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The purpose of this lesson is for students to practice using words to be kind and helpful. Students will learn about helpful words, use powerful words while dressed as a superhero, sort words into categories, differentiate between tattling and telling, observe object lessons, and practice thinking positive words about themselves.
The words we say have the power to build others up or tear them down. Children can learn to use words respectfully. In fact, “studies are finding that children can show signs of empathy and concern from a very early age.” (American Psychological Association)
Parents and teachers can teach kids to use gentle words and actions by following these tips from the American Psychological Association:
Activity 1: (10 minutes) WHAT ARE WORDS, REALLY?
Explain that words can be nice or mean. We should always use our words to help others, not hurt them.
Read the book, What Are Words, Really? By Alexi Lubomirski or play the read-aloud video, “What are WORDS, Really?” by Grannie Annie Reads. Have a discussion:
Emphasize that when we use our words carefully, we have the power to help others feel their best!
Activity 2: (15 minutes) WORDS HAVE POWER
Prior to this activity, prepare a simple superhero mask for each student using the Superhero Mask template, colored paper, a hole punch, and elastic string. (Teacher Tip: Print out a copy ahead of time to test the size. You can always cut larger holes for the eyes, if necessary.)
Explain that words have power. They can make us feel happy, sad, angry, proud, and so many other emotions. When we use good words, it can make us feel powerful, like a superhero. We can use our words to be brave, kind, and helpful.
Read the book Super Manny Stands Up by Kelly Vi Pucchio or watch the read-aloud video “Super Manny Stands Up,” by Paroco Read Aloud. Have a discussion:
Pass out the superhero masks to each student. Set them to work decorating their masks using art supplies while you help each student add elastic string to their mask, so it fits their face. You may need to help them widen the holes for the eyes as well.
Once everyone’s masks are done, play some courageous, lively music like “Brave” by Sara Bareilles or “The Power” by Snap. One song that focuses on superheroes specifically is the song, “Superhero,” by the Laurie Berkner Band. Encourage students to move about the room like a superhero (e.g., jump, stretch, be invisible). Intermittently pause the music and have students strike a superhero pose. Post the power words on the slide, read the mantra aloud, and invite students to repeat it. Add your own power word mantra to the last fill-in-the-blank slide.
Activity 3: (15 minutes) WORD SORTING
(Teacher Tip: This activity is most effective when you use actual words/phrases that you hear in your own class. Spend a week gathering a list of helpful (treasure) and hurtful (trash) words that you hear in your classroom. If you are unable to gather these lists, example Word Sorting cards have been provided.)
Prior to this activity, post the Trash & Treasure posters on the whiteboard. Either cut apart the example Word Sorting cards or gather the lists you wrote from the previous week.
Read about trash and treasure words on the slides. Provide examples and ask questions as you talk about the information on each slide to check for understanding. Read about 3 questions that students can ask to check whether a word is a trash or treasure word.
Extension: Explain that there can be exceptions to these 3 questions sometimes. Sometimes we need to speak up, even if it does not feel kind. Similarly, we can keep thoughts to ourselves, even if they are true, because they are not needed. Read through 2 scenarios from the slides that involve more complex scenarios. Invite students to discuss what they think they should do in each scenario. Include any other examples that are relevant to the needs in your class.
Explain to students that you have been listening to their words all week and that you have written a list of the words that you heard. As a class, sort these words into “trash” and “treasure” words.
Make a plan as a class to use more “treasure” words and encourage the students to listen for them throughout the rest of the week. Place a glass jar in front of the students and another bowl full of marbles. Ask the students to listen for “treasure” words and every time they hear one, put a marble into the jar. At the end of the week, count how many “treasure” words filled the classroom throughout the week.
Alternatively, regulate the marbles more carefully by dropping one in each time you personally hear a treasure word, or have students report treasure words that they overhear to you. When the jar is filled, have a pirate party that includes lots of treasure.
Extension: Turn counting the marbles into a math activity. Give each child a handful of marbles to count. Have them compare with the person sitting next to them to see who has more marbles. Have buddies work together to make it so that they have the same amount. Add up all the students’ marbles to see how many “treasure” words filled your classroom this week.
Activity 4: (15 minutes) TATTLING vs. TELLING
Explain that we can use our words to help others when they are in trouble and need an adult. However, sometimes it can be hard to tell the difference between “tattling” and “telling.”
Read the book Miles McHale, Tattletale by Christianne Jones or watch the read-aloud video “Miles McHale Tattletale,” by Sunshine Storytime, until 6:18.
Explain the simple definitions of tattling and telling. Provide some examples that you have seen in your classroom. For example, a “tell” is when you tell an adult if someone is hurt, sick, or in danger. A “tattle” example could be when a girl in your class comes running in from recess to tell you that her friend keeps sticking her tongue out at other kids.
Set up 2 teams in your class and hold a tattle battle for a week in your class, just like in the read aloud. “The rules are simple: two teams, one week, no tattling.” Decide on a simple prize for the winning teacher (e.g., extra recess).
If time permits, brainstorm simple things kids can say to try solving problems on their own when working or playing with their peers. Sometimes kids really do need help, but it is also important that they learn basic conflict resolution as well.
Activity 5: (15 minutes) OBJECT LESSONS
Remind students that we can use words to help or hurt others.
As a class, sit in a circle. Pass an apple around the circle and have each child lightly tap the apple on the floor. As each student taps the apple, provide some examples of hurtful words you have heard kids say. After the apple has been passed all the way around, hold up the apple and have a discussion:
Slice your apple and show students the bruising that cannot be seen from the outside. Explain that words can hurt people on the inside, even if we cannot see that they are hurt from the outside. (Activity adapted from Rosie Dutton at Mum in the Moment)
Explain that rather than using words to hurt, we can use words to help. A great way to do this is to give compliments to build others up. Words can be like building blocks. Sometimes when we say nice things to others, they stand up taller because they feel good about themselves.
Sort students into groups of 3–4 and provide each with a pile of building blocks. Students will practice building up others like a tall tower. They will take turns placing blocks and saying nice comments. Encourage them to practice taking turns nicely.
Extension: Create a video similar to the video “Kid President’s 20 Things We Should Say More Often,” by Participant. Record your own version by having each student share some words they think we should say more often. Share the video with your students and their grownups when everyone has had a chance to contribute.
Activity 6: (15 minutes) MY POWER WORDS
The words we tell ourselves can be powerful too. We can build ourselves up or tear ourselves down with the words that we think. Invite students to think about some words they would use to describe the best parts of themselves.
Pass out the My Power Words handout to each student. Ask the student to draw a picture of themselves on the left side of the paper using art supplies. As they work, visit each student and write their 3 chosen power words in the middle column. Students will then copy the same words onto the right side of their paper.
Have each student share their picture and their words with the rest of the class.
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