· Skill focus: giving positive feedback, kindness, communication · Time: 10 minutes · Materials: paper cutouts of “sandwich parts” (bread slices, fillings like lettuce, cheese, tomato, etc.), markers or crayons Setup: 1. Explain that sometimes when we give suggestions, it’s best to “sandwich” them with kindness: start with a compliment, add the suggestion, and finish with another kind word. 2. Show a sample “sandwich”: o Bread (top): Compliment → “You drew really creative pictures.” o Filling: Suggestion → “Maybe add more color to the background.” o Bread (bottom): Compliment → “I love how much effort you put in.” How to Play: 1. Give each student paper “bread” and “filling” pieces. 2. On the top bread, they write a compliment. 3. On the filling, they write a kind suggestion for improvement. 4. On the bottom bread, they write another compliment or encouragement. 5. Stack the pieces together to create a “Compliment Sandwich.” 6. Pair up with a partner and share their sandwiches aloud. Discussion / Reflection: - How does it feel to give and receive a “compliment sandwich”? - Why do you think it’s easier to hear suggestions when they’re wrapped in kindness? How can this strategy help in school, at home, or with friends?

• Skill focus: sharing, negotiating, patience, compromise, respectful communication • Time: 10–15 minutes • Materials: A small set of limited supplies (examples: one set of markers, one puzzle, a few building blocks, or onetoy) intentionally fewer than the number of participants Setup: 1. Create 2–3 “stations,” each with only one set of materials. 2. Place 3 children at each station and assign roles: o Owner – the person currently using the item. o Requester – the person asking for a turn. o Negotiator – the helper who supports both sides to reach a fair agreement. 3. Post simple scripts or sentence starters on a chart for kids to use (examples below). Scripts for Practice: • Requester: o “May I use it when you’re done?” o “Can we take turns?” • Owner: o “Sure, I’ll give it to you when I’m finished.” o “I’m not ready yet, but we can set a timer.” • Negotiator: o “How about setting a timer for 2 minutes?” o “Maybe you can both work on it together.” o “What’s a fair way to share this?” How to Play: 1. Start the round with the Owner using the supply. 2. The Requester politely asks for a turn, using the script. 3. The Negotiator steps in to help if the Owner and Requester don’t immediately agree. 4. Once an agreement is reached, they follow through (pass the item, set a timer, or share). 5. After 2–3 minutes, rotate roles so each child practices being Owner, Requester, and Negotiator. 6. Continue rotations until all children have tried each role. Variations: • Silent Round: Children use only gestures and pointing with the scripts written on cards — helps highlight bodylanguage. • Timer Challenge: Use a sand timer or digital timer for quick rotations, making turn - taking visible andpredictable. • Whole-Class Demo: Act out a round with volunteers before stations begin so everyone sees how it works. • Problem Scenarios: Introduce challenges (e.g., the Owner says “no,” or the Requester grabs) and practice solving them respectfully. Discussion / Reflection:

Skill focus: Clear instructions, clarifying questionsTime: ~10 minutesMaterials: Paper, pencils/markers, folders (or something to create a barrier so partners can’t see each other’s paper) Setup: 1. Pair students and have them sit back-to-back with a folder or divider between them so they cannot see each other’s paper. 2. Give Partner A simple picture (example: a house with a tree, a star, or a smiley face). How to Play: 1. Describe: Partner A describes the picture out loud using only words (no gestures). Example: “Draw a big square in the middle of your paper. Put a triangle on top of the square.” 2. Clarify: Partner B listens and draws. Partner B may ask only clarifying questions (e.g., “Should the triangle be bigger than the square?” or “Do you want it in the middle or on the side?”). 3. Reveal: After 3–4 minutes, have them turn papers around and compare the original picture to the drawing. 4. Switch roles: Give a new picture and let Partner B be the describer. Discussion/Reflection: - What made the instructions clear or confusing? - How did asking clarifying questions help? How does this skill connect to real life (classroom directions, teamwork, family tasks)?

- Skill focus: responsibility, empathy, initiating help - Time: ongoing (integrated into daily routine) - Materials: “Helper of the Day” badge, sticker, or small sign Setup: 1. Introduce the role: each day one student is chosen as the Helper of the Day. 2. Give them a visual marker like a badge, sticker, or lanyard so others know who has the role. 3. Explain their mission: Find at least one way to help a peer during the day. How to Play: 1. Assign or rotate a new Helper of the Day each morning. 2. That student looks for chances to help: sharing supplies, holding the door, inviting someone to play, or helping clean up. 3. At the end of the day (or during closing circle), the helper shares:Who they helpedWhat they didWhy it mattered 4. Class gives a round of applause or cheer to celebrate their effort. Discussion / Reflection: - How did it feel to be the Helper of the Day? - What was the most meaningful way you helped? - Why is it important to notice when someone might need help, even if they don’t ask? - How can we all be “everyday helpers,” even without the badge?

- Skill focus: turn-taking, active listening, respectful communication - Time: 5–7 minutes - Materials: 1 soft ball or small stuffed toy Setup: 1. Have students sit in a circle. 2. Explain the rule: Only the person holding the ball may speak. Everyone else listens until it’s their turn. How to Play: 1. Start with a fun prompt (e.g., “Share your favorite snack,” or “Tell us something you like to do outside”). 2. The first speaker shares, then passes the ball to the next person. 3. Before speaking, the new speaker must reflect one thing they heard from the previous person (e.g., “I heard that you like apples…”) before adding their own response. 4. Continue passing the ball until everyone has had a turn. 5. Encourage patience and listening bodies (eyes on speaker, quiet mouths, still hands). Discussion / Reflection: - How did it feel to know everyone was really listening to you? - Was it hard to remember something the last person said? - Why is reflecting what we hear important in conversations? - How can we use this strategy with friends or family?