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.

Students move to one of three designated spots in the room (Agree, Disagree, Not Sure) in response to empathy statements read aloud, then discuss why they chose their spot and what empathy could look like in each scenario.

Students complete the "Are You Empathetic?" self-assessment worksheet and discuss empathetic listening behaviors as a class, then receive a character card from "Someone Else's Shoes" and practice empathy in pairs by taking turns sharing their character's situation while the partner listens and responds with genuine empathy.

Students play Kindness Freeze Dance — dancing freely until the music stops, finding a partner, and performing a called-out kindness action (high five, handshake, smile, or compliment) before the music restarts — then design and decorate a Kindness Coupon promising one specific kind act they'll do for a friend or family member.

Students play Step Forward If — standing in two lines facing each other and stepping forward to high-five when a statement applies to them — then practice the Feelings Signal Game, listening to short scenarios and identifying the emotions involved through class discussion, group talk, acting out, or feelings cards.

In small groups, students discuss and act out solutions to scenarios where someone needs help (a forgotten backpack, a sad friend at lunch, a struggling classmate), then complete a Helping Hands worksheet writing or drawing one way they can help a friend and one way they'd like help at school.

Students play Kind Words Echo — repeating compliments back in calm, loud, and silly voices — then write or draw a compliment for a classmate or family member on a Compliment Card to give away.

Students play Shoe Shuffle — removing one shoe, mixing them in the center, then guessing whose shoe they picked up and discussing similarities and differences with that person — then decorate a shoe outline with personal clues (favorite color, something they like, and what makes them feel happy or calm).

Students play Emotion Freeze Dance — dancing freely until the music stops, then freezing in a full-body pose matching the feeling called out — then color a Feelings Wheel, choosing their own color for each emotion section (happy, sad, mad, scared, tired, silly).

Students play Feelings Face Shuffle — making the facial expression that matches each emotion called out (happy, sad, surprised, scared, etc.) — then look at 4–6 pictures of children and discuss what feeling each child is showing and what might help them.

Almost every teacher has heard students use the expression, “that’s so gay” as a way of putting down or insulting someone (or to describe something). These lessons will help students examine how inappropriate language can hurt, and will help them think of ways to end this kind of name-calling.

Students read Mitali Perkins's essay "Magic Carpet" about cultural assimilation, then discuss questions about hiding parts of one's identity before writing privately about a time they (or someone they observed) concealed a cultural trait — or composing a story, song, or poem saying goodbye to a part of themselves they sometimes disown.

Students explore the concept of “freedom dreaming” by reflecting on Black history and envisioning a future shaped by justice, creativity, and collective joy.