Students will recognize how their actions affect a friend's feelings, and practice a four-part repair (notice, own it, apologize, make it right).

Students will finish empathy sentence starters ("When someone is sad, I can...") and explain how noticing a feeling leads to a kind act.

Students will plan a kind act tailored to a specific classmate's feelings or needs, carry it out during the day, and reflect on how the act affected both people.

Students will analyze short scenarios to decide whether empathy was shown, highlight the evidence, and rewrite non-empathetic responses.

Students will generate open questions to understand another person's perspective and practice listening without interrupting or fixing.

Students will rate how strongly a person might feel in different situations, explain their reasoning, and match the level of support to the level of feeling.

Students will recognize that people prefer to receive kindness in different ways, identify their own preferences, and ask a classmate about theirs.

Students will identify a problem in the school or neighborhood, name who is affected and how they might feel, and propose one empathy-based action.

Students will learn a step-by-step routine for showing empathy (notice, imagine, remember, ask, act) and apply it to a scenario card.

Students will practice focused listening (eyes, body, no interrupting), reflect back what they heard, and describe how being truly listened to feels.

Students will complete an empathy map (feeling, thinking, saying, doing) for a character in a scenario and use it to choose a helpful response.

Students will identify what helps them feel better when they are upset, learn that friends may need different things, and practice asking a friend what they need.

Students play "No, No, No," showing how stories shift when retold, then finish and perform their sock-puppet skit about a friend left out of a group chat, using assigned roles to practice restorative conflict resolution.

Students explore differing perspectives in "A What?," then build paper-bag puppets to act out a peer-conflict skit about being left out of a group chat. Assigned roles guide them through restorative problem-solving and empathy during disagreements.

Students play "12 Questions Bingo," asking peers questions and recalling their answers, then write and submit questions for their ROCK teachers to answer as a class, reinforcing that everyone has their own life outside school.

Students practice reading emotions in "Emotions Charades," then watch the final Turning Red clips on family support and mutual accountability. They complete an "Accountability Rewind" worksheet, reflecting on a moment they wish they'd handled better.

Students build trust in "Sleeping Dragons," a blindfolded partner-guiding game, then watch Turning Red clips on Mei Mei's self-acceptance and unintentional harm to loved ones, sketching or making comics as they reflect on intent vs. impact.

Students see how differing experiences shape opinions through a modeled disagreement, then build teamwork in "Crossing the River." They close by identifying strengths (roots) and growth areas (fruits), planting them on a class community tree.

Students play "Aim & Miss," a game showing how obstacles turn good intentions into unintended messes, then connect it to the Once-ler's ambition harming Thneedville. They continue The Lorax clips and comics, reflecting on accountability and self-interest.

Students discuss the kind of world they want to live in, then build a collaborative pipe-cleaner class garden. They watch clips from Dr. Seuss' The Lorax and create a comic strip reflecting on selfishness, empathy, and caring for others and the environment, closing with a group discussion on why that care matters.