Lesson Plan
Friendship Superpowers: Week 1 Lesson Plan
To introduce 3rd-grade students to key qualities of good friends and encourage self-reflection on their own friendship superpowers, setting the foundation for building positive social connections.
Understanding fundamental friendship qualities is crucial for social-emotional development, helping students recognize positive behaviors and their own role in building supportive relationships.
Audience
3rd Grade Students (Whole Class)
Time
30 minutes
Approach
Interactive discussion and self-reflection.
Materials
Friendship Superpowers Slide Deck, My Friendship Map Journal, Friendship Warm-Up, Friendship Cool-Down, Crayons, and Paper
Prep
Prepare Materials and Space
15 minutes
- Review the Friendship Superpowers: Week 1 Lesson Plan and all linked materials: Friendship Superpowers Slide Deck, My Friendship Map Journal, Friendship Warm-Up, and Friendship Cool-Down.
- Print copies of My Friendship Map Journal (one per student).
- Gather crayons or markers and paper.
- Ensure projector or screen is ready for the Friendship Superpowers Slide Deck.
Step 1
Warm-Up: Friendship Web
5 minutes
- Introduce Warm-Up: Begin by asking students, "What does it mean to be a friend?" Then, introduce the Friendship Warm-Up activity.
- Activity: Guide students through the "Friendship Web" activity, where they share one word that describes a good friend. Encourage participation and connection.
- Transition: "Great ideas! Today, we're going to start discovering our own 'Friendship Superpowers' and learn how to be amazing friends!"
Step 2
Introducing Friendship Superpowers
10 minutes
- Slide Deck Introduction: Transition to the Friendship Superpowers Slide Deck.
- Slide 1: Title Slide: "Our lesson today is called 'Your Friendship Superpowers!' This week, we'll start thinking about the special powers we all have inside us to be great friends."
- Slide 2: What are Friendship Superpowers?: "What do you think 'Friendship Superpowers' means? What kind of amazing things do good friends do?" (Allow students to share.)
- Slide 3: My Friendship Qualities: "Let's look at some important qualities of a good friend: Kindness, Listening, Sharing, Honesty, Respect. How does it feel when someone shows you these qualities?" (Discuss each quality and its impact.)
Step 3
My Friendship Map Journal
10 minutes
- Introduce Journal: "Now, we're going to think about our own friendship superpowers! We'll use our My Friendship Map Journal."
- Prompt 1: Qualities I Look For: "On the first side, I want you to draw or write about the qualities you look for in a friend. What makes you feel happy and safe with them?"
- Prompt 2: My Superpowers: "On the second side, think about your own 'Friendship Superpowers.' What amazing qualities do YOU bring to a friendship? How are you a good friend to others?"
- Facilitate: Circulate and offer support. Encourage students to use colors and images to express their ideas. (Optional: Share one or two examples if students are comfortable.)
Step 4
Wrap-up and Cool Down
5 minutes
- Review: "Wow, we've learned so much about friendship today! We discovered our friendship superpowers and thought about what makes a good friend, and what makes us good friends."
- Cool Down Reflection: Guide students through the Friendship Cool-Down activity. "Before we go, let's think about one 'friendship seed' you will plant this week. What's one thing you will do to be a good friend?"
- Positive Reinforcement: "Remember, you all have amazing friendship superpowers. Keep practicing them, and you'll grow wonderful friendships!"
Slide Deck
Your Friendship Superpowers! (Week 1)
Starting our journey to being a great friend!
Welcome students to Week 1 of our Friendship Superpowers lesson. Reiterate that this is a fun and safe space to talk about how to be good friends.
What are Friendship Superpowers?
Being a good friend is like having special powers! ✨
What kind of superpowers do you think good friends have?
Ask students what they think 'friendship superpowers' might be. Encourage creative answers and connect them to positive actions. This helps activate prior knowledge.
My Friendship Qualities
What makes a super friend?
- Kindness: Being nice and thoughtful
- Listening: Hearing what your friend says and feels
- Sharing: Giving and taking turns
- Honesty: Telling the truth (nicely!)
- Respect: Treating others how you want to be treated
How do these make others feel?
Discuss each quality. Ask students for examples of when they've seen or shown these qualities. Focus on how these actions make others feel. This builds a shared understanding.
You've Got the Power!
You have amazing friendship superpowers!
Use them to be a wonderful friend and make your heart shine! ✨
Conclude Week 1 by affirming students' potential as friends and encouraging them to practice the qualities discussed. This sets a positive tone for the coming weeks.
Script
Your Friendship Superpowers! Teacher Script (Week 1)
I. Warm-Up: Friendship Web (5 minutes)
Teacher: "Hello everyone! Welcome! Today, we're going to start our special journey to discover our 'Friendship Superpowers'!"
Teacher: "First, let's get our brains warmed up. When you think about a good friend, what's one word that pops into your head?" (Pause for responses.) "Fantastic! Now, let's play a little game called 'Friendship Web.' I'm going to start with a word that describes a good friend, and then I'll gently toss this imaginary ball of yarn to one of you. When you catch it, you'll say a different word that describes a good friend, and then gently toss it to someone else! We'll try to create a 'web' of friendship words!" (Model with a word like 'kind' or 'fun' and initiate the game. Encourage participation and positive interaction. After a minute or two, gently bring the activity to a close.)
Teacher: "Wow, look at all those amazing words! We've made a wonderful web of friendship qualities. Great ideas, everyone! Today, we're going to discover our own 'Friendship Superpowers' and start learning how to be amazing friends!"
II. Introducing Friendship Superpowers (10 minutes) - Using Friendship Superpowers: Week 1 Slide Deck
Teacher: "Let's look at our first slide to see what we'll be exploring today." (Advance to Friendship Superpowers: Week 1 Slide Deck - Slide 1: Your Friendship Superpowers! (Week 1))
Teacher: "See? Our lesson today is called 'Your Friendship Superpowers!' This week, we'll start thinking about the special powers we all have inside us to be great friends. How cool is that?"
(Advance to Friendship Superpowers: Week 1 Slide Deck - Slide 2: What are Friendship Superpowers?)
Teacher: "What do you think 'Friendship Superpowers' means? It's like being a superhero, but for friendship! What kind of amazing things do good friends do? What superpowers do you think good friends have?" (Allow students to share ideas, guiding them towards concepts like helping, listening, making people laugh.)
Teacher: "Those are wonderful ideas! Good friends definitely have special ways of making us feel good."
(Advance to Friendship Superpowers: Week 1 Slide Deck - Slide 3: My Friendship Qualities)
Teacher: "Let's look at some important qualities that make a super friend. The first one is Kindness. What does it mean to be kind? How does it feel when someone is kind to you?" (Discuss, give examples.)
Teacher: "Next, Listening. Why is it important for a friend to really listen when you're talking?" (Discuss.)
Teacher: "Then there's Sharing. What are some things friends share? It's not just toys, right? It could be ideas or even feelings." (Discuss.)
Teacher: "Honesty is another big one. Why is it good when a friend is honest with you, even if the truth is sometimes a little hard to hear?" (Discuss, emphasize 'nicely!')
Teacher: "And finally, Respect. It means treating others how you want to be treated. How does showing respect make a friendship stronger?" (Discuss.)
Teacher: "These are all super important qualities! When friends show us these things, how does it make us feel?"
III. My Friendship Map Journal (10 minutes) - Using My Friendship Map Journal
Teacher: "Now, we're going to think about our own friendship superpowers! We'll use our special My Friendship Map Journal. Everyone will get one."
(Distribute the journals and crayons/markers.)
Teacher: "On the first side, I want you to draw or write about the qualities you look for in a friend. What makes you feel happy and safe with them? What makes them a 'super' friend in your eyes? Take your time to really think about it."
Teacher: "Now, flip your journal over. On the second side, I want you to think about your own 'Friendship Superpowers.' What amazing qualities do YOU bring to a friendship? How are you a good friend to others? What makes you a 'super' friend?"
Teacher: "You're doing great! Feel free to use colors and pictures to show your ideas. I'll be walking around if you want to share or if you have any questions."
(Allow students to work quietly. Offer encouragement and engage with individuals if appropriate.)
Teacher: "These journals are fantastic! It's wonderful to see all the amazing qualities you look for and all the superpowers you bring to your friendships."
IV. Wrap-up and Cool Down (5 minutes) - Using Friendship Cool-Down
Teacher: "Wow, we've learned so much about friendship today! We discovered our friendship superpowers and thought about what makes a good friend, and what makes us good friends. You all did a wonderful job!
Teacher: "I am really proud of how you shared your ideas and thought about how to be a super friend. Remember, your friendship superpowers are strong!"
Teacher: "Before we finish, let's do our Friendship Cool-Down. Think about one 'friendship seed' you will plant this week. A friendship seed is one small, kind action you will take to be a good friend. It could be saying hello to someone new, sharing a smile, or helping a classmate. Think about your seed now."
Teacher: "Take that seed with you. Remember, you have the power to grow amazing friendships. Thank you for being such super friends today!"
Warm Up
Friendship Warm-Up: The Friendship Web
Instructions:
-
Start with a word: The teacher will start by saying one word that describes a good friend (e.g., "Kind").
-
Toss the imaginary yarn: The teacher will gently "toss" an imaginary ball of yarn to a student.
-
Share a new word: The student who "catches" the yarn will say a different word that describes a good friend and then gently "toss" the yarn to another student.
-
Build the web: Continue this until many students have shared, creating a "web" of friendship words.
Discussion Prompts:
- What does your "Friendship Web" look like?
- What does it tell us about being a good friend?
Journal
My Friendship Map Journal
Qualities I Look For in a Friend
Draw or write about what makes a great friend for you! What qualities do you look for in someone you want to be friends with?
My Friendship Superpowers
What amazing qualities do YOU bring to a friendship? Draw or write about how you are a good friend to others!
Activity
Friendship Fortune Teller Activity
Materials Needed:
- One printed Friendship Fortune Teller Activity template per student
- Scissors
- Crayons or markers
Instructions:
-
Cut it out! Carefully cut out the square fortune teller template.
-
Fold it!
- Place the paper face down. Fold each corner to the center of the square. It should now look like a smaller square.
- Flip the paper over. Fold each new corner to the center of this smaller square. Now it should look like an even smaller square.
- Fold the entire square in half, then unfold. Fold it in half again the other way, then unfold.
- Slide your fingers under the four outside flaps. Bring them together to form the fortune teller shape.
-
Decorate!
- On the outside flaps, write four positive friendship words (e.g., "Kindness," "Sharing," "Helpful," "Loyal").
- Underneath these flaps, open them up. Write a number (1-8) on each of the eight triangles.
- Underneath the numbers, open them up. Write one friendship scenario or action in each of the eight sections. (See examples below).
How to Play:
-
Choose a word: One student holds the fortune teller. The other student chooses one of the four words on the outside flaps.
-
Move the teller: The holder spells out the chosen word, opening and closing the fortune teller once for each letter (e.g., K-I-N-D-N-E-S-S).
-
Choose a number: With the fortune teller open, the second student chooses one of the numbers they see.
-
Move again: The holder opens and closes the fortune teller that many times.
-
Choose a final number: With the fortune teller open again, the second student chooses a final number.
-
Read the scenario: The holder lifts the flap of the chosen number and reads the friendship scenario or action inside.
-
Discuss and act! Both students discuss how they would use their friendship superpowers to respond to the scenario. (e.g., "A friend is sad. What do you do?").
Friendship Scenarios/Actions (Examples):
- A friend is sad. What do you do?
- Someone wants to play, but you're already playing with someone else. What do you say?
- You see someone sitting alone at recess. What can you do?
- Your friend shares their snack with you. What do you say or do?
- You accidentally hurt your friend's feelings. What's your next move?
- A friend tells you a secret. How do you show you're trustworthy?
- You want to invite a new person to play. How do you do it?
- Your friend is doing something unkind to another student. What do you do?
Cool Down
Friendship Cool-Down: Plant Your Friendship Seed
Reflect and Plant Your Seed
Let's take a moment to think about everything we've learned about being a great friend and choosing good friends.
Close your eyes for a moment (if you feel comfortable) and think about this question:
What is one "friendship seed" you will plant this week?
A "friendship seed" is one small, kind action you will take to be a good friend or to help find a good friend. It could be:
- Smiling at someone new.
- Asking a classmate to play.
- Listening carefully when a friend talks.
- Offering to help someone.
- Giving a compliment.
Think about your seed now and how you will plant it.
You are a Super Friend!
Remember, you have amazing friendship superpowers inside you! Use them to grow wonderful, strong friendships. Every little act of kindness and thoughtfulness helps!
Cool Down
Friendship Cool-Down: Plant Your Friendship Seed
Reflect and Plant Your Seed
Let's take a moment to think about everything we've learned about being a great friend and choosing good friends.
Close your eyes for a moment (if you feel comfortable) and think about this question:
**What is one
Cool Down
Friendship Cool-Down: Plant Your Friendship Seed
Reflect and Plant Your Seed
Let's take a moment to think about everything we've learned about being a great friend and choosing good friends.
Close your eyes for a moment (if you feel comfortable) and think about this question:
**What is one
Activity
Friendship Fortune Teller Activity
Materials Needed:
- One printed Friendship Fortune Teller Activity template per student
- Scissors
- Crayons or markers
Instructions:
-
Cut it out! Carefully cut out the square fortune teller template.
-
Fold it!
- Place the paper face down. Fold each corner to the center of the square. It should now look like a smaller square.
- Flip the paper over. Fold each new corner to the center of this smaller square. Now it should look like an even smaller square.
- Fold the entire square in half, then unfold. Fold it in half again the other way, then unfold.
- Slide your fingers under the four outside flaps. Bring them together to form the fortune teller shape.
-
Decorate!
- On the outside flaps, write four positive friendship words (e.g., "Kindness," "Sharing," "Helpful," "Loyal").
- Underneath these flaps, open them up. Write a number (1-8) on each of the eight triangles.
- Underneath the numbers, open them up. Write one friendship scenario or action in each of the eight sections. (See examples below).
How to Play:
-
Choose a word: One student holds the fortune teller. The other student chooses one of the four words on the outside flaps.
-
Move the teller: The holder spells out the chosen word, opening and closing the fortune teller once for each letter (e.g., K-I-N-D-N-E-S-S).
-
Choose a number: With the fortune teller open, the second student chooses one of the numbers they see.
-
Move again: The holder opens and closes the fortune teller that many times.
-
Choose a final number: With the fortune teller open again, the second student chooses a final number.
-
Read the scenario: The holder lifts the flap of the chosen number and reads the friendship scenario or action inside.
-
Discuss and act! Both students discuss how they would use their friendship superpowers to respond to the scenario. (e.g.,
Activity
Friendship Fortune Teller Activity
Materials Needed:
- One printed Friendship Fortune Teller Activity template per student
- Scissors
- Crayons or markers
Instructions:
-
Cut it out! Carefully cut out the square fortune teller template.
-
Fold it!
- Place the paper face down. Fold each corner to the center of the square. It should now look like a smaller square.
- Flip the paper over. Fold each new corner to the center of this smaller square. Now it should look like an even smaller square.
- Fold the entire square in half, then unfold. Fold it in half again the other way, then unfold.
- Slide your fingers under the four outside flaps. Bring them together to form the fortune teller shape.
-
Decorate!
- On the outside flaps, write four positive friendship words (e.g., "Kindness," "Sharing," "Helpful," "Loyal").
- Underneath these flaps, open them up. Write a number (1-8) on each of the eight triangles.
- Underneath the numbers, open them up. Write one friendship scenario or action in each of the eight sections. (See examples below).
How to Play:
-
Choose a word: One student holds the fortune teller. The other student chooses one of the four words on the outside flaps.
-
Move the teller: The holder spells out the chosen word, opening and closing the fortune teller once for each letter (e.g., K-I-N-D-N-E-S-S).
-
Choose a number: With the fortune teller open, the second student chooses one of the numbers they see.
-
Move again: The holder opens and closes the fortune teller that many times.
-
Choose a final number: With the fortune teller open again, the second student chooses a final number.
-
Read the scenario: The holder lifts the flap of the chosen number and reads the friendship scenario or action inside.
-
Discuss and act! Both students discuss how they would use their friendship superpowers to respond to the scenario. (e.g.,
Activity
Friendship Fortune Teller Activity
Materials Needed:
- One printed Friendship Fortune Teller Activity template per student
- Scissors
- Crayons or markers
Instructions:
-
Cut it out! Carefully cut out the square fortune teller template.
-
Fold it!
- Place the paper face down. Fold each corner to the center of the square. It should now look like a smaller square.
- Flip the paper over. Fold each new corner to the center of this smaller square. Now it should look like an even smaller square.
- Fold the entire square in half, then unfold. Fold it in half again the other way, then unfold.
- Slide your fingers under the four outside flaps. Bring them together to form the fortune teller shape.
-
Decorate!
- On the outside flaps, write four positive friendship words (e.g., "Kindness," "Sharing," "Helpful," "Loyal").
- Underneath these flaps, open them up. Write a number (1-8) on each of the eight triangles.
- Underneath the numbers, open them up. Write one friendship scenario or action in each of the eight sections. (See examples below).
How to Play:
-
Choose a word: One student holds the fortune teller. The other student chooses one of the four words on the outside flaps.
-
Move the teller: The holder spells out the chosen word, opening and closing the fortune teller once for each letter (e.g., K-I-N-D-N-E-S-S).
-
Choose a number: With the fortune teller open, the second student chooses one of the numbers they see.
-
Move again: The holder opens and closes the fortune teller that many times.
-
Choose a final number: With the fortune teller open again, the second student chooses a final number.
-
Read the scenario: The holder lifts the flap of the chosen number and reads the friendship scenario or action inside.
-
Discuss and act! Both students discuss how they would use their friendship superpowers to respond to the scenario. (e.g.,
Activity
Friendship Fortune Teller Activity
Materials Needed:
- One printed Friendship Fortune Teller Activity template per student
- Scissors
- Crayons or markers
Instructions:
-
Cut it out! Carefully cut out the square fortune teller template.
-
Fold it!
- Place the paper face down. Fold each corner to the center of the square. It should now look like a smaller square.
- Flip the paper over. Fold each new corner to the center of this smaller square. Now it should look like an even smaller square.
- Fold the entire square in half, then unfold. Fold it in half again the other way, then unfold.
- Slide your fingers under the four outside flaps. Bring them together to form the fortune teller shape.
-
Decorate!
- On the outside flaps, write four positive friendship words (e.g.,
Activity
Friendship Fortune Teller Activity
Materials Needed:
- One printed Friendship Fortune Teller Activity template per student
- Scissors
- Crayons or markers
Instructions:
-
Cut it out! Carefully cut out the square fortune teller template.
-
Fold it!
- Place the paper face down. Fold each corner to the center of the square. It should now look like a smaller square.
- Flip the paper over. Fold each new corner to the center of this smaller square. Now it should look like an even smaller square.
- Fold the entire square in half, then unfold. Fold it in half again the other way, then unfold.
- Slide your fingers under the four outside flaps. Bring them together to form the fortune teller shape.
-
Decorate!
- On the outside flaps, write four positive friendship words (e.g.,
Warm Up
Friendship Warm-Up: The Friendship Web
Instructions:
-
Start with a word: The teacher will start by saying one word that describes a good friend (e.g., "Kind").
-
Toss the imaginary yarn: The teacher will gently
Warm Up
Friendship Warm-Up: The Friendship Web
Instructions:
- Start with a word: The teacher will start by saying one word that describes a good friend (e.g.,
Warm Up
Friendship Warm-Up: The Friendship Web
Instructions:
- Start with a word: The teacher will start by saying one word that describes a good friend (e.g.,
Lesson Plan
My Healing Heart Lesson Plan
To provide a 1st-grade student recovering from trauma with a safe space to explore emotions, introduce basic coping tools, and foster a sense of emotional security and resilience.
This lesson is crucial for helping students navigate difficult emotions associated with trauma, providing them with simple, actionable strategies to begin their healing journey and build inner strength.
Audience
1st Grade Student (Individual)
Time
30 minutes
Approach
Gentle guidance, visual aids, and a hands-on activity.
Materials
My Healing Heart Slide Deck, My Feeling Friend Journal, Calm Jar Craft Activity, Crayons, Paper, Small Clear Jar, Glitter, Water, and Glue
Prep
Prepare Materials and Space
15 minutes
- Review the My Healing Heart Lesson Plan and all linked materials: My Healing Heart Slide Deck, My Feeling Friend Journal, and Calm Jar Craft Activity.
- Gather crayons, paper, a small clear jar with a lid, glitter (various colors are nice), water, and clear glue.
- Set up a quiet, comfortable, and private space where the student can feel safe and focused. Ensure all necessary craft supplies are easily accessible but not overwhelming.
Step 1
Welcome and Safe Space Check-in
5 minutes
- Greeting: Greet the student warmly and create a comforting atmosphere. You might say, "Welcome! I'm so glad you're here today. We have a special time to talk about our amazing feelings and how we can help our hearts feel happy and strong."
- Safe Space: Briefly explain that this is a safe space where all feelings are welcome. "This is a safe place where you can share anything you feel, and it's okay to feel whatever you feel. We're here to learn and grow together."
- Feeling Check-in: Use a simple visual or ask open-ended questions like, "How is your heart feeling right now? You can show me with your hands, your face, or tell me with words." (Optional: Use a feeling chart if available.)
Step 2
Introducing My Healing Heart
7 minutes
- Slide Deck Introduction: Transition to the My Healing Heart Slide Deck.
- Slide 1: Title Slide: "Today, we're going to explore 'My Healing Heart.' This means we'll talk about how our hearts can feel better when we've had a tough time."
- Slide 2: All Feelings Are Okay: "Sometimes our hearts feel big feelings like sadness, anger, or worry. And sometimes they feel happy or calm. All feelings are okay to have. What are some big feelings you know?" (Allow student to share.)
- Slide 3: What Helps Our Hearts Heal?: "Our hearts are amazing, and they know how to heal, just like a scraped knee. What do you think helps a scraped knee feel better?" (Band-aid, medicine, hug). "Our hearts need special 'band-aids' too. These are things that help us feel safe and calm."
- Slide 4: Safe People, Safe Places: "One 'band-aid' for our hearts is knowing about safe people and safe places. Who is a safe person for you? Where is a safe place you like to be?" (Discuss and affirm their answers.)
Step 3
My Feeling Friend Journal
7 minutes
- Introduce Journal: "Now, we're going to use our My Feeling Friend Journal to draw or write about our feelings and what helps us. Remember, there's no right or wrong way to do this."
- Prompt: "In your journal, I want you to draw or write about a feeling you've had recently. Then, on the other side, draw or write something that helps you feel safe or calm when you have that feeling. It could be a person, a place, or an activity. Take your time, and I'll be right here if you want to talk about it."
- Facilitate: Offer gentle support and encouragement as the student works. Ask clarifying questions if appropriate, like, "What colors are you choosing for that feeling? Why?"
Step 4
Calm Jar Craft Activity
8 minutes
- Introduce Activity: "Sometimes our feelings can feel big and swirly, like a stormy cloud in our tummies. We're going to make a special 'Calm Jar' that can help us see how big feelings can settle down."
- Instructions (refer to Calm Jar Craft Activity):
- "First, we'll pour some water into our jar. This water is like our feelings, usually calm."
- "Now, choose some glitter. This glitter is like our big, swirly feelings. When we feel overwhelmed, our feelings can be all shaken up."
- (Add glitter and glue, then put the lid on tightly). "Shake it up! See how chaotic and swirly the glitter is? That's how our feelings can feel sometimes."
- "Now, let it sit quietly. Watch the glitter slowly settle. This is like us taking deep breaths and finding calm. Our feelings don't go away, but they settle, and we can think clearly again."
- Discuss: "How does watching the glitter settle make you feel? What does this jar teach us about our feelings?"
Step 5
Wrap-up and Cool Down
3 minutes
- Review: "Today we talked about our feelings and learned about safe people, safe places, and how our feelings can settle, just like the glitter in our Calm Jar. You did a wonderful job exploring these important ideas."
- Positive Reinforcement: "I am really proud of how bravely you shared and participated today. Remember, your heart is strong, and it can heal."
- Cool Down Reflection (refer to Calm Down Cool Down): Guide the student through a brief reflection.
- "Before we finish, let's take three slow, deep breaths together. In through your nose, out through your mouth. Imagine you're blowing out a candle."
- "What is one thing you learned today that you can take with you?"
- End with a positive and encouraging statement.
Slide Deck
My Healing Heart
Exploring our feelings and helping our hearts feel better.
Welcome the student warmly. Reiterate that this is a safe space for them to explore their feelings. You can say: "Welcome to our special time together! Today we're going to talk about our amazing hearts and all the feelings they hold."
All My Feelings Are Okay!
Happy, Sad, Mad, Worried, Calm...
All feelings are part of us! We can learn from them.
It's okay to feel whatever you feel.
Discuss various feelings with the student. Validate that all emotions are okay to have. Ask: "What are some big feelings you know? What do they feel like in your body?" Emphasize that feelings come and go.
What Helps Our Hearts Heal?
Just like a scraped knee needs a band-aid, our hearts need special helpers too!
Analogize the healing of a heart to the healing of a physical wound. Ask: "What do you think helps a scraped knee feel better? (e.g., a band-aid, medicine, a hug). Our hearts need special 'band-aids' too. These are things that help us feel safe and calm."
Safe People, Safe Places
Who makes you feel safe?
Where do you feel safe?
Encourage the student to identify trusted adults and secure environments. Discuss and affirm their answers. "Who is a safe person for you? Where is a safe place you like to be? These are important 'band-aids' for our hearts."
My Calm Jar
Watching big feelings settle down.
Introduce the idea of the Calm Jar activity. Explain it helps visualize feelings settling down. "Soon, we'll make something special called a 'Calm Jar' that helps us see how our big feelings can settle, just like glitter in a jar."
My Heart is Strong!
You are brave.
You are kind.
You are healing.
Conclude with positive affirmations and reinforce the student's resilience. "Remember, your heart is so strong. You are brave, and you are capable of healing. I am here to help you."
Script
My Healing Heart: Teacher Script
I. Welcome and Safe Space Check-in (5 minutes)
Teacher: "Hello [Student's Name]! I'm so happy to see you today. Come on in and make yourself comfortable. We have a special time just for you and me to talk about some important things."
Teacher: "This is our special safe space. What makes a space feel safe for you? For me, a safe space is quiet and calm, where I feel listened to. Here, you can share anything you feel, and it's okay to feel whatever you feel. There are no right or wrong answers, just your feelings."
Teacher: "Let's do a quick check-in. How is your heart feeling right now? You can show me with your hands, your face, or tell me with words. Sometimes my heart feels calm like a still lake, and sometimes it feels busy like a buzzing bee. How about yours?"
Teacher: "Thank you for sharing. It's good to know how our hearts are feeling."
II. Introducing My Healing Heart (7 minutes) - Using My Healing Heart Slide Deck
Teacher: "Today, we're going to explore 'My Healing Heart.' This means we'll talk about how our hearts can feel better and stronger, especially when we've had a tough time or big feelings. Let's look at our first slide." (Advance to Slide 1: My Healing Heart)
Teacher: "See? 'My Healing Heart.' It's about how we can help our hearts heal and grow stronger."
(Advance to Slide 2: All My Feelings Are Okay!)
Teacher: "Our hearts hold so many different feelings! Look at these words: Happy, Sad, Mad, Worried, Calm. What are some other feelings you know?"
Teacher: "That's right! Those are all feelings. And you know what? All feelings are okay to have. It's okay to feel happy, and it's okay to feel sad or worried. Our feelings tell us important things. What does it feel like in your body when you have a big feeling like worry or anger?"
Teacher: "Thank you for telling me. It's important to notice what our bodies tell us."
(Advance to Slide 3: What Helps Our Hearts Heal?)
Teacher: "Sometimes when we fall and scrape our knee, it hurts, right? But with a band-aid, some medicine, or even just a hug, it starts to feel better. Our hearts are a lot like that! When our hearts feel hurt or sad, they also need special 'band-aids' to help them heal. What do you think helps a scraped knee feel better?"
Teacher: "Exactly! Our hearts need care too, but it's a different kind of care."
(Advance to Slide 4: Safe People, Safe Places)
Teacher: "One big 'band-aid' for our hearts is knowing about safe people and safe places. These are people and places where we feel loved, protected, and calm. Who is a safe person for you? Maybe a parent, a grandparent, a teacher, or a friend?"
Teacher: "And where is a safe place you like to be? It could be your bedroom, a park, or even a special spot in your imagination?"
Teacher: "Those are wonderful safe people and places. Knowing about them helps our hearts feel strong."
III. My Feeling Friend Journal (7 minutes) - Using My Feeling Friend Journal
Teacher: "Now, we're going to get creative! We have this special My Feeling Friend Journal to help us draw or write about our feelings and what helps us. Remember, there's no right or wrong way to do this, just your own unique way."
Teacher: "I want you to think about a feeling you've had recently – any feeling. On one side, draw or write about that feeling. What does it look like? What color is it? What shape is it? Then, on the other side, draw or write something that helps you feel safe or calm when you have that feeling. It could be one of your safe people, a safe place, or something you do, like taking a deep breath or hugging a teddy bear."
(Hand the journal and crayons to the student. Allow them to work, offering gentle encouragement and sitting quietly unless engaged by the student.)
Teacher: "Take your time. I'll be right here if you want to talk about what you're creating. What colors are you choosing for that feeling? Why?"
Teacher: "This is really wonderful. Thank you for sharing your feelings and your helpers. It shows how strong and creative you are!"
IV. Calm Jar Craft Activity (8 minutes) - Using Calm Jar Craft Activity
Teacher: "Sometimes, our feelings can feel big and swirly inside us, like a stormy cloud in our tummies or a whirlwind in our heads. It can be hard to think clearly when our feelings are all shaken up. We're going to make a special 'Calm Jar' that can help us see how big feelings can settle down."
(Show the student the jar, water, glitter, and glue.)
Teacher: "First, we'll pour some water into our jar. This water is like our feelings when they are usually calm and still."
(Help the student pour water into the jar, filling it about three-quarters full.)
Teacher: "Now, it's time to choose some glitter! The glitter is like our big, swirly feelings. When we feel overwhelmed, our feelings can be all shaken up and bouncing around."
(Let the student choose glitter colors and help them add a generous amount to the jar, along with a few drops of glue to help the glitter settle slower. Secure the lid tightly.)
Teacher: "Okay, now for the fun part! Shake it up! Shake it really hard! See how chaotic and swirly the glitter is? That's how our feelings can feel sometimes when we are very sad or angry or worried."
Teacher: "Wow, look at all that glitter! Now, let's set it down quietly. Watch the glitter closely. See how it slowly, slowly starts to settle down to the bottom? This is like us taking deep breaths and finding our calm. Our feelings don't go away, but they settle, and it helps us think clearly and feel peaceful again."
Teacher: "How does watching the glitter settle make you feel?"
Teacher: "What does this jar teach us about our feelings?"
Teacher: "That's a great way to think about it! It shows us that even big, swirly feelings can find a way to settle."
V. Wrap-up and Cool Down (3 minutes) - Using Calm Down Cool Down
Teacher: "We've had a really special time today. We talked about our feelings, learned about safe people and safe places, and made this amazing Calm Jar to help us remember that even big feelings can settle. You did a wonderful job exploring these important ideas."
Teacher: "I am really proud of how bravely you shared and participated today, [Student's Name]. Remember, your heart is strong, and it can heal. You have helpers and tools to help it do that."
Teacher: "Before we finish, let's take three slow, deep breaths together, just like our glitter settling. Put your hand on your tummy. In through your nose, slowly... and out through your mouth, slowly, like you're blowing out a candle." (Guide student through three deep breaths.)
Teacher: "What is one thing you learned or remembered today that you can take with you? Something that helps your heart feel a little calmer or stronger?"
Teacher: "That's a wonderful thing to remember. Thank you for sharing this time with me. I look forward to seeing you again soon."
Journal
My Feeling Friend Journal
My Feelings
Draw or write about a feeling you've had recently. What does it look like? What color is it? What shape is it?
My Healing Helpers
Draw or write about a person, place, or activity that helps your heart feel safe or calm when you have that feeling.
Activity
Calm Jar Craft Activity
Materials Needed:
- 1 small clear jar with a secure lid (e.g., a mason jar or a plastic water bottle)
- Water
- Glitter (various colors are fun!)
- Clear glue (helps the glitter settle slower)
- Optional: Food coloring for water, small waterproof trinkets
Instructions:
-
Prepare Your Jar: Make sure your jar is clean and dry.
-
Add Water: Fill your jar about three-quarters full with water. (Optional: Add a drop of food coloring to tint the water if you like).
-
Add Glitter: Ask the student to choose their favorite glitter colors. Explain that the glitter represents our big, swirling feelings when we are upset or worried. Help them pour a generous amount of glitter into the water.
-
Add Glue: Add a few drops of clear glue to the jar. This helps the glitter float and swirl longer, making the settling process more noticeable.
-
Secure the Lid: Tightly screw the lid onto the jar. You might want to add a bit of super glue around the rim to seal it permanently, especially for younger children, to prevent spills.
-
Shake it Up!: Encourage the student to shake the jar vigorously. Observe how the glitter swirls chaotically, just like big feelings can feel inside us.
-
Watch it Settle: Place the jar down and watch quietly as the glitter slowly, slowly settles to the bottom. Discuss how this process is like our feelings settling down when we take deep breaths and find our calm.
Discussion Prompts:
- How did the glitter look when you first shook the jar? How did that feel?
- How does it feel to watch the glitter slowly settle?
- What does this jar teach us about our feelings and how we can find calm?
- When could you use your Calm Jar at home or in school? (e.g., when you feel frustrated, sad, or overwhelmed).
Cool Down
Calm Down Cool Down
Take Three Deep Breaths
Let's take three slow, deep breaths together. Place your hand gently on your tummy.
-
Breath 1: Breathe in slowly through your nose, feeling your tummy get big like a balloon. Hold it for a moment. Now, breathe out slowly through your mouth, like you're gently blowing out a candle. Let all the air out.
-
Breath 2: Breathe in slowly through your nose again, filling your lungs with calm air. Hold. And breathe out slowly through your mouth, letting any worries float away.
-
Breath 3: One last deep breath in through your nose, feeling peaceful. Hold. And a long, slow breath out through your mouth, feeling relaxed and strong.
One Important Thought
What is one thing you learned or remembered today that you can take with you? Something that helps your heart feel a little calmer or stronger?
Feeling Strong
Remember, your heart is strong, and it can heal. You have people who care about you and tools to help you when you have big feelings. You are brave and amazing!