to read a beautiful story called Ida, Always. It's about two polar bears, Gus and Ida, who are best friends."

(Read Ida, Always by Caron Levis.)

Teacher: "What feelings did you notice in the story? How did Gus cope with Ida's loss? What did you learn about friendship and saying goodbye from Gus and Ida?"

(Facilitate a brief discussion, encouraging students to share their observations and feelings.)

Video: Talking About Loss for Kids (3 minutes)

Teacher: "That was a wonderful discussion. Now, let's watch a short video from the Dougy Center called Talking About Loss for Kids. It shares some good ideas about how kids feel and cope with loss."

(Play the video.)

Teacher: "What new ideas or feelings came up for you after watching the video? Did anything in the video resonate with your own experiences or feelings?"

(Allow a few students to share briefly.)

Activity: Talking Circle (7 minutes)

Teacher: "Now, we're going to do an activity called a Talking Circle. This object, (hold up the talking object), is our talking object. Only the person holding the talking object gets to speak. When you have the talking object, you can share a memory of someone or something you've lost, or a feeling you have about loss. Remember, it's okay to pass if you don't feel like sharing. We will go around the circle. When you are done sharing, you can gently pass the object to the next person."

(Initiate the Talking Circle. Model sharing first if appropriate to set a comforting tone.)

Worksheet: My Story of Loss (2 minutes)

Teacher: "Thank you all for sharing in our Talking Circle. I know that can be really brave to do. We have a worksheet called My Story of Loss Worksheet that is a personal reflection tool. You can use it to write or draw about your feelings or memories related to loss. This is for you, and you don't have to share it with anyone unless you want to."

(Distribute the worksheets and allow students to begin if time permits, or instruct them to take it home.)

Journal Prompt & Cool Down (1 minute)

Teacher: "As we wrap up today, I want to give you a journal prompt to think about: 'I want to tell others about ____ because ____.' You can write about this later if you wish.

For our cool-down, I'd like each of you to share just one word that describes how you feel after our session today. It could be peaceful, thoughtful, tired, brave, whatever it is for you. "

(Go around the circle for the cool-down. Thank students for their honesty and participation.)

Teacher: "Thank you all for being so open and supportive today. Remember, it's okay to have these feelings, and it's brave to talk about them. If you ever need to talk more, please know I'm here for you."

My Story of Loss

Sometimes it helps to write or draw about our feelings and memories when we experience a loss. This worksheet is for you to express yourself. You can share it if you want, or keep it private.

1. What or who have you lost? (This could be a person, a pet, a special item, a place, or even a feeling.)

2. How did this loss make you feel? (Circle all that apply or add your own words):

Sad | Angry | Confused | Lonely | Scared | Empty | Frustrated | Peaceful | numb | Hopeful | Other: _________

3. Draw a picture or write about a special memory you have of what or who you lost.

4. What is one thing you remember or cherish about what or who you lost?

5. What helps you when you are feeling sad or missing what or who you lost? (e.g., talking to someone, drawing, listening to music, playing)

Grief Discussion Prompts

These prompts are designed to facilitate open and supportive conversations about grief and loss. Remember to create a safe and empathetic environment where all feelings are validated.

Opening the Discussion:

• What comes to mind when you hear the word "loss" or "grief"?
  
  
  
• Have you ever experienced a time when someone you cared about moved away or you lost a pet or something important?
  
  
  
• What are some different ways people might feel when they experience a loss?
  
  
  

Exploring Feelings and Memories:

• In the story Ida, Always, how did Gus show his sadness? What helped him?
  
  
  
• What are some positive memories you have of someone or something you lost?
  
  
  
• Is it okay to feel angry or confused when you're grieving? Why or why not?
  
  
  
• What are some different ways people show their grief? (e.g., crying, being quiet, playing more, talking a lot)
  
  
  

Coping and Support:

• What are some things that help you feel better when you're sad or missing someone?
  
  
  
• Who are some people you can talk to when you are feeling sad about a loss?
  
  
  
• What does it mean to be a good friend to someone who is grieving?
  
  
  
• What are some ways we can remember those we have lost?
  
  
  

Reflecting and Moving Forward:

• What is one thing you learned today about talking about loss?
  
  
  
• How can remembering someone or something we lost help us?
  
  
  
• What is one thing you can do for yourself this week if you feel sad or need to talk about a loss?
  
  
  

Talking Circle Activity

Purpose:

To provide a safe, structured space for students to share memories, feelings, or thoughts about loss, fostering a sense of community and shared experience.

Materials:

• A designated "talking object" (e.g., a smooth stone, a small stuffed animal, a special stick)
• Guidelines for Talking About Loss Handout

Instructions:

1. Set Up the Circle (2 minutes)

• Have students sit in a circle, either on chairs or on the floor. Ensure everyone can see each other.
• Hold up the talking object and explain its purpose: "This is our talking object. When you hold it, it's your turn to speak, and everyone else listens respectfully."

2. Review Guidelines (1 minute)

• Briefly review the group guidelines for respectful listening and sharing, emphasizing:
  • Only the person holding the object speaks.
  • Everyone else listens quietly and respectfully.
  • It's okay to pass if you don't wish to share.
  • What is shared in the circle stays in the circle (confidentiality).

3. Introduce the Prompt (1 minute)

• Offer a clear, open-ended prompt. Examples:
  • "Share a special memory you have of someone or something you've lost."
  • "Share one feeling you have when you think about loss."
  • "Share something about how you remember what or who you've lost."
• Model first if comfortable to set a calm and empathetic tone.

4. Facilitate the Circle (Approx. 5-10 minutes, adjust as needed)

• Start by passing the talking object to the student next to you.
• Allow each student to speak, or pass, when they receive the object.
• Remind students gently if they forget the rules (e.g., if someone interrupts).
• If a student passes, simply acknowledge it and pass the object to the next person.
• Monitor the time and emotional tenor of the group. If emotions are high, offer extra support or shorten the round.

5. Closing the Circle (1 minute)

• Once the object has gone around the circle, thank everyone for their bravery and honesty.
• Reiterate the importance of respecting each other's shares and keeping confidentiality.
• "Thank you all for sharing your thoughts and feelings today. It takes courage to talk about these things, and I appreciate each of you."

Grief Journey Game: Feelings & Memories

Purpose:

To help students identify and express feelings and memories associated with grief in a gentle, non-threatening game format.

Materials:

• Game board (can be drawn simply on a large paper or whiteboard with a winding path and 10-15 spaces)
• Game pieces for each student (e.g., small erasers, coins)
• One die
• "Feeling Cards" (small slips of paper with different emotion words: Sad, Confused, Loved, Angry, Peaceful, Scared, Missing, Brave, Hopeful, Thankful, Tired, Happy, etc. - at least 10 unique feelings)
• "Memory Cards" (small slips of paper with prompts: Share a favorite memory, Describe something you miss, How did someone help you?, What makes you smile when you think of them? - at least 10 unique prompts)

How to Play:

1. Set Up (5 minutes)

• Place the game board in the center of the group.
• Each student chooses a game piece and places it on the "Start" space.
• Shuffle the "Feeling Cards" and "Memory Cards" and place them face down in two separate piles on the board.

2. Taking Turns (15-20 minutes, depending on group size)

• Students take turns rolling the die and moving their game piece along the path.
• When a student lands on a space, they draw either a "Feeling Card" or a "Memory Card" (teacher can specify which pile, or let students choose).
• If a Feeling Card is drawn: The student reads the emotion word and shares a time they felt that way related to a loss, or simply describes what that feeling is like for them in general. (e.g., "If I draw 'Sad', I might say, 'I felt really sad when my dog got sick.'").
• If a Memory Card is drawn: The student reads the prompt and shares a response related to their experience of loss or remembrance. (e.g., "If I draw 'Share a favorite memory', I might say, 'My favorite memory of my grandpa is when we went fishing together.'").
• After sharing, the student places the card back at the bottom of the pile.
• The game continues until time runs out or all students have had several turns.

3. Guidelines During Play:

• Listen Respectfully: Everyone in the circle listens when a student is sharing.
• It's Okay to Pass: If a student draws a card and doesn't want to share about it, they can say "pass" and put the card back. We will respect their choice.
• Support Each Other: Offer kind words and empathy to classmates.
• No Right or Wrong Answers: All feelings and memories are valid.

Closing the Game:

• Thank everyone for participating and sharing. Acknowledge the bravery involved in talking about these topics.
• "This game helps us practice talking about big feelings and remembering special things. It shows us that we're not alone in these experiences."

Warm Up: Feeling Check-In

Purpose:

To quickly assess students' emotional states at the beginning of the session and create a safe, acknowledging environment.

Instructions:

1. Teacher: "Welcome everyone! To start our session today, let's do a quick 'Feeling Check-In'. I invite each of you to share one word that describes how you are feeling right now."
2. "There are no right or wrong answers. It's perfectly okay to feel happy, sad, calm, tired, excited, or anything else. This is a safe space for all your emotions."
3. Go around the circle, allowing each student to share their word. The teacher can start to model vulnerability.
4. Teacher: "Thank you for sharing your words. It's important to know how we're feeling and to acknowledge those feelings. Let's carry this understanding into our discussion today."
   
   
   

Cool Down: One Word Exit Ticket

Purpose:

To provide students with an opportunity to reflect on their emotional state after the lesson and to allow the teacher to gauge the overall mood of the group.

Instructions:

1. Teacher: "As we finish up our session today, let's take a moment to reflect. I'd like each of you to share one word that describes how you are feeling now, after our discussion and activities. It could be peaceful, thoughtful, tired, brave, grateful, or any other word that comes to mind."
2. Go around the circle, allowing each student to share their word. The teacher can also share a word.
3. Teacher: "Thank you for sharing your words. It's important to notice how our feelings can shift and change. Remember, it's okay to feel whatever you feel, and I'm here to support you."
   
   
   

(Collect any worksheets or materials if needed, and offer individual support as students leave.)

Journal Prompt: My Story, My Voice

Sometimes, writing down our thoughts can help us understand our feelings and what we want to share with others. This journal prompt is a space for you to explore your voice.

Prompt:

**"I want to tell others about

because

____."**

Reflect and Write:

• What memory, feeling, or lesson about loss do you feel is important to share with others?
  
  
  
  
  
  
  
  
  
  
  
  
• Why is it important for others to know about this? How might it help them?
  
  
  
  
  
  
  
  
  
  
  
  
• What would you hope someone would understand if you shared this with them?
  
  
  
  
  
  
  
  
  
  
  
  

(Remember, this is your private journal space. You don't have to share what you write unless you choose to.)

My Story of Loss Worksheet Answer Key

This answer key provides guidance for the teacher on the purpose of each question in the "My Story of Loss" worksheet, rather than providing specific student answers. The worksheet is designed for personal reflection and emotional expression, so there are no "correct" answers. The goal is to encourage students to explore their feelings and memories in a safe way.

1. What or who have you lost? (This could be a person, a pet, a special item, a place, or even a feeling.)

• Purpose: To help students identify and articulate the specific loss they are reflecting on. This can be varied and personal, ranging from tangible losses (pet, person, object) to intangible ones (a friendship, a sense of security, a routine).
• Teacher Guidance: Accept all responses. Validate their perception of loss, no matter how "big" or "small" it might seem to an adult. The important part is the student's personal experience of it.

2. How did this loss make you feel? (Circle all that apply or add your own words):

Sad | Angry | Confused | Lonely | Scared | Empty | Frustrated | Peaceful | numb | Hopeful | Other: _________

• Purpose: To help students identify and name the emotions associated with their loss. Providing a list can help students who struggle to articulate their feelings verbally.
• Teacher Guidance: Emphasize that all feelings are okay and a natural part of grief. There's no expectation for them to feel only one way.

3. Draw a picture or write about a special memory you have of what or who you lost.

• Purpose: To encourage positive remembrance and to give students a creative outlet for expressing their connection to what was lost. Visual expression can be particularly helpful for younger students or those who prefer not to write extensively.
• Teacher Guidance: Encourage them to focus on what made the memory special. The drawing or writing can be simple or detailed.

4. What is one thing you remember or cherish about what or who you lost?

• Purpose: To help students focus on positive aspects and the lasting impact of what they lost, fostering a sense of gratitude or connection.
• Teacher Guidance: This question encourages a shift from the pain of loss to the value of what was gained through the relationship or experience.

5. What helps you when you are feeling sad or missing what or who you lost? (e.g., talking to someone, drawing, listening to music, playing)

• Purpose: To help students identify healthy coping mechanisms and support systems. This empowers them to recognize and utilize resources when experiencing difficult emotions.
• Teacher Guidance: Discuss a variety of coping strategies. Reinforce that seeking help or engaging in comforting activities is a sign of strength.

Guidelines for Talking About Loss

When we talk about important and sometimes difficult feelings, it helps to have some rules to make sure everyone feels safe and respected. Please read and follow these guidelines when we share our stories and feelings about loss.

Our Safe Space Rules:

1. Listen with Your Heart and Ears: Give your full attention to the person speaking. Try to understand how they might be feeling. Don't interrupt.

2. Share When You Feel Ready: You are in control of what you share. You never have to talk about something you don't want to. It's okay to pass if it's your turn and you're not ready to speak.

3. Respect Everyone's Feelings and Stories: We all have different experiences and feelings. What might feel small to one person could feel very big to another. Always be kind and thoughtful about what others share.

4. What's Shared Here, Stays Here: To build trust, we agree not to talk about other people's personal stories or feelings outside of this group. This helps everyone feel safe to be open and honest.

5. Use "I" Statements: When you share, talk about your feelings and experiences. (e.g., "I feel sad when I remember..." instead of "Everyone feels sad when...").

6. It's Okay to Feel: There are no