Students draw and decorate a "Brave Brain" worksheet with things that help them keep trying (friends, practice, courage), then act out how to fix playful "oops" moments (spilled crayons, drew on the wrong paper) one at a time while the class cheers "We can fix it!"

Students strike "Confidence Poses" responding to fun prompts (brave superhero, proud artist, kind friend), then draw and decorate a "Confidence Juice Box" worksheet — filling it with the people, activities, and moments that make them feel strong and brave — and share one "ingredient" with the class at the end.

Students play Follow the Leader — taking turns leading the group through simple motions (clap, stomp, jump, spin) that everyone copies — then pair up for a Partner Share Game where one partner talks for 10–20 seconds about a simple prompt while the other practices active listening, then they switch roles.

Students play the Mirror Game — taking turns leading a line of classmates through a series of moves everyone copies — then practice "kind signals" in pairs, with two students facing each other in the circle and choosing a kind gesture (thumbs-up, high-five, smile) to give each other while making eye contact.

Students play Copy Cat Dance — taking turns standing in the middle of the circle, doing a move, and having everyone copy — then extend the activity with a group pretend adventure where each leader acts out what the group "sees" in an imaginary setting and everyone mirrors them.

Students play Partner Dance Freeze — taking turns leading and copying each other's dance moves until the music stops — then stay with their partner for one minute to find one thing they both like and share it with the class.

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 play a modified version of Apples to Apples where, instead of anonymously laying down cards, each player holds their card and must verbally argue why theirs should win — with the judge selecting the best argument rather than the best match.

Students complete three rounds of rearranging chairs into a triangle — first with only the two group-chosen leaders allowed to speak, then with leaders blindfolded and everyone's arms linked, then repeating the blindfolded version after five minutes of group strategy planning — and debrief how leadership and collaboration changed across rounds.

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 fill out a four-column Family Fun Map listing key family members, activities they already do together, new activities they'd like to try, and how those shared experiences could strengthen their relationship — then share one highlight with the group.

Students anonymously write a fear or worry on a slip of paper, drop it in a hat, then each draw and read aloud someone else's fear — with classmates raising their hands if they share the feeling — before ceremonially tearing up the slips together.

Students explore how emotions like frustration, hope, and anger influence civic engagement by analyzing perspectives on voting, reflecting on community issues, and identifying actions they can take to advocate for change.

Students will reflect on how they personally experience and handle anger, hear how their peers describe theirs, and explore what healthy responses to anger can look like. The lesson uses movement-based choice activities to make anger something we can talk about openly.

Students will interview multiple partners using a feelings-based scenario sheet, recording both their own and their partner's emotional reactions to identify where their feelings match and where they differ.

Students play a movement game where they balance a beanbag on their head while music plays. When the music stops, they freeze. When a beanbag falls, a friend has to help by carefully placing it back—then they move together as partners. The game builds listening, body control, and cooperative care all at once.

This lesson teaches students that everyday choices either strengthen or weaken their friendships, using a "bank" metaphor where kind acts are deposits and unkind acts are withdrawals. Students physically add or remove peanuts from a bag in response to friendship scenarios to make the concept tangible.

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

Students will explore the connection between mental health and overall well-being through the six dimensions of wellness and set personal goals to support their holistic self-care.

Students will explore their family history, reflect on examples of courage in their lives and communities, and identify ways to grow their own courage, inspired by Palestinian rapper Belly’s immigrant experience.