The Kimochis Educator s Tool Kit A Social-Emotional Learning Curriculum Lesson Sequence Preschool

The Kimochis Educator s Tool Kit A Social-Emotional Learning Curriculum Lesson Sequence Preschool 2011 Plushy Feely Corp

How to Use the Preschool Lesson Sequence Getting Started 1. Commit to a schedule. 2. Keep the lessons at a consistent and regular time so children know when to expect a Kimochis lesson (otherwise they may ask you over and over again!). 3. We have set up the units by week with three lessons per week. We suggest that you schedule three short (10-15 minutes) lessons a week. This way you can do one lesson each session. 4. A good time to implement the Kimochis lessons is right before recess or free play time. This will provide your children immediate practice and review of the Kimochis communication skills as they engage in play and social interaction. Implementing Lessons 1. Activities that have a page number indicate that the lesson is in the curriculum guide. Therefore, the steps to complete the activity are not listed in this lesson sequence. You will need to refer to the curriculum guide. 2. When there is a notation that says (New!) that indicates that the activity is not in the curriculum guide. The steps to complete this activity are provided in this lesson sequence. 3. You are encouraged to follow the sequence of the lessons provided. We have found these lessons to be the most effective and successful in supporting behavioral change. 4. At some point throughout the school year, you may have behavioral issues in your classroom that are interfering with learning and positive social interactions. The Behaviors at a Glance section on pages 280-285 in the curriculum guide has been designed to help you address a concerning behavior. Corresponding lessons to address these behaviors are listed. Setting up the Kimochis Lessons 1. Sitting on the floor in a circle is ideal for preschoolers. This will make passing the characters and feelings around the circle easier and will encourage all children to participate. 2. It helps to organize the Kimochis characters and feelings before starting the lesson. Sometimes it s hard to find the right feeling at the right time! Promoting Collaboration 1. If you are a classroom teacher, consider collaborating with the school speech-language pathologist, social worker or counselor to implement the Kimochis lessons. You will each bring unique and specialized knowledge to the lessons. 2. Also, be sure to include your teaching assistants in the lessons as they will need to know the strategies in order to prompt the children throughout the day. 3. Consider how to co-teach the Kimochis lessons and foster carryover to a variety of social situations throughout the school day. Page 2

How to Create a Kimochis Classroom (pages 47-53) Making a Kimochis Corner (page 47) 1. Many teachers have made a place for the Kimochis characters and feelings to live in the classroom. A Kimochis Corner does not need to be elaborate or fancy. One teacher and class decided the characters would live on a little bench in the play area. Another classroom placed them in a corner of the room with a soft rug and pillows. See page 48 for additional materials that can be used in a Kimochis Corner. 2. The Kimochis Corner can be a safe place for children to go when feeling upset. It is never used as a time-out. It is a place to take a time-away to promote relaxation, self-regulation and reflection. 3. Creating a Kimochis Corner is a fun activity to do collaboratively with your children. Using a Kimochis Bowl of Feelings (pages 52 53) 1. Educators have found that a bowl of Kimochis feelings gets used frequently by the adults and children in the classroom! With this young age group, it is best to add feelings to the bowl as you introduce and teach each feeling. You will find many different ways to use your Bowl of Feelings outlined on pages 52-53. These strategies will help to increase your children social-emotional understanding and capabilities. 2. Keep the Bowl in a special place in the classroom. Taking Kimochis Photographs (page 48) 1. Photographs can be fun to take because preschoolers love seeing themselves in photos with the Kimochis characters! Fostering Home-School Connections (Educator s Portal) 1. Be sure to check the Kimochis Educator s Portal for Home Links that will provide you with activities you can send home to reinforce each lesson. 2. Reassure parents that most children will both hurt others and have their feelings hurt over the school year. Remind them that children grow and learn from both of these emotional experiences. 3. Tell parents about the Kimochis program and how you will be providing your children the communication tools needed to navigate the highs and lows of preschool. It can be helpful for parents to hear that it is common for children at this age to have social challenges, such as difficulties with sharing and taking turns Page 3

WEEK 1 Meet the Kimochis Characters and Feelings (Pages 13-23) Kimochis Kids are happy to learn about others. 1. Identify characters by name 2. Relate to the Kimochis characters personalities LESSON 1: Meet the Kimochis Characters (see pages 13-23) Materials: All Kimochis Characters 1. Introduce the characters one at a time by reading their stories. Each character s story can be found on the following page: Cloud page 15, Bug page 17, Huggtopus page 19, Cat page 21, Lovey Dove page 23. 2. Follow the pattern below for each: Invite children to relate to each character s personality by saying, Cloud loves butterscotch pudding. Nod your head if you like pudding. Help children to relate to similarities by noticing their responses. For example, I see that Robert, Teresa and Thomas like number 9. Prompt children to notice differences and remind them that having differences is a positive thing. For example, I see that Joe likes pudding, but Ellie doesn t. 3. Pass the characters around the circle allowing the children to hug them. Chant 1-2-3-PASS to keep them moving. Remember, the characters are washable. Put them in a pillowcase when washing and drying. Wash on delicate and dry on low. LESSON 2: Introduce Cloud s Feelings Materials: Cloud tucked with Happy, Mad, Sad feelings 1. Pull the Happy, Mad and Sad feelings from Cloud s pouch one at a time. 2. Show matching facial expressions. Ask children to make a face associated with each feeling. 3. Ask one child to come up and ask him/her to put one feeling in Cloud s pouch. Then ask, When do you feel (happy, mad or sad)? Share situations that can create each feeling. 4. If the feeling is an upset one, ask children to take turns sharing their best ideas for making those upset feelings better or smaller. Ask them, What is something you can say or do if you feel (mad or sad) that can make you feel a little better? Give suggestions to get them started. 5. Remind children that all feelings are okay. Cloud will help us learn what to do with upset feelings. (continued on page 5) Page 4

LESSON 3: Introduce Bug s Feelings Materials: Bug tucked with Left Out and Brave feelings 1. Pull the Left Out and Brave feelings from Bug s pouch one at a time. 2. Show matching facial expressions. Ask children to make a face associated with each feeling. 3. Ask one child to come up and ask him/her to put one feeling in Bug s pouch. Then ask, When do you feel (left out or brave)? Share situations that can create each feeling. 4. If the feeling is an upset one, ask children to take turns sharing their best ideas for making those upset feelings better or smaller. Ask them, What is something you can say or do if you feel (left out) that can make you feel a little better? Give suggestions to get them started. 5. Remind children that all feelings are okay. Bug will help us learn what to do with upset feelings. Page 5

WEEK 2 Meet the Kimochis Characters and Feelings (Pages 13-23) Kimochis Kids understand that everyone has feelings and that all feelings are okay. 1. Label and match a facial expression with a corresponding feeling 2. Describe social situations that can create each feeling LESSON 1: Introduce Huggtopus s Feelings Materials: Huggtopus tucked with Silly and Frustrated feelings 1. Pull the Silly and Frustrated feelings from Huggs s pouch one at a time. 2. Show matching facial expressions. Ask children to make a face associated with each feeling. 3. Ask one child to come up and ask him/her to put one feeling in Huggs s pouch. Then ask, When do you feel (silly or frustrated)? Share situations that can create each feeling. 4. If the feeling is an upset one, ask children to take turns sharing their best ideas for making those feelings better or smaller. Ask them, What is something you can say or do if you feel (frustrated) that can make you feel a little better? Give suggestions to get them started. 5. Remind children that all feelings are okay. Huggtopus will help us learn what to do with upset feelings. LESSON 2: Introduce Cat s Feelings Materials: Cat tucked with Curious and Cranky feelings 1. Pull out Curious and Cranky feelings from Cat s pouch one at a time. 2. Show matching facial expressions. Ask children to make a face associated with each feeling. 3. Ask one child to come up and ask him/her to put one feeling in Cat s pouch. Then ask, When do you feel (curious or cranky)? Share situations that can create each feeling. 4. If the feeling is an upset one, ask children to take turns sharing their best ideas for making those feelings better or smaller. Ask them, What is something you can say or do if you feel (cranky) that can make you feel a little better? Give suggestions to get them started. 5. Remind children that all feelings are okay. Cat will help us learn what to do with upset feelings. LESSON 3: Introduce Lovey Dove s Feelings Materials: Lovey Dove tucked with Proud and Hopeful feelings 1. Pull out Proud and Hopeful feelings from Lovey Dove s pouch one at a time. 2. Show matching facial expressions. Children make their own faces. 3. Ask one child to come up and ask him/her to put one feeling in Lovey Dove s pouch. Then ask, When do you feel (proud or hopeful)? Share situations that can create each feeling. 4. Remind children thatall feelings are okay. Lovey will help us with our hopeful and proud feelings. Additional Activities: 1. Make a poster of each character with their picture and favorite things. Children can also draw or color pictures of the characters and feelings. Page 6

WEEK 3 Friendly Faces Create Friendly Places! Kimochis Kids use friendly signals that make school a friendly and welcoming place. 1. Identify and imitate several different Friendly Signals. 2. Demonstrate how to use Friendly Signals in social interactions with peers and adults LESSON 1: Teaching Children About Friendly Signals (New!) Materials: None 1. Model the Friendly Signals below one at a time. Encourage the children to repeat them. Smile, Wave, Head Nod, Hello, High Five 2. Invite children to demonstrate other Friendly Signals they might know. Make this fun by being creative. Children can make up new Friendly Signals too! 3. Tap two children in the circle on the shoulder and ask them to change seats. Instruct them each to use one of the above Friendly Signals. For example, Pass each another and give a head nod. LESSON 2: Using Names When Greeting is Friendly (New!) Materials: Lovey Dove with Friendly feeling tucked in pouch 1. Clap your hands if you feel happy when friends smile, say your name and say Hello to you. 2. Turn Lovey Dove toward you, smile and say, Hi, Lovey. Have Lovey reply, Hi, Miss Smith. 3. Lovey is going to say Hi to each of you and you can practice saying Hi Lovey back to her. Go around the circle with Lovey Dove and have her say, Hi, (child s name). Give each child a chance to practice saying Lovey s name and a greeting. 4. Give Lovey to a child. Tap another child on the head. The child with Lovey goes to the tapped child and has Lovey say, Hello (name). Keep going until each child has a turn. LESSON 3: Friendly Signals Ripple Game (New!) Materials: Huggtopus with Friendly feeling tucked in pouch. 1. Tell children, Huggtopus is very friendly! (Pull out Friendly feeling). She uses eye contact. She likes to wave, give high fives and head nods. 2. Tell children that this is a no talking allowed game. 3. Discuss how a smile or friendly signal makes you feel like you want to be friendly back. 4. Use Huggtopus to start the Friendly Signal Ripple game. Have Huggs wave to the child on your left. This child passes the wave (using Huggs) to the child on their left until the Friendly Ripple has made it all the way around the circle. 5. Ask children to pass a Friendly Signal around the circle without using Huggs. You start or ask a child to start the Friendly Ripple. Additional information about Friendly Signals: Some actions you can take to encourage children to use friendly signals: 1. Point out Friendly Signals you receive or see. For example, I received a Friendly Signal from Joe. 2. Admire friendliness. For example, "Kevin, you say hello in such a friendly way. Page 7

WEEK 4 Key 1: Call name, wait for eye contact, give a communication tap before you speak (pages 27-30) Kimochis Kids get the attention of others in a friendly, kind, and positive way. 1. Understand why getting a person s attention in an appropriate way is important 2. Demonstrate how to call a name, wait for eye contact and use a communication tap QUICK REVIEW of Friendly Signals: Ask children if they have used Friendly Signals on the playground, at free choice time, in the block area, etc. Ask them to demonstrate what they did. LESSON 1: Activity 3 Call Name and Wait for Eye Contact (See page 28) Materials: None 1. It may be difficult for some children to make direct eye contact. Don t force it. Use a gesture to guide their eyes to yours (point with first two fingers to your eyes and then their eyes). 2. There can be cultural differences in the use of eye contact. Never ask children to use eye contact if it is uncomfortable. You can talk about how we use eye contact at school to send messages. LESSON 2: Activity 4 Communication Tap (See page 29) Materials: Huggtopus 1. Huggtopus is a great character to teach the communication tap because you can use one of her arms to do the tap during the role-plays. 2. Teach children to do three gentle taps on the person s shoulder only. 3. If you can predict that a child might not like a communication tap because of sensory sensitivities, say, Some kids might not like to be touched when someone wants their attention. Raise your hand if you would like your friends to get your attention another way. Show other ways to get another s attention, such as standing in front of them or calling their name a second time. LESSON 3: Activity 5 Practicing Predictable Situations (See pages 29-30) Materials: None 1. All of these situations frequently occur in Preschool and are good ones to practice in role-plays. 2. Prompt children to use Key 1 skills in social situations as they occur throughout the school day. Page 8

WEEK 5 Key 2: Use a talking voice instead of a fighting voice (pages 30-32) Kimochis Kids remember to use a talking voice. 1. Identify the difference between a taking voice and a fighting voice 2. Demonstrate how and when to use a talking voice QUICK REVIEW of Key 1: Tell children stories of how you have observed them using names, eye contact and the communication tap. LESSON 1: Activity 1 Talking Voice vs. Fighting Voice (See page 30) Materials: Cat 1. Cat is an excellent character to teach Key 2 because Cat frequently forgets and uses her fighting voice. 2. You can also demonstrate this using the characters as puppets. For example, make Cat say Move! to Cloud with a talking or fighting voice. Have children stand when the character uses a fighting voice. 3. Tell the children that this week we will be practicing using our talking voices when we are playing and working with our friends. LESSON 2: Play Pass the Kimochis (New!) Materials: Cat, Cloud, Huggtopus, Bug, Lovey Dove 1. Sit the children in a circle. Tell them that there will be five rounds of Pass the Kimochis. 2. Children pass Cat around the circle. When the music stops, the child who is holding Cat stands up. 3. Whisper in child s ear, Would you like to have Cat use a fighting or talking voice? 4. Tell the class to give a thumbs-up for a talking voice and thumbs-down for a fighting voice. 5. Whisper an expression in child s ear such as, I was here / That s mine / Stop / Can I play? 6. Choose another Kimochis character to pass around the circle and start again. LESSON 3: Activity 5 Practicing Key 2 in Predictable Situations (See pages 29-30) Materials: None 1. Children can role-play using a talking voice in the predictable situations from Key 1. (Cut in line; I can t see; I was there) 2. Share success stories of children using Key 1 and 2 in real life experiences in school. Page 9

WEEK 6 Key 3: Use a talking face and body instead of a fighting face and body (pages 32-35) Kimochis Kids remember to use a talking face and body. 1. Identify the difference between a talking face and body and a fighting face and body 2. Demonstrate how to use a Talking Hand to resolve conflicts that arise from grabbing QUICK REVIEW of Key 2: Do a quick version of Pass the Kimochis as in Week 5. LESSON 1: Activity 1 Building a Common Language (see page 32) Activity 2 Reading Body Language (see page 32) Materials: Cloud 1. Cloud is an excellent character to teach talking face and fighting face because his changeable face is so visual. 2. Talk about how we read a book to find to out information. Explain how we do the same when we read a person s body language. 3. Initially, it can be easier for young children to make facial expressions as a group. LESSON 2: Play Cloud Says (New!) Materials: Cloud 1. This game gives children a chance to practice different facial expressions and body language. 2. This game is played just like Simon Says, but it is called Cloud Says. 3. Give prompts to make a happy face, make a happy body, and make a silly face. 4. Continue with prompts until you say one without the Cloud Says. 5. There are no outs in this game, just keep playing until children lose interest. LESSON 3: Activity 4 Talking Hand to Request Objects (See page 34) Materials: Cloud 1. Some teachers have called the talking hand the asking hand. 2. Be sure that all teachers are using the same common language so children are hearing similar prompts throughout the school and using the same language with each other. Page 10

WEEK 7 Key 3: Use a talking face and body instead of a fighting face and body (pages 32-35) Kimochis Kids can use Stop Hands to communicate the message not now. 1. Demonstrate how to use Stop Hands 2. Show an understanding of different facial expressions QUICK REVIEW of Key 3: Do a quick version of Cloud Says as in Week 6. LESSON 1: Activity 5 Stop Hands (See page 35) Materials: None 1. Demonstrate placing your hands close to your body near your face when modeling the Stop Hands. 2. Children often want to put their hands out in front of them. This is less effective in sending a serious message because it might appear threatening. 3. Don t be afraid to coach and help each child learn to use their hands in a way that really let others know they are setting a limit! You may need to literally place some children hands in the correct position. 4. Practice the Stop Hand numerous times as a group first and then individually. LESSON 2: Play Bucketful of Kimochis (See page 271) Materials: Bucket or basket for feelings; use feelings that children will most easily recognize, such as Happy, Mad, Sad, Silly, Frustrated, Sleepy, Excited 1. This game will build self-awareness of how to make different facial expressions. It will also help children to recognize facial expressions in others. LESSON 3: Play I Spy! (See page 271) Materials: Easily recognizable feelings 1. This interactive game will encourage children to pay attention to facial expressions and will help to develop an awareness and understanding of Key 3. Page 11

WEEK 8 Key 4: Choose words that help instead of hurt (pages 36-38) Kimochis Kids know that hurtful words hurt feelings, so they use helping words instead. 1. Identify the difference between helping and hurtful words 2. Demonstrate how to recognize hurtful words QUICK REVIEW of Key 3: Ask children to stand and show their Stop Hands. Ask When can we use our new communication tool? LESSON 1: Activity 3 Ouch Hard to Hear, Good to Know (See page 37) Materials: Lovey Dove, Cat 1. Lovey Dove is a good character to remind children to use helping words. 2. Use the Kimochis characters in a puppet show to demonstrate this skill. 3. Cat and Lovey Dove Kimochis Show: Cat says, You re not my friend anymore. Lovey Dove says, Ouch. Cat says, I m sorry. I was sad because you didn t share with me. Lovey Dove says, That s OK, I can share. 4. Model other situations where hurtful words were said. 5. Role-play with the characters on how to resolve these issues. 1. Some teachers have used the phrase fighting words instead of hurtful words as a way to stay consistent with fighting face, voice, body and words. 2. Introduce Cat s bandages to show that feelings can get hurt, just like a physical hurt. 3. When Cat says Sorry, put a Kimochis bandage over Lovey Dove s heart to show hurt feelings. 4. For young children - Cat s bandages should be used with adult supervision. LESSON 2: Ouch: A Communication Tool (New!) Materials: Cat 1. Model a gesture (covering your ears or putting your hand over your heart) while saying Ouch. Children can practice saying Ouch paired with a gesture. 2. Move around the circle and have Cat say some hurtful words you hear your children use. 3. Acknowledge children for trying, I am glad you take care of yourself when you hear hurtful words. 4. Ask children to share words they do not like to hear. 5. Remind your class frequently to say, Ouch after hurtful words and remind everyone that this word or expression is not okay to say because it hurts feelings. LESSON 3: Proud Activity 2 Giving a Compliment (See page 114) Materials: Lovey Dove, Happy, Kind, Loved feelings 1. Be sure to catch children saying positive things to each other throughout the day. Page 12

WEEK 9 Feeling Lesson: Left Out (pages 88-91) Kimochis Kids use communication tools to get themselves included in play. 1. Identify left out feelings in self and others 2. Demonstrate positive ways to get included in play and conversation QUICK REVIEW of Key 4: Use Lovey Dove and Cat to review helping and hurtful words. Have the characters say helping or hurtful words to each other. Ask children to put their hands over their ears and say Ouch when they hear hurtful words and give thumbs up when they hear helping words. LESSON 1: Left Out Self-Awareness and Self-Regulation (See page 89) Materials: Bug with Scared, Shy and Left Out feelings tucked in pouch 1. Bug is a great character to concretely show your children how it feels to be left out by tucking his wings in his back pouch and tipping his head downward. 2. Introduce the Kotowaza: It s always more fun when we make room for everyone. (see page 88) LESSON 2: Left Out Activity 1 Getting Oneself Included (See page 90) Materials: Bug with Scared, Shy and Left Out feelings tucked in pouch 1. Practice and prompt children to say, That looks like fun, can I play? 2. Prompt children to use the script in play situations. LESSON 3: Left Out Feeling (New!) Materials: All of the Kimochis Characters and Kind feeling 1. This activity helps children see how we use our eyes to notice someone who looks like they would like to play. We take the time to be kind by making eye contact, smiling, and asking them to join. 2. Begin with Lovey Dove and Huggtopus pretending to play. A child holding Cat stands close by. 3. Turn Lovey and Huggs, make eye contact and say, Hi Cat, would you like to play with us? 4. Give Cloud to another child who stands close to Cat, Huggs, and Lovey. Use Cat, Huggs or Lovey to ask Cloud to join by saying, Hi Cloud, would you like to play with us? 5. Continue to give children turns to hold a character and ask to join the puppet play. 6. Remind children that it is kind to notice when someone wants to join us. Hold up the Kind feeling. 7. Before recess or free play, hold up the Kind feeling. Remind children to use their eyes and ears to be kind and notice if friends would like to be included. See TEACHABLE MOMENT section (page 91): 1. Bug has helped a number of children feel more confident with peers and in school. The simple ideas in this paragraph can make a significant difference for shy, reluctant children. 2. Sometimes children who are more socially challenged do not know the rules or even how to play common recess games. Teach common games so children are comfortable in the play. Page 13

WEEK 10 Feeling Lesson: Left Out (pages 88-91) Kimochis Kids are kind and include everyone in play. 1. Use their eyes to see and ears to hear when others need to be included 2. Demonstrate the ability to include others who are feeling left out QUICK REVIEW of getting yourself included: Put Cat and Bug on the floor and tell children that they are playing together. Put Huggtopus near them and ask children, Tell me what Huggs can say so she can play with Cat and Bug. Children respond in unison, Can I play too? Repeat with Lovey and Cloud. LESSON 1: Left Out Activity 2 Looking to Include Others (see page 90) Materials: Bug 1. Encourage children to use their eyes to see and ears to hear that others want to be included. LESSON 2: Play Bug Wants to Play (New!) Materials: All Kimochis characters 1. Have the children sit in a circle. Ask them to tell you what some of their favorite games are. Have others clap hands or stomp feet to show they like those games too. 2. Remind children that we are kind and let everyone play at our school. 3. Have all the children ask you, Do you want to play? Model responding with a cheerful, inclusive statement, such as, Sure ; Yes ; Of course. 4. Remind children that Bug is shy so we are going to help him practice being brave. Say, We are going to help Bug practice being brave. 5. Pass out Cloud, Cat, Huggtopus, and Lovey Dove to children seated in the circle. 6. Take the first turn to model. Hold Bug and walk to a seated child holding a character and ask, Can I play? Child responds, Yes or Sure or Of course. (Whisper this in the child s ear, if needed.) 7. Sit down and exchange Bug for the character that child was holding. This child now takes Bug to another character to ask, Do you want to play? Be sure everyone gets a turn! LESSON 3: Getting Included and Seeking to Include Puppet Shows (New!) Materials: All Kimochis characters, Shy, Kind, Friendly, Brave feelings 1. Say, Today we are going to create Kimochis Puppet shows to practice taking the time to be kind and friendly to include others in our play. Show the Kind, Friendly, and Brave feelings. 2. With children, select a station in room such as the playhouse, blocks, book section, or art station. 3. Send two children with any two Kimochis characters (tucked with the Friendly and Kind feelings) to the selected play area. For example, children take Huggtopus and Cloud to the block area. 4. Ask a child to hold Bug (tucked with Shy) and stand near the friends at the block area. Prompt these children to be kind and include Bug by saying, "Hi Bug, do you want to play with us?" 5. Change the station in the room and Kimochis characters. Practice getting included by having the child with a Kimochis character ask to play. Tuck the character with Brave and Friendly feelings. Page 14

WEEK 11 Feeling Lesson: Sad (pages 76-79) Kimochis Kids can comfort themselves and others when sad. 1. Identify sad feelings in self and others 2. Use self-regulation tools to comfort sad feelings 3. Demonstrate compassionate and caring actions toward peers who are feeling sad QUICK REVIEW of including others in play: Ask children to tell you if they tried to include a classmate in play. Do a quick puppet show with Kimochis characters and ask children What did you do or say to help a friend join you in play? LESSON 1: Sad Self-Awareness and Self-Regulation (See page 77) Materials: Cloud with Sad and Happy feelings tucked in pouch 1. Cloud is a great character to concretely illustrate the feeling of sadness. LESSON 2: Sad Activity 1 Offering Comfort to Friends who are Feeling Sad (See page 78) Materials: Cloud with Sad and Happy feelings tucked in pouch 1. Acknowledge children when they make an effort to comfort others. LESSON 3: Sad Activity Comforting Oneself When Feeling Sad (See page 78) Materials: Cloud with Sad and Happy feelings tucked in pouch 1. Guide children to use a comforting strategy when they are upset or sad. 2. Initially, they may need permission from you to remove themselves and go to the Kimochis or to take a time away (not a time-out) to get calm. Additional tips for success: 1. Look at the suggestions in the section Teachable Moments on page 91for ideas on how to help children with sad feelings when they occur on the playground. Page 15

WEEK 12 Feeling Lesson: Mad (pages 80-83; pages 140-146) Kimochis Kids know that they can be mad, but they cannot be mean. 1. Identify mad feelings in self and others 2. Demonstrate how to use Cool Down strategies to express mad feelings in a positive way QUICK REVIEW of Sad Feeling: Ask children to tell about a time they comforted a friend when that friend was sad. LESSON 1: Mad Self-Awareness and Self-Regulation (see page 81) Materials: Cloud with Sad and Happy feelings tucked in pouch 1. Point out specific facial features (downward eyebrows, pouty mouth, crossed arms, etc.) 2. When children actually make a mad face and body, it will heighten their awareness. Talking about the different facial features will build their emotional vocabulary. 3. Introduce the Kotowaza: It s okay to be mad, but it s not okay to be mean. Remind children of the Kotowaza before challenging social times; whisper the Kotowaza in the ear of a child if needed. LESSON 2: Mad Activity 1 Cool Down Mad Feelings (See page 142) Materials: Cloud with Mad feeling tucked in pouch 1. After children say what helps them cool down, use Cloud to show how doing a strategy (deep breath, count, etc) can make the mad a little smaller and calmer. 2. Show Cloud s mad face, do a cool down strategy and turn his face to happy. 3. Pull the Mad feeling from his pouch and say, I still feel kind of mad, but I am not going to be mean. 4. Pass Cloud to children who want to do the same. 5. Enhancement #9: Calming Strategies on page 63 has a list of additional calming strategies. LESSON 3: Play Cloud Says (New!) 1. This game is played like Simon Says, but uses Cloud instead. Cloud calls out, Cloud says 2. Make Cloud say commands related to mad, Make a mad face, Make mad hands, Make mad feet, and Make a mad body, etc. 3. Continue by asking the children to show the communication tools for managing mad feelings. 4. For example, Cloud says...take a cool-down breath....show me a Talking Hand. 5. Children can take turns holding Cloud and being the leader to give the class a command. 6. It is important to remember that children can use the Cool Down strategy for all upset feelings (Sad, Frustrated, Left Out, Cranky, Frustrated). Page 16

WEEK 13 Feeling Lesson: Mad (pages 80-83; pages 140-146) Kimochis Kids can use a talking voice, face and words when mad. 1. Demonstrate how to use a positive tone of voice when experiencing mad feelings 2. Demonstrate how to use a positive facial expression when experiencing mad feelings 3. Demonstrate how to use helpful words when experiencing mad feelings QUICK REVIEW of Mad Feeling: Ask children to share if they have used their Cool Down strategy. Share a time that you had to use yours. LESSON 1: Mad Activity 1 What to Say and Do When Friends Don t Remember to Take Turns (See page 82) Materials: Cloud with Mad feeling tucked in pouch Tips for lesson success 1. Encourage children to use the script: Remember, we take turns. LESSON 2: Mad Activity 2 What to Say and Do When Friends Forget to Share (See page 82) Materials: Cloud with Mad feeling tucked in pouch 1. Encourage children to use the script: Remember, we share. LESSON 3: Mad Activity 4 What to Say and Do When Friends Forget and Push or Grab (See page 82) Materials: Cloud with Mad feeling tucked in pouch Tips for lesson success 1. Encourage and prompt children to say thanks when the other child complies with their request. 2. This will give children more practice on using the Talking Hand from Key 3. Page 17

WEEK 14 Feeling Lesson: Silly (pages 92-95) Kimochis Kids can calm themselves when asked to stop being silly. Kimochis Objectives: Children will be able to: 1. Identify silly feelings in self and others 2. Use self-regulation tools to manage silly feelings 3. Show an understanding of how to act during silly times and during serious times QUICK REVIEW of Mad Feeling: Ask children if they remembered to share and take turns. Ask children, Did you say in a talking voice to your friends, we take turns.? LESSON 1: Silly Self-Awareness and Self-Regulation (See page 93) Materials: Huggtopus with Silly feeling tucked in pouch 1. Vary this activity by saying: Everyone make a silly face. Continue with silly sounds, silly hands, silly body, silly feet and silly hair. 2. Introduce the Kotowaza: For silly to be fun, it has to be fun for everyone. Do a puppet show with Huggtopus and Bug. Have Huggs be TOO silly. Turn Bug s head and body to show he is not having fun. Ask, Is Bug having fun? Remind the children of the Kotowaza. LESSON 2: Play The Huggtopus Dance (New!) Materials: Huggtopus with Silly and Excited feelings tucked in pouch 1. Tell children that Huggtopuss has a hard time controlling her body when she is having fun because she feels excited and silly. Show the Excited and Silly feeling pillows. 2. Tell them they are going to have a dance party with Huggtopus. 3. When the music stops, have Huggtopus accidently bump someone and remind that person to use talking eyes, talking hands, and a talking voice to say, Huggs, be careful. 4. Have Huggs say, Oops, sorry. 5. Take the first turn holding Huggtopus. The child who gets bumped takes the next turn with Huggs. Continue until several (or all!) have had a turn. LESSON 3: Times to Be Silly and Times to Be Serious (New!) 1. Some teachers have made up an additional Kotowaza: There are times to be silly and times to be serious. 2. Brainstorm times to be silly and times to be serious with your children. 3. Make a poster to show times for each (draw simple pictures so children can remember). 4. Teachers have found this to be very helpful throughout the day. They can just point to the chart or ask children, Is this a time to be silly? Page 18

WEEK 15 Feeling Lesson: Brave (pages 84-87) Kimochis Kids can be brave and try new things. 1. Identify brave feelings in self and others 2. Use self-regulation tools to manage scared feelings 3. Demonstrate the ability to try new things QUICK REVIEW of Silly Feeling: Ask children to name times to be silly and times to be serious. LESSON 1: Brave Self-Awareness and Self-Regulation (See page 85) Materials: Bug with Brave feeling tucked in pouch 1. Think of examples from your own life as examples of being brave or trying new things. Children love to hear stories about their teachers. Make the stories exciting by adding lots of details! (Some teachers have made up stories; just be sure you remember what you told the kids!) 2. Introduce the Kotowaza. The one on page 84 may be too difficult for your children. An alternative might be: Be brave and try new things. LESSON 2: Brave Activity 1 Try New Things (See page 86) Materials: Bug with Brave feeling tucked in pouch 1. Children love this activity! Brave is at the heart of the Kimochis way! 2. Remind your children that Brave is not a Superhero feeling. Brave means you may feel shy, scared, worried, embarrassed, and can GET yourself to do the right thing. LESSON 3: I Was Brave Today! (New!) Materials: Bug tucked with Brave Feeling 1. Pass Bug around the circle. Share a time when you were brave. I was brave when I 2. Pass the Brave feeling and ask children to share brave moments. I was brave when I 3. Give examples when children can t think of anything, such as: Went down the big slide Got a shot at the doctor s office Tried a somersault Shared upset feelings Played with the big blocks Asked my classmates if I could play Used the finger paints Asked the teacher for help I said goodbye to someone I love Page 19

WEEK 16 Feeling Lesson: Cranky (pages 104-107) Kimochis Kids can remember to use a talking voice when cranky 1. Identify cranky feelings in self and others 2. Use self-regulation tools to manage cranky feelings 3. Use a communication tool to set limits when others are cranky or bossy QUICK REVIEW of Brave Feeling: Hold up the Brave feeling. Ask children if they have practiced being brave lately. I was brave when I LESSON 1: Cranky Self Awareness and Self Regulation (See page 105) Materials: Cat with Cranky feeling tucked in pouch 1. Some kids may not know the meaning of the word cranky. Ask children if they have heard of or use other words such as grumpy, grouchy or crabby. LESSON 2: Play Catch Cat (New!) 1. Model a baby, whiny, or cranky voice using Cat. Ask the children, How do these voices sound? 2. Tell children, In preschool, we use a talking voice, not a baby voice, whiny voice, or a cranky voice. Sometimes Cat forgets and doesn t use her talking voice. 3. Seat children in a circle. Tell them they will catch Cat when she forgets to use a talking voice. 4. Use Cat to talk to each child in the circle with a talking, baby, bossy, or whiney voice. 5. Instruct the children to tell Cat, good talking voice, Cat when Cat remembers to use her talking voice. When Cat forgets to use her talking voice, instruct the children to cover their ears and say, Cat, remember to use your talking voice. 6. Give children a chance to be Cat using different voices. Remind children they can remind their classmates and say, Remember to use your talking voice. LESSON 3: Cranky Activity 2 What To Say & Do When Friends Use Bossy Talk (See page 106) Materials: Cat, Kimochis Bowl of Feelings 1. Show children how to cover their ears and say, Remember to use your talking voice. Children will be familiar with this as they just practiced it in Catch Cat. Optional Extension Activity Language and Literacy: What Are You So Grumpy About? by Tom Lichtenheld. This wonderful book chronicles the many possible causes of grumpiness in a child's world. It s funny and children can easily relate to the character s experiences. Page 20