Friendship Foundations Guide Facilitator Playbook
Week 1: Friendship Foundations
Primary Goal
Establish group norms and define the qualities of a "Gold Star" friend.
Theme
The Clubhouse: Everyone belongs and everyone has a voice.
Materials Needed
Activity Pack, Pencils, Paper Clips, Chart Paper.
1
Game: Common Ground
A fast-paced movement game to find similarities between group members.
How to Play:
Have everyone stand in a circle.
The facilitator calls out a category: "Stand in the center if you have a pet!" or "Hop twice if you like broccoli!"
Students who fit the category move to the center and high-five others.
Challenge: Once they are in the center, they must find one person and name something ELSE they have in common before returning to their spot.
2
Story Time & Discussion
Read the story "The Empty Seat" found in the Student Activity Pack.
Grade 1-3 Discussion Prompts:
"How did Leo feel when he had no one to sit with? What is one brave thing someone did in the story?"
Grade 4-7 Discussion Prompts:
"Is it harder to be the 'new kid' or the person who reaches out? What social risks do we take when we invite someone to join us?"
3
Activity: Friendship Shields
Students will complete their individual "Friendship Shields" to share what they value most in a friend. This helps the group understand how to best support one another.
Pro-Tip: Managing Energy
Lunch bunch can be high-energy. If things get too loud, use the "Marshmallow Mouth" signal (puff out cheeks) or "High Five" (hand up, everyone stops) to regain focus before moving to the story.
Inclusion Note
For older grades, emphasize that "friendship" doesn't mean being best friends with everyone, but it DOES mean being respectful and kind to everyone in the circle.
Friendship Foundations Guide K-7 Facilitator Playbook
Week 1: Friendship Foundations (Grades K-7)
Junior Focus (K-3)
Defining "Friend" and practicing basic inclusion.
Senior Focus (4-7)
Values, reputation, and social risks.
Group Goal
Establish "Clubhouse Rules" and psychological safety.
Game: Common Ground
A movement game to visualize shared interests.
Junior Version (K-3)
Call out simple favorites: "Jump if you love pizza!" or "Clap if you have a brother!" Focus on high-fives and visual similarities.
Senior Version (4-7)
Call out experiences: "Step forward if you've ever been nervous on the first day" or "if you love music." Require them to find one person and ask one follow-up question before moving.
The Story: Inclusion
K-3
"The Sandbox Secret"
A story about a character named Sam who builds a castle alone. Ask: "How did Sam's face look before Maya joined? How did the castle change after?"
4-7
"The Empty Seat"
A story about Leo (middle schooler) and social anxiety. Ask: "What stopped people from sitting with Leo? What social risk did Maya take by sitting there?"
Activity Pack Guide
Junior Activity (K-3)
"My Friend Factory" - Students draw themselves and a new friend, identifying 3 things they can share.
Senior Activity (4-7)
"The Friendship Shield" - A values-based graphic organizer identifying personal boundaries and social strengths.
K-3 Engagement Tips
Use more visual cues (thumbs up/down).
Keep stories under 3 minutes.
Emphasize "sharing space" as the first step to friendship.
4-7 Engagement Tips
Allow for "productive silence" during reflection.
Connect concepts to real-world social media or school dynamics.
Encourage peer-to-peer facilitation.
Junior Activity Pack Week 1 Junior Track
Week 1: Friendship Fun (Grades K-3)
My Name:
Today is:
The Sandbox Secret
Sam was building a giant sandcastle. He had three tall towers and a deep moat. But Sam was lonely. "I wish I had a helper," he sighed. He looked at Ben, who was playing with a truck nearby. Sam was too shy to say anything.
Suddenly, Ben drove his truck right up to the moat. "Do you need a delivery of more sand for those towers?" Ben asked with a big smile.
Sam grinned. "Yes! Drive it to the North Tower!" Together, they built the biggest castle the school had ever seen. Friendship isn't just about sand; it's about building things together.
The Friend Factory
Draw a picture of you and a friend playing together! What are you doing?
My Friend "Recipe"
Circle 3 things a good friend does:
Shares toys
Says "Hi"
Is a bully
Helps me
Yells at me
Listens
Weekly High-Five
This week, I am going to say "Hi" to one person I don't know yet!
Senior Activity Pack Week 1 Senior Track
Grades 4-7
Week 1: Foundations & Values
Collaborator Name
Session Date
The Empty Seat
Leo adjusted his glasses and looked at the crowded cafeteria. Every table was a separate island with its own "No Trespassing" signs made of backpacks and leaning bodies. He had been at this school for a month, but he still felt like a ghost haunting the hallways.
He sat at the end of a long, empty table. Suddenly, the chair across from him scraped back. Maya, a girl from his science class, sat down. She didn't look at him at first; she just started unpacking a very messy wrap. "You're Leo, right? From Science? Did you see that lab today? I think I'm still part frog." Leo laughed. The "ghost" feeling started to fade. It only took one person to build a bridge.
The Value Shield
Friendship is built on values. In each section of the shield, identify what you bring to a friendship and what you expect in return.
Top Left: Core Values
(Example: Trust, Loyalty, Humor)
Top Right: Boundaries
(Example: "Don't share my secrets")
Bottom Left: Social Strength
(What am I good at as a friend?)
Bottom Right: Connection Goal
(One thing I want to improve)
Critical Thinking
Maya took a "social risk" by sitting with Leo. What are the potential risks and rewards of being the first one to reach out to someone new?
Emotion Explorers Guide Facilitator Playbook
Week 2: Emotion Explorers
Primary Goal
Identify physical and situational clues to name complex emotions.
Theme
The Weather Report: Emotions are like weather—they always change.
Materials Needed
Activity Pack, "Emotion Dice" (optional), Markers.
1
Game: Emotion Charades
A physical game focusing on "Reading the Room" and body language.
How to Play:
Write 5-10 emotions on slips of paper (include tricky ones like frustrated, nervous, proud, or lonely ).
One student acts out the emotion using ONLY their face and body (no sounds!).
The group guesses. Once guessed, ask: "What did you see their body do?" (e.g., slumped shoulders, crossed arms, big smile).
Extension: Have them guess a situation that might cause that feeling.
2
Story Time: "The Tangled knot"
Read the story "The Tangled Knot" in the Student Activity Pack.
Focus Question (All Grades):
"Can we feel more than one emotion at once? Why is it sometimes hard to tell the difference between 'Angry' and 'Sad'?"
3
Activity: Emotion Weather Map
Students color-code a "map" of their body to show where they feel different emotions (e.g., butterflies in the stomach for nerves, heat in the face for anger).
The "Body Check"
Encourage students to identify the physical sensation FIRST. If they can't name the emotion, ask: "Is your heart fast or slow? Are your hands tight or loose?"
Wait Time
Identifying emotions can be vulnerable. Give students "think time" and allow them to pass if they aren't ready to share a personal feeling.
Emotion Explorers Guide K-7 Facilitator Playbook
Week 2: Emotion Explorers (Grades K-7)
Junior Focus (K-3)
Basic labels (Happy, Sad, Mad) and facial cues.
Senior Focus (4-7)
Complex/Mixed emotions and "Tangled" feelings.
Group Goal
Connect physical sensations to emotion labels.
Game: Emotion Detective
Junior Track (K-3)
"The Mirror Game": Facilitator makes a face, students mirror it and name it. Focus on exaggerated facial features (big frown, wide eyes).
Senior Track (4-7)
"Emotion Shades": Act out an emotion and have the group guess the intensity . (e.g., Is it "Annoyed," "Angry," or "Furious"?)
The Story: Mixed Feelings
K-3
"The Mood Marshmallow"
A character who changes color based on how they feel. Use "The Body Weather Map" in their pack to follow along.
4-7
"The Tangled Knot"
Focus on the character Sam feeling "Angry AND Sad." Discuss why we sometimes cover up sadness with anger (The Iceberg Effect).
Body-First Approach
For all ages, if they can't name the emotion, ask: "Is your body fast or slow? Tight or loose? Hot or cold?" This builds interoception.
Safety Check
Remind the group: "All feelings are okay, but all behaviors are not." We can feel angry, but we can't hit.
Junior Activity Pack Week 2 Junior Track
Week 2: Emotion Explorers (K-3)
Explorer Name:
The Mood Marshmallow
Meet Marlo the Marshmallow. Marlo is special! When Marlo is Happy, they turn bright yellow and feel bouncy. When Marlo is Sad, they turn blue and feel heavy like a rainy cloud. And when Marlo is Mad, they turn red and feel hot like a toaster!
Today, Marlo tripped and dropped their ice cream. Marlo felt HOT and HEAVY at the same time. Marlo was a Tangled Purple Marshmallow!
The Body Weather Map
Color where you feel your feelings!
Yellow = Happy
"I feel light and wiggly in my legs."
Blue = Sad
"My chest feels heavy like a big rock."
Red = Mad
"My face feels hot and my hands are tight."
Mystery Mission
Draw a face that is "Surprised" in the body's head!
Senior Activity Pack Week 2 Senior Track
Grades 4-7
Week 2: Emotion Decoding
Explorer Name
The Tangled Knot
Sam stared at the blank test paper, but his mind was elsewhere. Earlier, his best friend picked someone else for their soccer team. Sam felt a knot in his chest. He felt angry—he wanted to kick the desk. But underneath that, he felt hurt and a little invisible.
This is called a Secondary Emotion. Sometimes we use anger like a shield to hide the more vulnerable feelings underneath. Like an iceberg, only the "Angry" part is above the water.
The Emotion Iceberg
ANGER (Visible) HURT LONELY SAD
Body Scout Report
When a "Tangled Knot" happens, where do you feel it? Connect the sensation to the spot.
Face (Hot/Flush)
Chest (Heavy/Tight)
Stomach (Bees/Butterflies)
Hands (Tight/Clenched)
The Decoder Question
Think of a time you were "Angry" at school. Looking back at the Iceberg, what other feelings might have been hiding underneath the water?
Heart Talk Guide Facilitator Playbook
Week 3: Heart Talk
Primary Goal
Teach the structure of an 'I Statement' to communicate needs effectively.
Theme
The Megaphone: Using our voice to speak up, not to shout down.
Materials Needed
Activity Pack, "I-Statement" Posters (optional), Megaphone prop.
1
Game: Telephone with a Twist
A game focusing on listening accuracy and the importance of clear communication.
How to Play:
Sit in a circle. Whisper a complex sentence to the first student: "I felt frustrated when the blue crayons were all broken, so I used the red one instead."
Pass it around. Compare the final sentence to the original.
The Twist: Play again, but this time, before passing the message, the student must look the next person in the eye and say "Are you ready?" and wait for a nod.Compare results—did active listening improve the accuracy?
2
The "I-Statement" Formula
Explain that when we start a sentence with "YOU," people often get defensive (like a shield coming up). When we start with "I," people are more likely to listen.
I feel [EMOTION] when [ACTION].
Example: "I feel hurt when you walk away while I'm talking. I would like it if you'd tell me when you need a break."
3
Activity: Script Flippers
Using the Student Activity Pack, students will "flip" blaming statements into "I-statements."
Tone Matters
Model the difference between a sarcastic "I-statement" and a sincere one. Even the right words can fail if the tone is aggressive.
Active Listening
Remind students that communication is a two-way street. Being a "Heart Talker" also means being a "Heart Listener."
Heart Talk Guide K-7 Facilitator Playbook
Week 3: Heart Talk (Grades K-7)
Junior Focus (K-3)
Listening with our whole body and naming needs.
Senior Focus (4-7)
The "I-Statement" formula and tone of voice.
Group Goal
Move from "Blame" language to "Need" language.
Game: Talk & Listen
Junior Track (K-3)
"The Echo Game": Facilitator says a sentence, students must repeat it exactly. Then, they must repeat it with a different feeling (e.g., say "I'm hungry" but sound sad or sound excited).
Senior Track (4-7)
"Telephone with a Twist": Standard telephone, but the person whispered to must repeat the message back to the sender to verify before passing it on.
The Skill: I-Statements
K-3
The "I Need" Bridge
Instead of the full formula, focus on: "I feel [Feeling] because [Action]. I need [Help]." Use the "Heart Map" in their pack.
4-7
The "Flip the Script"
Identify "Blame Statements" (You always... You never...) and practice flipping them into "I feel..." statements without sounding sarcastic.
Listening Cues
For younger kids, use "Whole Body Listening" (eyes look, ears hear, mouth quiet, heart open). For older kids, emphasize "Validating" (I hear you saying that...).
Wait Time
Encourage students to take a "3-second breath" before using a Heart Talk tool if they are feeling heated.
Junior Activity Pack Week 3 Junior Track
Week 3: Heart Talk (K-3)
My Name:
The Magic Words
When someone takes our toy or says something mean, our heart feels OUCHY. Sometimes we want to shout "You are mean!" but that makes their heart ouchy too.
Instead, we use Heart Talk. We say:
My Heart Talk Map
Draw what your heart looks like when someone is a good listener!
How to be a Heart Listener
1
Eyes on friend
2
Mouth is quiet
3
Wait for your turn
4
Say "I hear you"
Senior Activity Pack Week 3 Senior Track
Grades 4-7
Week 3: Effective Communication
Collaborator Name
Blame vs. Need
The Blame Game
"You always ignore me at recess! You're being so annoying!"
Result: Defensive / Argument
The Heart Talk
"I feel left out when you play with others and don't ask me. I need to be included."
Result: Understanding / Problem-Solving
The Script Flipper
Flip these "Blame" statements into "I-Statements."
"You never let me pick the game! You're a bossy hog!"
Flip to I-Statement:
I feel... when you... I need...
"You broke my pencil on purpose! Why are you so clumsy?"
Flip to I-Statement:
I feel... when you... I need...
The Tone Decoder
Can an "I-Statement" still be hurtful? How does your Tone of Voice change how a message is received?
Kindness Crew Guide Facilitator Playbook
Week 4: Kindness Crew
Primary Goal
Practice empathy through perspective-taking and identifying small acts of kindness.
Theme
The Ripple Effect: One small act can change the whole room.
Materials Needed
Activity Pack, "Kindness Bingo" cards, Post-it notes.
1
Game: The Compliment Circle
This game builds positive group dynamics and practices giving sincere feedback.
How to Play:
Have everyone sit in a circle. Each person has a piece of paper taped to their back.
Everyone walks around and writes one kind word or short compliment on 3 other people's papers.
The Catch: The compliment cannot be about clothes or looks (e.g., "Nice shirt"). It MUST be about character (e.g., "You are a great listener" or "You always share").Sit down and read your "Kindness Cape." Discussion: How does it feel to see what others value about you?
2
Story: "The Invisible Backpack"
Found in the Student Activity Pack.
Focus Concept: Empathy
Explain that everyone carries a "backpack" of feelings and experiences we can't see. Kindness is being aware of those invisible weights.
3
Activity: The Ripple Tracker
Students brainstorm 3 small acts of kindness they can do this week and write them on their "Ripple Tracker" worksheet.
Beyond "Nice"
Emphasize that kindness isn't just about being "polite." It’s about active empathy—seeing a need and stepping in to help.
Circle Check-In
Start each session with a "Kindness Shoutout" where students can name someone in the group who did something helpful.
Kindness Crew Guide K-7 Facilitator Playbook
Week 4: Kindness Crew (Grades K-7)
Junior Focus (K-3)
Kindness "Ripples" and helping others feel safe.
Senior Focus (4-7)
Perspective-taking and the "Invisible Backpack."
Group Goal
Identify how empathy leads to intentional kindness.
Game: Kindness Catch
Junior Track (K-3)
"The Smile Spark": Students stand in a circle. One person smiles at someone, that person "catches" it and smiles at someone else. Then add a "Kind Word" like "You're helpful!" or "You're fast!"
Senior Track (4-7)
"Perspective Glasses": Put on imaginary glasses. Describe a lunchroom scene. Now describe it from the perspective of someone who is new, someone who is lonely, and someone who is having a great day.
The Skill: Empathy
K-3
"The Ripple Maker"
A story about a small drop of water that makes a big circle. Ask: "What is one small thing you did today that made someone smile?" Use "The Kindness Ripple" worksheet.
4-7
"The Invisible Backpack"
Discuss how everyone carries invisible "weights" (problems at home, bad grades). Empathy is imagining what's in their backpack before we react to their behavior.
Spotting Kindness
End the session by having students "shout out" someone in the group who was kind today. This reinforces the behavior immediately.
Active Empathy
Encourage older students to look for "quiet" kindness—holding a door, picking up a dropped pencil—and how those small acts build a better school culture.
Junior Activity Pack Week 4 Junior Track
Week 4: Kindness Crew (K-3)
Kind Name:
The Kindness Ripple
Kindness is like a drop of water in a pond. When you do one nice thing, it makes a little RIPPLE that spreads out to everyone!
If you share a toy with Leo, Leo feels happy. Then Leo says something nice to Sam. Now Sam is smiling! One small choice made a big circle of happy.
My Ripple Plan
Draw 3 nice things you can do this week inside the circles!
ME
Circle 1: For a Friend
Circle 2: For my Teacher
Circle 3: For my School
Kindness Scout Mission
Say "Good Morning"
Pick up a scrap of paper
Help someone clean up
Give a High-Five
Hold the door
Invite someone to play
Senior Activity Pack Week 4 Senior Track
Grades 4-7
Week 4: Empathy in Action
Collaborator Name
The Invisible Backpack
Imagine every person in this hallway is wearing a backpack. But instead of books, it's filled with their Current Experiences. One person might have a "Bad Morning" brick and a "No Breakfast" stone. Another might have a "New Puppy" feather and a "Good Grade" light.
Empathy is realizing that when someone snaps at you or acts quiet, you aren't seeing their whole story. You are only seeing the behavior, not the backpack.
Perspective Glasses
What might be in their "Invisible Backpack"? Write 2 possibilities for each person.
Person 1: The "Grumpy" Partner
They are working alone and won't look at you.
1. Maybe they...
2. Maybe they...
Person 2: The "Loud" Teammate
They are talking over everyone and being bossy.
1. Maybe they...
2. Maybe they...
Kindness by Design
Instead of just being "nice," how can you use Empathy to help someone specifically? Pick one person at school and design one "Backpack-Lightening" act for them.
The Person (don't use names)
The "Lightening" Act
Conflict Clues Guide Facilitator Playbook
Week 5: Conflict Clues
Primary Goal
Identify the "Small, Medium, and Big" levels of conflict and their triggers.
Theme
The Fire Drill: We practice now so we know what to do when things get hot.
Materials Needed
Activity Pack, "Conflict Thermometer" visual, Red/Yellow/Green cards.
1
Game: Hot or Cold?
A sorting game to help students distinguish between annoying situations and major conflicts.
How to Play:
Read out several scenarios (e.g., "Someone accidentally bumps you" or "Someone starts a mean rumor about you" ).
Students move to different corners of the room based on how "Hot" the conflict is: Green (Annoyance), Yellow (Small Problem), or Red (Big Problem/Need Adult).
Discussion: Why might a "Green" problem turn into a "Red" problem if we ignore it?
2
The "Rumor Mill" Story
Read "The Mystery of the Missing Pen" in the Student Activity Pack.
Focus Question:
"How did a small misunderstanding turn into a big fight? What was the first 'trigger' moment?"
3
Activity: Conflict Thermometers
Students identify their own personal "triggers"—the things that make their temperature rise the fastest (e.g., being interrupted, people touching their stuff).
Normalize Conflict
Ensure students know that having a conflict doesn't make them "bad friends." It’s a natural part of growing up and sharing space. The goal isn't NO conflict; it's HEALTHY conflict.
Clue Finding
Encourage students to be "Conflict Detectives"—looking for the clues that a disagreement is starting before it boils over.
Conflict Clues Guide K-7 Facilitator Playbook
Week 5: Conflict Clues (Grades K-7)
Junior Focus (K-3)
Sorting "Small vs. Big" problems and "Bug vs. Wish".
Senior Focus (4-7)
Personal "Triggers" and the Rumor Mill.
Group Goal
Detecting conflict clues before they become "Red Hot."
Game: Sorting Scenarios
Junior Track (K-3)
"Pebble or Rock?": Give scenarios. Students jump to the left for "Pebble" (Small problem I can fix) or right for "Rock" (Big problem I need a teacher for).
Senior Track (4-7)
"Conflict Thermometer": Read scenarios (e.g., someone bumps you, someone posts a mean meme). Students show on their fingers 1-10 how "Hot" it makes them feel.
The Skill: Conflict Detection
K-3
"Bug and Wish"
Teach them the phrase: "It bugs me when you [Action]. I wish you would [New Action]." Focus on the voice being firm but kind.
4-7
The "Trigger" Search
Identify internal clues (clenched jaw, racing heart) and external clues (rolling eyes, sarcastic tone). Discuss why some things are "triggers" for us but not for others.
De-escalation First
Remind everyone that "Conflict Detectives" don't just find problems—they find ways to keep the "fire" from spreading.
Wait for "Cool Green"
Reinforce that resolution tools (from Week 6) ONLY work when students have moved out of the "Red Zone" and back to "Cool Green."
Junior Activity Pack Week 5 Junior Track
Week 5: Conflict Detectives (K-3)
Detective Name:
Pebbles and Rocks
A Pebble is a tiny problem. Like someone being too loud or bumping you by accident. You can fix it with your "Heart Talk"!
A Rock is a big problem. Like someone hitting or being a bully. You need to get an adult to help you move a Rock.
The "Bug and Wish" Tool
If someone is doing something that bothers you, use your words!
The Bug
"It bugs me when..."
The Wish
"I wish you would..."
Is it a Pebble or a Rock?
Someone says they don't like my shoes.
P
R
Someone pushed me down on purpose.
P
R
Senior Activity Pack Week 5 Senior Track
Grades 4-7
Week 5: Conflict Detection
Collaborator Name
The Conflict Thermometer
HOT RED
WARM YELLOW
COOL GREEN
My "Hot Zone" Triggers
What makes your temperature rise the fastest? Check your top 3.
People touching my stuff without asking.
Being interrupted or talked over.
Someone sharing my private secret.
Friends hanging out without inviting me.
The Rumor Mill
Sarah couldn't find her favorite pen. She saw Toby with a similar one. Instead of asking, she told Chloe: "Toby stole my pen." By recess, Toby was "the thief." Sarah later found the pen in her own bag.
A "Cool Green" accident turned into a "Hot Red" conflict. Why? Because Sarah reacted to an Assumption instead of a Fact.
The Detective Analysis
1. What was the first "Trigger" for Sarah?
2. How could she have kept the thermometer in the "Green"?
Peace Makers Guide Facilitator Playbook
Week 6: Peace Makers
Primary Goal
Practice 3 resolution strategies: Compromise, Chance (Rock Paper Scissors), and Apology.
Theme
The Toolbox: Having the right tool for the job makes fixing things easier.
Materials Needed
Activity Pack, "Peace Path" floor markers (optional), Scenarios.
1
Game: The Compromise Challenge
A quick-thinking game to practice finding middle ground.
How to Play:
Put students in pairs. Give them a conflict: "You both want to play a different game" or "You both want the same blue marker."
They have 60 seconds to find a "Win-Win" (Compromise) where BOTH are happy.
If they can't agree, they must use a "Chance" tool (Rock Paper Scissors or Flipping a Coin).
Discussion: Why is "Chance" sometimes better than arguing for 10 minutes?
2
The 4-Part Apology
Explain that "Sorry" isn't always enough. A real apology has four parts:
The "I'm sorry for..." (Be specific)The "It was wrong because..." (Show empathy)The "Next time I will..." (A plan for change)The "Will you forgive me?" (Giving them a choice)
3
Activity: The Peace Path
Students use the Student Activity Pack to navigate a "decision tree" for resolving common conflicts.
Model the Mess
Don't just model perfect resolution. Show them a "failed" resolution and ask the group: "What tool should they try next?"
Cooling Off First
Remind students that tools don't work when we are "Hot Red." We have to take breaths or walk away before we can use the Peace Maker tools.
Peace Makers Guide K-7 Facilitator Playbook
Week 6: Peace Makers (Grades K-7)
Junior Focus (K-3)
Rock-Paper-Scissors (Chance) and the simple "Sorry."
Senior Focus (4-7)
Compromise (Win-Win) and the 4-Part Apology.
Group Goal
Equip students with tools to move from "Problem" to "Peace."
Game: The Peace Path
Junior Track (K-3)
"Chance Challenge": Give pairs a conflict (both want the same swing). They have to use Rock-Paper-Scissors to decide in under 5 seconds. Repeat with different partners.
Senior Track (4-7)
"The Compromise Lab": Pairs are given a budget of 10 "Time Points." One wants to play video games (8 points), one wants to play basketball (8 points). They must design a schedule that fits both.
The Skill: Making it Right
K-3
The "I-Fix-It" Apology
Focus on two parts: "I'm sorry I [Action]. Next time I will [Change]." Use the "I-Fix-It" puzzle in their pack.
4-7
The 4-Part "Super" Apology
Apologizing for the impact, not just the action. (1. Specific Sorry, 2. Empathy/Why it hurt, 3. The Plan, 4. Asking for forgiveness).
Pick the Right Tool
Emphasize that "Chance" is for small pebbles, but "Heart Talk" and "Apology" are for rocks. Don't use Rock-Paper-Scissors to decide who said a mean rumor.
Modeling Failure
Show a scenario where a compromise fails. Ask the group: "What tool did they forget? Did they need more Cool Green time first?"
Junior Activity Pack Week 6 Junior Track
Week 6: Peace Makers (K-3)
Peace Maker Name:
The Peace Maker Toolbox
If you and a friend both want the same purple crayon, you don't have to fight! You can use a Peace Tool.
Tool 1: Chance
Play Rock-Paper-Scissors! The winner gets it first, then you trade.
Tool 2: Heart Talk
Tell them why you are sad and ask if you can use it next.
The "I-Fix-It" Puzzle
If you make a mistake, you can fix it with two pieces!
Piece 1: The Sorry
"I'm sorry I..."
Piece 2: The Change
"Next time I will..."
Practice Time!
Your friend is sad because you broke their block tower by accident. Which tool will you use?
Chance
I-Fix-It Apology
Bug & Wish
Senior Activity Pack Week 6 Senior Track
Grades 4-7
Week 6: Conflict Resolution
Collaborator Name
The Peace Path
Conflict Detected
Check your Thermometer. Are you Hot Red?
YES
STOP. Walk away or take breaths until Cool.
NO
PICK YOUR TOOL.
The 4-Part Apology
Scenario: You accidentally ripped a friend's project. Fill in the specific apology.
1. The Specific Action
"I'm sorry for..."
2. The Impact (Empathy)
"It was wrong because..."
3. The Future Plan
"Next time, I will..."
4. The Request
"Will you forgive me?"
The Compromise Lab
A friend wants to watch a scary movie (You hate them). You want to watch a comedy (They find them boring). Brainstorm a Win-Win solution below.
Circle Celebration Guide Facilitator Playbook
Week 7: Circle Celebration
Primary Goal
Review core skills and celebrate individual and group growth.
Theme
The Launchpad: Taking our skills from the lunch table to the whole world.
Materials Needed
Activity Pack, "Certificates of Awesome", Small treats (optional).
1
Game: The Friendship Web
A visual representation of how the group is connected.
How to Play:
Sit in a circle with a ball of yarn.
The facilitator starts by holding the end of the yarn and tossing the ball to a student while saying one thing they learned from that student.
That student holds the string and tosses the ball to someone else, sharing a positive memory or skill they saw that person use during the 7 weeks.
By the end, a giant "Web" connects everyone. Discussion: What happens to the web if one person lets go? How do we keep our "web" strong?
2
Friendship "Speed Review"
Call out a skill, and have students do the action:
"I-Statement!" -> Students put their hands on their heart."Empathy Backpack!" -> Students pretend to pull on backpack straps."Conflict Tool!" -> Students do Rock-Paper-Scissors with a neighbor."Active Listener!" -> Students cup their ears and look at the speaker.
3
Activity: Graduation & Goals
Distribute the "Certificates of Awesome" from the Activity Pack. Have students write one "Future Friend Goal" on the back.
Endings are Transitions
Some students may feel sad that Lunch Bunch is ending. Remind them that the "Clubhouse" is wherever they are—they take the skills with them!
Feedback Loop
Ask students: "What was your favorite game?" and "What is one thing we should change for next time?" This helps you plan for future groups!
Circle Celebration Guide K-7 Facilitator Playbook
Week 7: Circle Celebration (Grades K-7)
Junior Focus (K-3)
Reviewing our "Friendship Web" and celebrating play.
Senior Focus (4-7)
Personal mission statements and maintaining social goals.
Group Goal
Cementing new skills as permanent "tools" for the future.
Game: The Friendship Web
Use a ball of yarn to connect everyone in the circle while sharing positive feedback.
Junior Version (K-3)
Focus on Kind Actions: "I liked it when Sam shared the crayons." Make it about specific things you saw them do in Lunch Bunch.
Senior Version (4-7)
Focus on Character Strengths: "I saw Maya use her Perspective Glasses during the rumor talk." Require them to name a specific skill from the 7 weeks.
The Launchpad
K-3
"Friendship Legend" Ceremony
Give them the colorful certificate. Have them draw their favorite Lunch Bunch game on the back to keep as a memory.
4-7
The Social Contract
Have them sign the back of their certificate. This isn't just an award; it's a "License to Facilitate" peace in their own hallways.
Closure is Key
For many students, this lunch bunch is their safest social space. Remind them that the "Circle" doesn't break just because the meetings stop—they carry the circle with them.
Post-Bunch Support
Encourage students to visit you or use their "Conflict Detective" tools if they hit a bump in the future. You are still their coach!
Junior Activity Pack Week 7 Junior Track
Week 7: Celebration! (K-3)
My Name:
Friendship Legend Award
CERTIFIED
This award is for being a kind, brave, and helpful member of our Lunch Bunch!
Facilitator Signature
My Favorite Memory
Draw your favorite game or story from our 7 weeks!
My Future Goal
I will keep using my Heart Talk and Kindness Ripples every day!
Senior Activity Pack Week 7 Senior Track
Grades 4-7
Week 7: Launch & Legacy
Collaborator Name
Official Certificate of
MASTERY
This certifies that the undersigned has successfully completed 7 weeks of Friendship Circle training and is fully equipped with tools for Empathy, Communication, and Conflict Resolution.
Student Signature
Facilitator Signature
The Social Contract
What kind of "Legacy" do you want to leave at school? Define your mission statement.
My Mission
"I will be known as the person who..."
Example: stands up for others / listens first
The Tool I'll Use Most
"When social dynamics get hard, I will remember to..."
Example: check my thermometer / use an I-statement
Final Perspective
What is the most important thing you learned about Yourself in the last 7 weeks?
