Teacher Manual Grades 3-6 

 

    

Table of Contents

Mindful skills poster Pg. 3 Glossary of important mindful terms Pg. 4 Benefits of mindfulness Pg. 5 Brain science Pg. 6-7 Famous people who use mindfulness Pg. 8 Mindful sit resources Pg. 9-20 Mindful check-in with students Pg. 21 PEACE agreements Pg. 22 Lesson one resources Pg. 23-24 Lesson two resources Pg. 25-26 Lesson three resources Pg. 27-30 Lesson four resources Pg. 31-34 Lesson five resources Pg. 35-39 Lesson six resources Pg. 40-41 Lesson seven resources Pg. 42-43 Lesson eight resources Pg. 44-47 Lesson nine resources Pg. 48-49 Lesson ten resources Pg. 50-53 Lesson eleven resources Pg. 54-57 Lesson twelve resources Pg. 58-61 Lesson thirteen resources Pg. 62-63 Lesson fourteen resources Pg. 64-65 Lesson fifteen resources Pg. 66-69 Lesson sixteen resources Pg. 70-73 Lesson seventeen resources Pg. 74-78 Lesson eighteen resources Pg. 79-82 Lesson nineteen resources Pg. 83-86 Lesson twenty resources Pg. 87-91 Lesson twenty-one resources Pg. 92-93 Lesson twenty-two resources Pg. 94-97 Lesson twenty-three resources Pg. 98-99 Lesson twenty-four resources Pg. 100-101 Lesson twenty-six resources Pg. 102-105 Lesson twenty-seven resources Pg. 106-109 Lesson twenty-eight resources Pg. 110-111 Lesson twenty-nine resources Pg. 112-113

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Glossary of Important Mindfulness Terms

1. Mindfulness: paying attention to the present moment, without judgment. 2. Non-judgment: noticing what is happening in the present moment without saying

it is “good” or “bad” 3. Friendly Flashlight: Noticing one thing at a time with a kind, friendly awareness 4. Mindful Breathing: paying attention to our natural breath without trying to control

or force it a. Intentional Breathing: taking deep, longer breaths on purpose b. Anchor Spot: the place in our body where we feel our breath the

strongest (either belly, chest, or nose) 5. Mindful Listening: paying close attention to the sounds around us. Also listening

carefully to someone else. 6. Mindful Body Awareness: Noticing different sensations in our body that might

tell us what we need in the moment (food, water, rest, etc.) We might also notice how emotions show up in our body.

a. Mindful Body Scan: Paying close attention to one part of our body at a time during a mindful sit and releasing areas of tension

7. Mindful Thinking: noticing whether our thoughts are in the past, present, or future

8. Mindful Emotions: noticing and welcoming our emotions in the present moment a. Name it to Tame it: naming our emotions so that we can control them b. Flipping Our Lid: when our amygdala is triggered and we go into fight,

flight, or freeze mode c. Prefrontal Cortex (PFC): part of the upstairs brain that helps us control

our emotions and make good decisions. This is the part we are growing when we practice mindfulness

d. Amygdala: part of the downstairs brain that acts as an alarm system when we feel we are in danger or stressed (puts us in fight, flight, freeze)

9. Heartfulness: kind thoughts, actions, and words for ourselves and others 10.Mindful Gratitude: giving thanks on purpose for other people or things

 

 

 

   

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The Benefits of Mindfulness 

 

When you practice mindfulness everyday, you will be: 

 

● More focused 

● Calmer 

● Less stressed, anxious (nervous), or depressed 

● Healthier in your body 

● Less impulsive (doing or saying things without 

thinking) 

● More self-aware  

● Better at dealing with difficult emotions (like 

anger, sadness, or frustration) 

● More likely to have empathy and understanding for 

others 

● More likely to be happier and accepting of who you 

are 

● More likely to be able to solve problems and 

conflicts in your life 

● More positive (optimistic) and less negative 

(pessimistic) 

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Famous people who use mindfulness  

  Kobe Bryant Seattle Seahawks Lebron James 

  

  Golden State Warriors Ben Simmons Kendrick Lamar 

 

  Katy Perry Lady Gaga Oprah Winfrey 

 

  Eva Longoria Michelle Rodriguez   

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How to Lead A Mindful Sit Materials to have on hand:

- Vibratone or Insight Timer Bell Sounds - Speaker for playing MLP songs or nature sounds - MLP website with pre-recorded sits:

http://www.mindfullifeproject.org/mindful-sits.html - Copy of “How to Lead a Mindful Sit”

To begin, invite two mindful student leaders up to the front of the class to help you lead the sit: one to lead the mindful body position chant; the other to ring the bell. It helps to have the chant written out for students who need a reminder. Ask the bell-ringer to ring the bell three times slowly once the chant has been led, to allow for students to breathe in and breathe out with each sound of the bell. Let students know they can focus on one point in front of them with a soft gaze if they don’t feel comfortable closing their eyes. Use the language of invitation to guide the prompts: “If you want to, try…” “If it feels good, you might…” “If you would like, you can…” Mindful Body Position I’ve got my feet on the floor I’ve got my spine in a line I’ve got my hands in my lap And my heart to the sky… Now close your eyes – alright Now close your eyes – alright Now close your eyes – alright (whispered) (With each sound of the bell) Breathe in, breathe out Breathe in, breathe out Breathe in, breathe out For a two-minute sit, guide students to check in with their breath and notice where they feel it in their bodies. Invite them to put a hand on their anchor spot (under nose, on chest, or on belly) to feel their breath with each inhalation and exhalation. Have them do mindful breathing for a few breaths, just noticing the quality of their breath without trying to change or control it– whether it’s shallow or deep, slow or quick, jagged or smooth. After a few breaths, have them tune in to the sounds in the room or outside of the room. Have them name three sounds silently to themselves. You could also invite them to silently point to the loudest sound in the room, then the quietest. To close the sit, have your mindful leader ring the bell once more, asking students to tune into the sound of the bell with all of their attention until they can’t hear it anymore. They can then gently open their eyes and give you a thumbs up. For a longer sit, guide students through a mini body-scan, to tune into their head, jaw, neck, arms, fingers, chest, heart, stomach, back, legs, and feet. Guide them through each body part and

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have them notice how it feels that day without trying to change or control it, tuning into things like temperature, tension / looseness, tingling, numbness, etc. You might also have them notice and name any emotions that are present, again without judging themselves for feeling it. After leading a sit, it’s a good time to have your students practice heartfulness for themselves and others. Invite students to put their hands on their hearts and give it a little rub, and send themselves some heartfulness by repeating after you: May I be happy, May I be healthy, May I be peaceful, May I be safe, May I be loved. Then think of a loved one or friend they would like to send heartfulness to, and picture that person standing before them, repeating, May you be happy… May you be healthy, May you be peaceful, May you be safe, May you be loved. Finally, invite students to send out that feeling of heartfulness to all of the community with a big love blast. You could have them blast it out the window with a sound effect like the ocean, or invite their creativity about the sound effect they want to make.             

   

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Mindful Sit Agreements

 ● Try to get comfortable and relax in a mindful 

position   

● Eyes are closed or looking down  

● Noise level is zero/moment of silence  

● It is ok to be distracted, but not to distract others  

● If you feel distracted, simply notice it and try to focus on your breath, a sound, or your body over and over 

 

   

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Mindful Sit Chant for Mindful Leaders!

Leader: I got my feet on the floor Class: I got my feet on the floor

Leader: I got my spine in a line Class: I got my spine in a line

Leader: I got my hands in my lap Class: I got my hands in my lap

Leader: And my heart to the sky Class: And my heart to the sky

Leader: Now close your eyes Class: Alright!

Leader (soft voice): Now close your eyes Class: Alright!

Leader (whisper): Now close your eyes Class: Alright!

  

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Leading Mindful Sits: A Cheat Sheet Mindful Breathing:

● Notice your natural breath ● Pay close attention to how it feels

to notice that you are breathing right now without needing to change or force it in any way

● I invite you to place your hand on your chest if you like

● Notice the rise and fall of your chest as you inhale and exhale

● I invite you to place your hand on your belly

● Notice how your breath may feel different there

● I invite you to place your hand in front of your nose

● Notice the sensation of breath on your hand… you may feel warmth, coolness, etc

● Take a nice deep intentional breath in through your nose, pause with lungs full, and exhale slowly out of your mouth really stretching out the breath

● If at any time you feel your mind wandering, bring your attention back to your breath over and over again. Each time you notice is a mindful moment!

● Remember, the more we practice using our breath mindfully, the more it can help calm our bodies and our emotions so we don’t flip our lids

Mindful Listening: ● As the bell fades away begin to

notice other sounds ● Try to notice one sound at a time ● Begin by naming that sound a few

times ● Remember it is just sound….. No

need to react or judge it ● There are no good or bad sounds.

There is just sound ● Allow yourself to notice other

sounds and note if they are close or far away

● You may hear sounds that would be hard to notice if you weren’t quiet

● If you feel yourself getting carried away into a story associated with that sound it’s ok… simply name the sound again and come back to the present moment

● I am going to ring the bell one last time. When you can no longer hear it, please raise your hand slowly until the sound completely fades away

● Remember, the more we practice mindful listening, the more we are activating and strengthening our PFC on purpose

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Mindful Body Awareness: ● We are going to do a mindful body

scan ● (Name several body parts

beginning with the feet and ending with the head)

● For each part you may say: ○ Notice any tightness or

tension and release it ○ Notice any discomfort and

try to stay with it if it is mild ○ Notice the weight of your

feet on the floor or seat in the chair

○ Notice any sensations of coolness or warmth

○ Notice hunger or thirst ○ Notice your heartbeat and

breath ● If at anytime your mind has

wandered that is normal and ok. Keep coming back to a focus on one body part at a time

● Scan the whole body now in reverse order from the head to the feet

● Remember, the more we practice scanning our bodies, the better we will be at noticing what our body is telling us we need, including what emotion might be coming to visit

Mindful Thinking: ● Just simply notice your thoughts ● No need to try to clear your head ● Allow thoughts to pass like clouds

in the sky ● Notice if it is a past, present, or

future thought ● If it is a past or future thought,

simply name it as such and come back to the present over and over with sound or breath

● You are practicing being the watcher instead of getting carried away with a story about the past or future which can trigger strong emotions as well

● No need to judge yourself if this happens

● Remember, every time you notice and name a thought, that is the magic mindful moment right there!

● Our mind wanders all the time and we are training it to be more present with this practice

● Remember, the more we practice being in the present moment with our thoughts, the stronger our PFC will be

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Mindful Emotions: ● We are going to practice being

mindful of our emotions ● Simply notice what you are feeling

right now ● Name that emotion three times ● This will help you welcome it ● Notice where you may feel it in

your body and release any areas of tension

● In mindfulness there are no good or bad emotions, they are all just feelings that each of us have because we are human

● The more you practice welcoming these emotions, the easier it will be to let them pass.

● They are just visiting for a little while and will go away just like visitors do

● Even if it is a strong emotion we don’t want like anger or sadness

● Remember it is ok to feel angry or sad

● We just have to treat it like a friend, sit with it, play with it, or move with it, and over time it will get smaller and smaller until it goes away

● This is how we name it to tame it! ● Remember, the more you practice

naming your emotions, the stronger your PFC will be which will help you respond rather than react

Mindful Heartfulness: ● We are going to practice giving

ourselves and others heartfulness, or loving kindness

● Notice if you are thinking about something in the past that you feel bad about, regret, or have self judgment about

● Practice letting go as it is now in the past and be kind to yourself

● Repeat after me : ○ May I be happy ○ May I be healthy ○ May I be strong ○ May I be peaceful ○ And may I be loved

● Take a nice deep intentional breath ● Notice how you feel right now and

welcome any emotions ● Now think of someone you want to

send heartfulness to for any reason. Maybe they are a friend or family member, or maybe it is someone you know is having a hard time and could use a little extra love

● Repeat after me: ○ May they be happy ○ May they be healthy ○ May they be strong ○ May they be peaceful ○ May they be loved

● Take a nice big intentional breath ● Notice how you feel right now ● Remember, practicing heartfulness

will help calm your amygdala and help make you more open to caring for yourself and others and less judgmental

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Mindful Gratitude: ● We are going to practice giving

thanks on purpose ● First think of something you are

grateful for and name it ● Notice how you feel ● Now think of someone in your life

you are grateful for ● Notice how you are feeling about

them ● There are so many things to be

grateful for such as…… ● I am so grateful for you right now

because……. ● Remember the more you practice

gratitude everyday, the more positive and happier you will be

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Working With Resistance and Distractions During

Mindful Sits (Note: these are recommendations for minor behavior or distractions only

with very few students. If the majority of the class is not focused or distracted, the mindful sit should be paused while you revisit the mindful sit

agreements. Then you can try again :) Behavior or Distraction Suggested Language to Use

● Loud or distracting sounds (classroom phone, PA system, yelling outside the room, etc)

● “You might be noticing a sound that is distracting. Try not to react to it. It’s just sound. Let it pass. If it distracts you, that’s ok. Come back to your breath.”

● “You may find that a sound is bothering or irritating you. Notice how you feel, welcome the emotion. Also notice if you are having a judgment about it. That’s ok. Just remember part of the practice is telling yourself that there are no good or bad sounds. It’s all just sound.”

● Student moving or shifting a lot ● “Notice your body right now. If you are feeling uncomfortable in any way try to get in a position that feels good for you. See if you can try to be as still as possible. If there is an area of your body that is just a little bothered, see if you can focus on a sound instead without having to react to minor discomfort in your body.”

● Student tapping fingers on desk ● “Notice where your hands are right now. If your fingers are moving, see if you can slow them down on purpose. Now see how long you can keep them still. Use one of your anchor spots if you like and take some deep breaths.”

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● Student eyes open and wandering ● “If your eyes are open, notice what you are looking at right now. If your eyes are wandering a lot, try to focus on looking at one thing only without looking at anyone else in the room. It might also help to take some deep breaths while you do this.”

● Student talking/distracting their neighbor

● “Notice if you are talking or distracting anyone right now. Remember, it is ok to be distracted but not to distract others. Try to refocus and be as still and quiet as possible. See how quiet you can get and try to notice some of the sounds you hear.”

● (For other students) “You may be distracted by others. That is ok. Just notice that it is there and try to stay in your mindful zone by focusing on your breath. Using your anchor spot might help as well.”

● Students laughing as a reaction to something that has happened in the moment

● “Notice if you are reacting with laughter right now. That’s no problem. Things can happen in the moment that are out of our control. See if you can come back to your mindful zone by focusing on your breath once again.”

Reminder: As these distractions or behaviors appear, you may feel the urge to want to control them or shut them down right away. Problem is that usually represents amygdala behavior (React!). We want to be mindful of the fact that if we show we are using our PFC (modeling mindful responses instead of reactions) chances are they will do the same (mirror neurons at play here!) Main goal of using this language is to get them building their own self awareness which increases the chances for more self regulation! (Student amygdala relaxed = no threats sensed = more practice using their PFC = more chances of self regulated behavior)

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Mindfulness Tracker

Class Name: ____________________________________ Week of: ______________________________ Mindful Skill Practiced in Class: ______________________________ Please note: You may access mindful sits on Mindful Life Project’s webpage: http://www.mindfullifeproject.org/mindful-sits.html . There you will have available many sits led by MLP instructors. You can also find Mindful Hip Hop on the website!

Monday Tuesday Wednesday Thursday Friday

Time practiced and minutes

Leaders

Notes

  

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Mindful Check-in with students who may be dysregulated

When you notice a student getting antsy or starting to become dysregulated (e.g. pacing around the room, waving an object around, clenching their fists, balling up paper) or shut down / disengaged, this is a good time to do a mindful check-in with a student. When they have fully “flipped their lids”, they are operating from their amygdala and are in fight / flight / freeze or faint mode. They are actually not able to access their prefrontal cortex, the area that governs decision-making and higher learning, in that moment. Here are mindfulness prompts to support students in learning to self-regulate, to come back to the present moment and reintegrate their “upstairs” and “downstairs” brains.

● What happened just then? I see that you are / were really (upset, angry, sad, shut down, etc.).

● What emotion are / were you feeling? Let’s name it to tame it. (Help them to name the emotion they are feeling).

● Where do you feel the emotion in your body? (Ask them to point to where they feel it). What does it feel like? (If the student seems unable to talk, you could also invite them to draw what they are feeling, or color on a body silhouette the emotion they feel

● What do you need in this moment? (Some ideas are: space to cool down in the Mindful Zone, heartfulness – teacher or class sends the student heartfulness or student sends heartfulness to themselves, mindful movement – an aid or volunteer help them to take a walk outside, anchor spot breathing, listening to nature sounds on headphones)

● What mindful skill could you use the next time you are starting to feel… (upset, angry, sad)? (e.g. Mindful breathing, mindful listening, mindful emotions, mindful movement, heartfulness, mindful body awareness)

Once the student has “come back” and is able to talk in a more calm and rational way, you could help them think through the impact of their actions on others, by using these restorative check-in questions:

- What happened? - What were you thinking and feeling at the time it happened? - Who do you think was affected by what you did? - What could you do to make things right with them?

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Mindful Life Project

Peace Agreements Practice NON-JUDGEMENT

Everyone uses HEARTFULNESS

Always practice PRESENCE

Create MINDFUL RESPONSES

Everyone use BODY AWARENESS

 

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Lesson 1: What is Mindfulness?

Objectives: ● To understand what mindfulness is and how it can help our lives, relationships, and our world. ● To introduce yourself, the Mindful Life Project, and the agreements of MLP class. ● To introduce the routines of MLP class.  Key Concepts:  Mindfulness is paying attention to what is here, now, in the present without judgment. Everything we do in mindfulness is woven with heartfulness. We pay attention with loving, kind awareness. We will learn more about heartfulness later on, but introducing it now as half of the practice is essential.   In this first lesson, we are emphasizing what it means to be present; our mind is thinking about what are doing, our heart is caring about what we are doing, and our body is engaged in what we are doing. We will add the layer of non-judgmental presence in future lessons. We also want to communicate that they can be present anywhere at anytime, and that a mindful sit is one of the mindful skills we use to help us be present. Lastly, we want to encourage the students to imagine how this practice can change their lives and the community. Ultimately, we are intending to create a mindful community.   Mindful Hip-Hop: 

● Mindful Life Way, Take a Breath - Mindful Warriors (Here in the Now) 

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Lesson 1: What is Mindfulness?

Which mindful skill or skills do you want to learn more about and practice in order to get better at them?

(Mindful breathing, listening, body awareness, emotions, thinking, heartfulness, gratitude, non-judgment)

Draw and write below:

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Lesson 2: Mindful Listening

Objectives: ● Students will learn how to be mindful of what they hear and tune-in to the sounds around them. ● Students will learn how to use mindful listening to bring them back into the present moment. ● Students will practice naming the sounds they hear instead of chasing the story of a sound. ● Students will begin to differentiate between just listening to a sound vs. judging a sound.  Key Concepts: Mindful Listening is a practice that we can do to cultivate deeper presence. Listening to sounds without running away with them or getting caught up in the story of the sounds helps us drop in to the environment around us and be here, now. Sometimes when we hear sounds we ask questions like, “What is that? Where did it come from? Have I heard it before?” Our mind can run off into the future, the past, or get lost in our imagination. When we do a mindful sit and practice mindful listening we try to just hear the sounds, name them, and experience the entire sound from beginning to end.   Mindful Hip-Hop:  

● Mindful Listening (Here in the Now), Bell Go Ring (Presence), (download songs from www.mindfullifeproject.org , our APP, or Soundcloud) 

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Lesson 2: Mindful Listening

“Using mindful listening, sounds are all around. I use my

ears and my heart, no judgment is found.” Extension Question: How does mindfully listening make us more present? Activities:

1. Mindful listening with music: play a song (one with a lot of different instruments is best) and see if you can name each instrument or sound you notice.

2. Shark fin: - Hold your hand in front of your chest like a shark

fin pointed up - Ring a bell. As the sound gets quieter, slowly

raise the shark fin up as high as possible (or “above water”)

- When the bell is rung again, start over with the shark fin at chest level and repeat over and over.

- (Remember: The quieter the bell, the higher the shark fin)

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Lesson 3: Mindful Listening pt.2: Listening to Others Objectives:

● Students will learn to be mindful of others when they are talking ● Students will learn what it means to listen mindfully to others (with curiosity instead of

judgment, and to be fully present while they are talking) ● Students will reflect on how it feels to really be listened to

Key Concepts: We can practice mindfully listening to others by learning to put our full attention on the person who is sharing without getting lost in our opinions about what they are saying, and without preparing what we are going to say before they are done. We may hear and become aware of other sounds while we are listening, but we keep our focus on their voice; we listen fully with our ears, eyes, and hearts. Mindful listening has a deeper layer as well- we can learn to listen mindfully to our hearts and intuition. When we get quiet enough, we can listen to the heart’s whispers. If you have time, this lesson can serve as a great jumping off point for exploring listening without judgment. Often when we hear a song, sound, person, etc. we quickly make assumptions or come up with stories about what we are hearing. Mindful Listening invites us to just listen instead of reacting or judging, and be present with what we are hearing from beginning to end. Mindful Hip-Hop:

● Listening For Presence (S.I.T album) (download songs from our website www.mindfullifeproject.org, on our APP, or on Soundcloud.

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Lesson 3: Mindful Listening pt.2: Listening to Others

Extension Questions: 1. Who is someone in your life that is easy to listen to?

Why are they easy to listen to? 2. Who is someone in your life that is hard to listen to?

Why are they hard to listen to? Activity: Pair up with one other person. Choose a topic to discuss for one minute each. Try to listen without saying anything. No comments, no questions, no interruptions. Just practice listening! Reflection question: Did you really feel listened to? Why or why not?

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Listening For Presence

By Maya and Jason S.I.T. Album

Ring, ring, ring, ring

(Hook) When you hit that vibratone, oh, oh I Listen to it ring, ring, ring, ring ‘Til I don’t hear the sound no more I listen for that ring, ring, ring, ring

(Verse) What skill should I use? I’m gonna try To hear sounds, bout to catch a mindful ride This mindful listening is what I get in touch with No matter what sound I’m not placing judgment Won't treat ‘em like I put ‘em on trial Friendly flashlight I pay attention with a smile Focus in, and that’s it, I’m about to allow Mindful listening to get me in the here and the now Yeah you know I got hope But I notice how it pushed me in the future though Listening to the sounds that are around gotta make each moment last gonna bring it back to sounds release the future and the past

(Hook) When you hit that vibratone, oh, oh I Listen to it ring, ring, ring, ring ‘Til I don’t hear the sound no more I listen for that ring, ring, ring, ring

(Verse) Now, listen see sounds are all around me ‘Cuz I found the present moment, I’m experiencing Mind is drifting bring it back to sounds im hearing I’m just being mindful in my spot, taking time to stop, and I drop in Now we know the art of listening Hearing everything you’re explaining Getting all the info call it 411 Use my mindful listening hearing everyone Put down the phone, listening deeper

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Judge or distract, I ain't gonna do either Heard what you said, you are the speaker Heard with my heart, mindful leader

(Hook) When you hit that vibratone, oh,oh I Listen to it ring, ring, ring, ring ‘Til I don’t hear the sound no more I listen for that ring, ring, ring, ring

(Verse) Mindful of the sounds I hear Tune in to sounds that’s near, yeah What does that sound make me feel Mindful listening helps me be in the present I don’t get caught up in my head, I make sure that my thoughts don’t spread When I know I am supposed to be here and now instead I just name that sound, yeah Just name that sound without me judging it yeah I hear it around I just let it be there, and listen for a bit Said Listen with you, Listen with me, Mindful Life teaches us

(Hook) When you hit that vibratone, oh, oh I Listen to it ring, ring, ring, ring (listen for that ring ring ring ring) Til I don’t hear the sound no more (yeah, yeah, oh) I listen for that ring, ring, ring, ring (ring ring)

Extension Questions:

● How is mindful listening helpful according to the song?

● The title is Listening for Presence. What does this mean to you?

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Lesson 4: Mindful Breathing

Objectives: ● Students will learn how to be mindful of their breath. ● Students will learn how to use intentional breathing to help relax their bodies and release stress.  Key Concepts: During a mindful sit, it is helpful to give the students several different ways of focusing on their breath. First we teach them to be mindful of their breath (paying attention to the speed and temperature of the breath and where they feel the breath moving throughout their body). Next, we teach them how to manipulate their breath to relax the body. When we are mindful of our breath, we may just notice the length, quality, sound, and feel of the breath. We aren’t trying to change anything about the way we are breathing – just watching it from moment to moment. We also attune to how the breath moves throughout the body, noticing where there is space and where there might be tension. Intentional breathing can help us focus on our breathing as a way of staying present while also being a powerful tool for slowing down our heart rate or calming ourselves down when we feel a heightened level of stress. We inhale for 4 counts and exhale for 8 counts. With an intentional breath we purposefully lengthen the exhale to help relax the body. We can also put a hand on the belly and chest, feeling the contraction and expansion, and feeling our bellies rise and fill up with air.   Mindful Hip-Hop: 

● Breathe (Rise-Up), Breathe Through It (S.I.T. album) 

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Lesson 4: Mindful Breathing Intentional Breathing Activities

“To live mindfully, the breath is the key. Breathe in, breathe out. Release all the stress and let it all out!”

Starfish/Roller Coaster:

● Extend one hand

out in front of you ● Start at the base of

the thumb of your extended hand

● As you trace your hand up, inhale

● As you trace your hand down, exhale

Spidey Breath:

● Bring your ring and

middle finger in so they touch your palms

● With each in- breath, open your hands

● With each out-breath, bring your ring and middle finger back in

Ocean Breathing:

● Flatten each ear

with a hand ● Breathe deeply in

and out ● Notice the sound of

your breath

Butterfly Breathing:

● On the inhale,

stretch both arms out and bring them above your head

● On the exhale, bring your outstretched arms slowly down to your sides

Balloon Breathing:

● Put your fingertips

on opposite hands together

● On the inhale, expand the “balloon” by bringing your hands open and apart

● On the exhale, bring your fingertips back together

Rocket Breathing:

● Press your hands

flat together (the capsule) in front of your chest

● As you inhale, the rocket takes off above your head

● As you exhale, the rocket lands back in front of your chest

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Breathe Through It By Maya and David

S.I.T. Album Some days, I'm in a state way too much stuff is going on Look for my patience, but it's all gone My mind is far away I can so overcomplicate, Just need 10 minutes to take a break Feel myself stressin, swear my lid's flippin Should be right here and now without judgement, mmm Don't know why, but I can't control my mind Got a technique to try. I learned it from mindful life Mindful breathin’ and breathin' and breathin' and breathin' I know I gotta keep, mindful breathin' Mindful breathin' and breathin' and breathin' and breathin' I know I gotta keep, mindful breathin', See your anger and your pain, don’t define you Your stress and anxiety, don’t define you Your sadness and depression, don’t define you So listen up right now, let me remind you What you’ve done in the past, yeah that’s behind you You maybe made some mistakes, but you were kind too And you’re not alone you know, yeah I’ve been blind too I know how hard it is to practice being mindful Cuz stress can overwhelm emotions more than x2 Like there’s no way out, you display doubt, and like it’s time to Just give everything up, no I’m not trying to That’s when the sadness can take over, yeah I cry too But that’s all good you know, just let the tears flow Cuz when you do that’s a release, just let your fears go Take a nice big breath and take it real slow All about inner transformation, how you heal and grow

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Mindful breathin' and breathin' and breathin' and breathin' I know I gotta keep, mindful breathin' Mindful breathin' and breathin' and breathin' and breathin' I know I gotta keep, mindful breathin', mmm, yeah Mindful, mindful breath Mindful, mindful breath Mindful, mindful breath, mindful breath Mindful, mindful breath mindful, mindful breath Mindful, mindful breath, mindful breath Mindful breathin' and breathin' and breathin' and breathin' I know I gotta keep, mindful breathin' Mindful breathin' and breathin' and breathin' and breathin' I know I gotta keep, mindful breathin', mmm, yeah Feel myself stressin', swear my lids flippin' keep mindful breathin' Don't know why, but I can't control my mind keep mindful breathin', mmm, yeah

Extension Questions:

● When are some times that you could use your breath according to the song?

● What do you think it means when it says, “Your anger and your pain don’t define you?”

● The song title is Breathe Through It. What are some things in your life that you could breathe through to help you?

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Lesson 5: Breathing With Anchor Spots  

Objectives: ● Students will learn how to use their anchor spots to redirect their attention and be present during their mindful sits and in daily life. 

Key Concepts: 

The anchor spots and words are practices we use to help keep our attention anchored to the present moment. First, we explore where in our bodies we feel our breath the most: our belly, chest/rib cage, or under our nose. Anytime we feel overwhelmed by the past or future and it seems too difficult to sustain attention on our breath, it can help to place a hand on our anchor spot and physically connect to feeling our breath in our bodies. Just like an anchor keeps a boat in one place during heavy winds or storms, the anchor keeps us rooted to the present moment instead of floating away to the future or past. The winds can represent strong emotions, conflicts with others, or a long to-do list. Just as we can’t control the weather, we can’t control many parts of our lives. What we can do is breathe and be with whatever comes our way. It can be helpful to think of your mind like the ship, and imagine your attention floating off in one or many directions of distractions or life events. Then imagine that your anchor roots down into the center of your body. You can pull the ship back towards your center with your breath.   Mindful Hip-Hop 

● Belly Chest and Nose (Presence Album), Anchor Spot (Here in the Now), Mindful Magic (S.I.T. album) 

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Lesson 5: Breathing With Anchor Spots

“My mind was drifting, and then it stopped!

Because I found my anchor spot!” Activity:

● Use the anchor on the following page and invite students to answer the following questions in words and pictures:

○ Who or what helps anchor you in your life? ○ In other words, who or what helps you when you

are feeling overwhelmed or stressed?

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Mindful Magic

By Mr. T S.I.T. Album

We back at it, MLP yeah we back at it Breathe in and breathe out that’s that mindful magic we got that mindful magic, yeah we got that mindful magic, we got that mindful magic, yeah we got that mindful magic, we got that mindful magic, yeah we got that mindful magic, breathe in and breathe out like a baby dragon

Breathe in breathe out like a baby dragon, first day of school - first day I’m back at it. Mindful Life Project in the building right now, show ‘em how breathe, show ‘em how to pipe down We take no Ls so we never do the loser dance, I’m present like when playing fortnight with my friends I pay attention to my body, like a body scan, and breathe and breathe out so I’m not upset Mindful Life Project, coming with that mindfulness, and if you feeling down get into your mindful sit I do the floss on the blacktop and break it down, & do the orange justice breathe and breathe out It’s a tool that you use if you’re nervous, It’s a tool that you use if you work it,

I got that mindfulness, yeah got that mindfulness I got that mindfulness, yeah got that mindfulness I got that mindfulness, yeah got that mindfulness I got that mindfulness, yeah got that mindfulness

We back at it, MLP yeah we back at it Breathe in and breathe out that’s that mindful magic we got that mindful magic, yeah we got that mindful magic, we got that mindful magic, yeah we got that mindful magic, we got that mindful magic, yeah we got that mindful magic, breathe in and breathe out like a baby dragon

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I do the floss on the blacktop with my buddies, and mix the mindfulness in when feeling lovely Mindful skills deals with stuff when it gets bumpy I take a breath when it’s rough and I’m feeling funny My anchor spots on tummy and my chest, I put my hand in front of my nose when I’m not my best Now I’m feeling the breath all over my body You know I like it, it got me feeling cool!

Extension Questions: ● What does the song say you should breathe like? ● What do you think Mindful Magic is? ● When do you choose to use your breath the most?

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Lesson 6: Introducing Anchor Words and Anchor Spots in the Midst of Chaos

 

Objectives: ● To use the narrative of Charlotte and the Quiet Place to deepen students’ understanding of the anchor spot. Students will learn to use anchor words when anchor spot isn’t enough support to stay with the breath. 

● To understand that no matter how loud, busy, or distracting it may be in our homes, schools, and neighborhoods, we can always find a quiet place inside. 

 Key Concepts: 

This book helps deepen students’ understanding that regardless of what is happening around them, they always have access to a feeling of peace and stillness inside by taking refuge in their breath. Students are not always aware enough of their thoughts to notice when their minds may be “drifting,” but they can understand from experience that as the external noise level increases, the busy-ness and noise from thoughts increases too. Classrooms are busy places with constant disruptions; phones ring, announcements pour through loudspeakers, recess and lunch bells buzz all day, students are always moving in and out of classrooms, and voices reach an all-time high on the playground. We can encourage our students to stay focused on their breath, take a moment to close their eyes, and put a hand on their anchor spot when one of these distractions happen.  Lesson-Specific Materials:  

● Charlotte and the Quiet Place Book  Mindful Hip-Hop: 

● Check it (Anchor Spot) (Here in the Now album), Mindful Magic (S.I.T. album) 

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Lesson 6: Introducing Anchor Words and Anchor Spots in the Midst of Chaos

Here are some examples of anchor words:

● Breathing in…...breathing out ● Iiiiiiinnnn…...Ooouuut

● I know I’m breathing in…..I know I’m breathing out ● Inhale…..exhale

Activity: “Still Chillin” (The anchor spot challenge)

● Everyone begins in a mindful sit position ● The teacher will try to distract the students with lots of

different noises as they walk around the room ● The students task is to use their anchor spots/anchor

words to stay in their mindful sit as long and focused as possible

● Any students who lose their focus and are pulled out of their mindful sit must now help the teacher notice when others do the same

● The students who can stay in their mindful sit the longest are the “still chillin champs!”

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Lesson 7: Friendly Flashlight: Naming What’s Here

Objectives: ● Students will explore comparing mindfulness to a flashlight.  ● To make the connection between a literal light of awareness that a flashlight brings to an object, and the idea that a flashlight and mindfulness both allow us to focus clearly on one thing at a time.  ● Students will practice mental noting and naming as a technique to practice non-judgmental awareness.  

Key Concepts: 

Mindfulness is like a light of awareness. Without mindfulness, we can feel like we’re lost and wandering around in the dark. This figurative flashlight opens our eyes to help us see what is right here, right now. We have the ability to shine a light on one thing at a time and just notice our experience as it is in this moment. Often when we see, hear, or feel something, we immediately judge it; a story pops into our heads or we hear our own opinionated voice commenting on our experience. The key here is to remember that mindfulness is a nonjudgmental and curious light of awareness; with mindfulness we practice just noticing without adding a layer of judgment ie. “I like this, I remember when I did ____ in the past and I hated it, I really want to _______in the future, I don’t like that, etc.” Since we know the brain is wired for survival it is important we remember that mindfulness has to be complemented by a kind lens of awareness. In order for us to truly “see” what is present we have to counteract that negative bias and the critical mind. Naming what we experience helps us not attach to it and run away with a story or judgment. (Name it to tame it!) We make a mental note and name our experience, and then return to our breath, body sensations, or focus point of our choosing to keep our attention in the present moment.  Mindful Hip-Hop:  

● I’m So Mindful (Presence) ● Make Time (Here in the Now) 

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Lesson 7: Friendly Flashlight: Naming What’s Here

Extension Questions:

1. How and when can you use your friendly flashlight to help you?

2. How can you tell when you are judging instead of noticing?

Activity: “I’m noticing something….” ● Invite students to point to, or shine their friendly

flashlight, on things in the room that you are noticing ● For example: “I’m noticing something red” or

“something square shaped” or “the word Peace” or “the number 10.”

● Students will then quietly take a moment to find what you are describing and point to it. It may be in multiple places depending on the description (3 to 5 things at a minimum)

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Lesson 8: Mindful Body Awareness and Body Scan

Objectives: ● Students will begin to develop a relationship to their physical body by listening to it, loving it, and honoring its intelligence. ● Students will practice using a body scan to explore the different sensations in their bodies. ● Students will identify and name the sensations in their bodies. Key Concepts: 

Many humans disconnect from their bodies all together. Many of us have been trained to avoid the body because we have been told to focus mostly on mental activity. Have you ever had the experience of not eating when you were hungry or waiting a long time to go to the bathroom because you had to get other stuff done. Much of the time we are pushing through what our body is telling us to pay attention to. There is a large disconnect in our culture with our physical bodies. In addition, in our culture there are unrealistic standards for physical appearance, and even racist standards of beauty. Developing a relationship with the body includes a curious exploration of the magic of our human body, honoring of the body, and a loving of the body. In this lesson, we want to cultivate a curiosity in the students, offer self- love practices, and emphasize the importance of listening to the wisdom of our bodies. In the lower grades, you may choose to include a bit of mindful movement, and each time you touch the body part, you offer a kind message to that part of the body. With the older grades, they may relate to putting their bodies down, or wishing they looked different. This lesson can also touch on the importance and value of sending love and respect to our bodies, whether they compare to these standards of beauty or not by using body scans and body awareness.  Mindful Hip-Hop 

● Body Movin (Here in the Now), Do Some Scannin’ (S.I.T. album) 

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Lesson 8: Mindful Body Awareness and Body Scan

“From the top of my crown, to my feet on the ground I’m in my body! And the world all around!”

Extension Questions:

1. Why is it important to check in with our bodies? 2. What is a body scan and how do we do it?

Activity: Mindful Mirroring ● The teacher will lead the students in some guided

movement with different body parts ● As you are moving slowly, pay close attention to the

part of your body that is moving ● Try to copy or “mirror” exactly what the teacher is

doing ● The movements can simply be stretching or

pretending to do something in a silly way (eg: driving, throwing a ball, taking a shower, etc)

● Once modeled, students can pair up and take turns leading each other or the whole class

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Do Some Scanning

by David and Jason S.I.T. Album

Body Scanning one time on my right side Body scanning two times on my left side Body scanning three times get my feet right Feeling safe in my body friendly flashlight Feeling safe, Feeling safe, Feeling safe, Feeling safe, When I do a body scan with my spine up Feeling good feelin safe From my feet to my face body scan for 5 minutes now my times up Sit with me and do some scanning Sit with me and do some scanning Sit with me and do some scanning Mindful Life let’s do some scanning

Body Scanning I'm a mindful soldier, ay Got lots of practice now that I’m older Yeah I’m Scanning everyday and it’s never over Got my body feeling strong just like it’s a boulder, ay Always poppin’ With my body Scanning often Let me drop in Feet to noggin Tension soften Ain’t no stoppin Body rockin’ I scan my body when I’m tired Or when I’m feelin hot, on fire Cooldown emotions feeling strong, perspire Get out of my amygdala rewire

Body Scanning one time on my right side Body scanning two times on my left side Body scanning three times get my feet right Feeling safe in my body friendly flashlight

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Feeling safe, Feeling safe, Feeling safe, Feeling safe, When I do a body scan with my spine up Feeling good feelin safe From my feet to my face body scan for 5 minutes now my times up

Sit with me and do some scanning Sit with me and do some scanning Sit with me and do some scanning Mindful Life let’s do some scanning

Feeling safe, mindful place, focus in concentrate Feeling hot in my legs, going in, where’s my gait? Imma check what’s in place, feeling tight in my face Body scanning feel sensation redirection feelin straight My alarms going off, what these sensations say And my hands turn into fists, see emotions manifest So what friend will help me out?...Body Scanning Sammy Yeah these feelings I will see, with no judgment no attachment Checkin in with my body, lets me know what’s going on Yeah I’m in my mindful zone, scanning from my head to toe Let me see, mindfully, feeling love, from the heart I’m connected to my body body scanning from the start

Extension Questions:

● What is Body Scanning? ● How does the song say it can help you? ● The song mentions the friendly flashlight. What is this

and how can you use it with your body?

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Lesson 9: Brain Science- Keeping the Lid On

Objectives: ● To understand how the brain functions and its primary wiring for survival ● To learn what happens with stress to the amygdala and prefrontal cortex ● To learn how mindfulness changes the brain to healthy and high functioning 

 

Key Concepts: 

Offering students a brief understanding of the brain science can give them a bit of perspective on why mindfulness is so important. With mindfulness we can change the wiring of the brain so we can be in the prefrontal cortex more often than the amygdala. Our communities and schools are very stressful, over stimulated, and sometimes unsafe places for our young people to thrive. And those who have had traumatic events in their lives are living in a higher level of stress and anxiety. The part of our brain that has helped us respond to stress, our amygdala, has been over-activated in our communities (even higher than most humans who also have an overactive amygdala) that are fast paced, busy, and stressful. Furthermore, when the amygdala is activated, sending an alarm to fight, flight, or freeze-our ability to use our prefrontal cortex to think is less accessible. If our students are in a constant state of stress and anxiety, they can not access their prefrontal cortex. This impacts their ability to both learn new concepts in school and make a mindful decision. The research on mindfulness shows through the practice of mindful skills, humans can deactivate their amygdala, regulate their anxiety, and make a more thoughtful decision. Mindful Hip-Hop:

● React for What (Presence) 

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Lesson 9: Brain Science- Keeping the Lid On

Extension Question:

1. How can mindfulness help us from losing control or “flipping our lid?”

Activity: Amygdala vs. PFC

● One side of the room will represent the amygdala while the other side will represent the PFC

● The teacher will give the students different scenarios and the students will decide if the scenario represents an active PFC or amygdala and move safely to the appropriate side

● A possible list of scenarios: ○ I focused on my test ○ I screamed at my little brother who annoyed me ○ I felt angry so I took a deep breath ○ I was so worried that I couldn’t concentrate ○ I punched the wall when I got frustrated ○ I did a body scan when I couldn’t sleep ○ I practiced mindful listening during my sit ○ I got an attitude with my teacher ○ I calmly walked away to avoid a fight ○ I cried so hard that I couldn’t breathe well

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Lesson 10: Upstairs/Downstairs Brain: Brain Science

 

Objectives: ● Students will review basic brain science. ● Students will learn the story of the two-story brain house as a way to illustrate how neurons send messages in the brain. ● Students will discuss which emotions typically cause them to flip their lid, and how they can use their self-regulating/thinking/decision making brain to help balance and regulate in those moments. Key Concepts:  

The two-story brain house is an illustration for the students of how messages are sent with neurons from the limbic system (where the emotions and amygdala are) to the neocortex (PFC). We have learned that the amygdala is responsible for flight, flight, freeze, collapse response. We have also learned many practices in mindfulness to help us when we are about to react. The story provides a way for students to talk about how the feeling and thinking part of the brain can communicate before they flip their lid. The lesson expands on basic brain science to explain how many emotions in the downstairs brain can cause us to flip our lid (Sad Selena, Excited Esperanza, Angry Rex) and we also have thinkers/problem solvers upstairs that can help make a different response (Breathing Bruno, Body Scanning Sammy, Listening Leslie, etc..) Mindful Hip-Hop:  

● Upstairs (Here in the Now), S.I.T. (S.I.T. album) 

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Lesson 10: Upstairs/Downstairs Brain: Brain Science

Extension Questions: 1. What happens in our brain when we flip our lid? 2. What is something that really makes you want to flip your lid (makes you very angry, frustrated, or stressed?) Activity: What does it look like when you flip your lid compared to you using your mindful skills? Draw pictures Me flipping my lid Me using my mindful skills

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S.I.T. (Skills In Transformation)

By David S.I.T. Album

This is what you call a sit Mindfully we doin it Calm it down we get a grip So our lids we do not flip

Wow.... you haven’t been calm in a while Blowing your top, you just wanna stop The number one question is, "How?" How does it feel inside of your brain? Fight flight or freeze? You feelin some pain? How come you won't take a few breaths ? I think you should? How 'bout you rest? How 'bout you just get to the front PFC? Prefrontal cortex so you could feel free? Free of your stress and free of your worries Slow it on down, there’s no need to hurry Haven't you heard? Of a mindful sit Kids and adults everyone could do it Feet on the floor and spine in a line Heart to the sky now I’m closing my eyes

This is what you call a sit Mindfully we doin it Calm it down we get a grip So our lids we do not flip

Now I’m in my mindful zone Focus on presence my mind it does roam Release the tension way down to my bones Could do it together or do it alone First now I focus on breath Hand on my belly or hand on my chest Intentional, normal attention, no less With each exhale I’m feelin less stress Next I can focus on sounds Listen real close to the sounds that’s around

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Inside your home or outside in the town Bring it attention a surprise will be found Now I do a body scan Release the tension inside of my hands Loosen my shoulders, my jaw, that's the plan My head is no longer spinning like a fan Check my emotions and checkin my thoughts Finding myself no longer feeling lost All now because I decided to pause Controlling myself now feeling like a boss My anger so small like a baby Respond not react now I'm calm and not crazy I practice, I'm worth it I'm practicing daily I practice I'm worth it I'm practicing daily

This is what you call a sit Mindfully we doin it Calm it down we get a grip So our lids we do not flip

Extension Questions:

● What does the song say about the brain and mindfulness?

● The title is Skills In Transformation. What does this mean to you?

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Lesson 11: Mindful Emotions- Welcoming All Emotions

 

Objectives: ● Students will understand that all humans experience all emotions ● Students will review and name the variety of emotions we can feel ● Students will cultivate an attitude of curiosity and welcoming of all emotions ● Students will understand that emotions are temporary, they come and go like visitors ● Students will notice the sensations that accompany the emotions and notice where in our bodies we experience them 

Key Concepts:   

The Guest House This being human is a guest house. Every morning a new arrival. A joy, a depression, a meanness,

some momentary awareness comes As an unexpected visitor. Welcome and entertain them all! Even if they're a crowd of sorrows, who violently sweep your house empty of its furniture, still treat each guest honorably. He may be clearing you out for some new delight. The dark thought, the shame,

the malice, meet them at the door laughing, and invite them in. Be grateful for whoever comes, because each has been sent as a guide from beyond. -Rumi

This being human is a guest house- here Rumi invites us to turn towards our emotions, all of them like visitors, like guest, that come for a while and then leave. In mindfulness we turn towards everything with heartfulness and curiosity. But often as humans, we react towards our emotions, or we avoid them, or we become overwhelmed by them. And in many places, especially schools, adults don't create space for anyone, including children to be with their emotions. Even in the way we ask each other how we are feeling, we often respond “Good.” Or “Fine”. When we may have a long list of emotions we feel in one day or at the same time! To be mindful of our emotions is to practice naming them, experiencing them, noting the sensations that accompany them. We also might set aside time to reflect on them, learn about them, and explore why and how they arose. All of the exploration we do with a gentle, loving, non-judgmental awareness. It may be powerful and transformative if we can guide our students in naming their emotions, welcoming them, and teaching them to breathe and be with them. What is possible for an individual student, but also for a school community when they turn towards their emotions with love and learn to be with their emotions instead of reacting towards them? 

 Mindful Hip-Hop:  

● Emotions Show Up (Here in the Now), Feelings (S.I.T. album) 

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Lesson 11: Mindful Emotions- Welcoming All Emotions

Extension Questions: 1. Are ALL emotions ok to feel? 2. Why is welcoming emotions important? 3. How do we welcome an emotion? Activity: What Am I Feeling?

● Pick one emotion like anger, sadness, or fear. ● Figure out a way to act it out silently (mime) to the

class in a creative way. They will try to guess what emotion you are feeling.

● Whoever guesses correctly can go next or pick someone else to go

● As a challenge, students can try to come up with synonyms for the emotion from the wheel of emotions on the next page

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Feelings

By Mr. T S.I.T. Album

Emotions, do you love me? mindful thinking, I’ve been listening and breathing Having gratitude ‘cause I’m heartful I touch my anchor and hold it down for you always Emotions, do you love me? mindful thinking, I’ve been listening and breathing Having gratitude ‘cause I’m heartful I touch my anchor and hold it down for you always

Feel, Feel, Feel, Feel, Feel, Feel, Welcome, Feel, Feel, Feel, Feel, Feel, Feel, Feel, Welcome

I stay mindful all the time even when I’m in line, always welcome my emotions what I’m feeling inside I been drifting when I’m thinking coming back to thoughts, to stay present when fading and I’m not feeling lost. I can the feel anger creeping but I know he my friend, he protect me and respect all I do is breathe in One two one two, I got that mindfulness I welcome all emotions even when my feelings trippin’ I was sad when I woke up and I was still and I listened , Sad Selena came to visit I did sit she went missing

Extension Questions: ● What does this song teach us about emotions?

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Lesson 12: Befriending Strong Emotions

Objectives: ● Students will use the narrative of Ahn’s Anger to teach children how to befriend and welcome their anger, fear, and sadness. ● Students will observe how mindful body awareness and mindful movement helps to develop a relationship with our anger. Key Concepts: 

Students have been exploring the idea of emotions coming and going like visitors (Emotions come, emotions go, and we greet them all like friends!). As you read Ahn’s Anger, help the students notice that his emotions change multiple times, noticing his face and body often show how he is feeling. Anger may feel scary, as like looks like a monster, and it can overwhelm us when we don't know how to be mindful with it. But anger, just like all of our emotions, is like a friend. We can call Ahn’s furry creature, his “anger friend” affectionately. In this story it is important to note that Ahn first dances and makes noise with his anger pet and then does a mindful sit. Anger can be so powerful and feel like a lot of energy for students to hold. Doing mindful movement with them is a beautiful way for them to release their energy, move it, and release some of the tension. As you read the story, be sure to note to the students that Ahn is doing mindful movement, not just dancing. After doing movement, he is ready for a mindful sit. And as he sits, his anger friend gets smaller and smaller until he is no longer there. Highlight that after Ahn sat with him and moved with him, he was ready to leave. Emotions don't last forever, and we can’t make them go away. Emotions will be with us until we are done feeling them. We can feel them mindfully, and then they leave when they are ready. Lesson-Specific Materials:  

● Ahn’s Anger Book  

Mindful Hip-Hop: ● Body Movin (Here in the Now) 

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Lesson 12: Befriending Strong Emotions

Extension questions: 1. Is it ok to feel anger? 2. What other emotions do you think might easily get the amygdala to be really active? 3. How can we greet these emotions like a friend? 4. How can we express our anger in a mindful way? Activity: Draw a picture of your own anger monster. You may also include a picture of yourself with this monster using your mindful skills

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ANGER

By David Flores

I am anger 

I will eat you alive 

Consume you 

Make you do bad things 

I am anger 

When you see me coming you try to hide 

But I’m too powerful 

Take over your mind, body, soul, and spirit 

Quickly 

I am anger 

And I stay  

Devouring you from the inside out 

Exiting your body through screams, broken objects, and punches 

You run 

Cool off 

And just when you thought I forgot about you 

I visit you again 

And again 

To test your patience   

I am anger 

You try to hold me in 

But like a dormant volcano 

I explode out of you 

And everyone in our path better watch out 

Get out of the way 

Move! 

I am anger 

That unpredictable, fierce tiger 

A wild animal that you run from, but can’t escape   

 

So you stop 

 

And confront me   

Brave and unafraid 

And realize I am but a baby 

Crying out for attention 

And so you stop everything 

To take care…… Of me. 

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Activity: Create your own anger poem ● Simply fill in the blanks with your own descriptive

words ● OR create your own short original poem about anger

Hello anger, I see you I don’t want you here but________________________________________ You make me feel so______________ that I just want to__________________________________________________________ You are_____________________________________________________ I try to push you away but_________________________________________________________ When you come to visit I___________________________________________________________ I really don’t want to___________________________________________ But I know___________________________________________________ I just want you to understand that________________________________________________________ I hope ______________________________________________________ Next time you come to visit I ___________________________________________________________

My Anger Poem

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Lesson 13: Reacting vs. Responding: Name It to Tame It!

 

Objectives: ● Students will learn that all emotions are welcome and that if the emotion is getting “big” and overwhelming we can use the mindful skill Name it to Tame it. ● Students will learn and understand that we all have the ability to create healthy responses even in challenging experiences. ● Students will understand that the brain has plasticity and that we create patterns that form the way we behave. The more mindfulness we use the more the patterns will be positive, caring, and kind behavior. Key Concepts: In this lesson, students connect brain science, mindful emotions, and naming emotions to make a mindful response. Help guide students in making connections with the multiple mindful skills they have learned so far- with what happens in the brain when the amygdala gets triggered, to welcoming the emotion and the body sensations that accompany them, to naming the emotions and body sensations, to using mindful breath or heartfulness. Encourage students to integrate their mindfulness knowledge and practice using name it to tame it. Emphasize to students that our brains want us to survive, and so they are wired to keep us safe and that all humans are working with their brains to train them to respond instead of react.  Mindful Hip-Hop:

● Name It to Tame It (Here in the Now)

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Lesson 13: Reacting vs. Responding: Name It to Tame It!

“What do I feel? Let me see!

Where do I feel it? Let me check! Let me name it to tame it, and take a mindful breath”

Extension Questions: 1.What happens to the amygdala when a strong emotion is felt? 2. How can we calm emotions and welcome them? 3. If the emotion is growing bigger and bigger, what other ways can we “keep the lid on?” Activity: “Stop, Jump, Walk” (a practice in pausing before reacting)

● Students will need to be able to move around ● The teacher will give commands to either “walk”,

“jump”, or “stop” and students should do so (these commands should be mixed up randomly so the students don’t know what is coming next)- 1 to 2 min

● As a challenge, the commands will now change to: ○ “Walk” now means “jump” ○ “Jump” now means “stop” ○ “Stop” now means “walk”

● These can be written on the board to help everyone remember

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Lesson 14: Reacting vs. Responding Pt 2: Name It to Tame It

Objectives:

● Students will be able to identify their own triggers and reactions ● Students will be able to identify mindful responses to these triggers and the mindful

skills needed to do so ● Students will be able to recognize that these reactions stem from the amygdala and

that mindful responses stem from the prefrontal cortex or PFC Key Concepts: We do not often stop to think about what is triggering strong emotions in ourselves. We usually just react to these triggers whether they be someone who is annoying us, someone not listening, or simply losing at a video game. In this lesson, students will have the opportunity to identify and reflect on what really triggers them, what their usual reaction is, what a more mindful response might be, and the mindful skills needed to respond instead of reacting. When we can identify what our triggers are and recognize that our amygdala is being activated in the moment, we are more likely to catch ourselves early enough to create that space and time needed to respond skillfully from our PFC rather than react. Mindful Hip Hop

● Name It To Tame It (Here In The Now)

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Lesson 14: Reacting vs. Responding Pt 2: Name It to Tame It

Extension Questions: 1. When is a time that you reacted to someone or

something? What happened and how did you feel? 2. When is a time that you responded with mindful skills

to someone or something? What happened and how did you feel?

3. How can Name It to Tame it Help you?

Activity: Practice naming emotions ● Write down the name of each emotion three times.

Also write down what you might tell yourself in your head if you were feeling these emotions in order to tame them or calm them down.

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Lesson 15: Heartfulness to Self

Objectives: ● Students will understand that all humans are highly critical of themselves stemming from the wiring of the brain for survival. We create a lot of FALSE stories about our weaknesses, failures, or problems. ● Students will experience cultivating love towards the self. ● Students will learn the heartfulness practice and know when to use it. Key Concepts: 

All humans deserve to be loved and all humans are worthy of love, just as they are. Our students may feel that they have to preform or behave a certain way to earn love. They may also feel when they make a mistake, they should punish themselves or be punished by others. The practice of heartfulness is a practice that not only cultivates a deep love for the self; it is connecting us to our own humanity as well as others. Often our students are expected to be kind to others and even be able to have empathy for others when this is not taught or modeled. Most importantly, the link between our love for ourselves and the love we have for others is not made. We cannot authentically accept, love, and empathize with others if we do not have a strong love, acceptance, and empathy for ourselves first. Self-Compassion is different than self-esteem- students often confuse compassion as a practice of saying “I’m better than you” or a practice of comparing ourselves to others. “I feel good about myself because I am better than you” or “I feel good about myself because I’m accomplished.” Heartfulness is something we give to ourselves at all times, especially when we make a mistake. This practice can also create resilience, helping our students when they meet challenges in order to meet them with love, kindness, and patience. So many times students spend additional energy putting themselves down, spinning into a pit of unworthiness. We want to teach students to love themselves fiercely and unconditionally. It is from this place of deep love for our fumbling, bumbling, stumbling human selves that we will have compassion for others.  Mindful Hip-Hop:

● Heartfulness Song (Presence), Love4Me (Rise-Up), Open Up Your Heart (S.I.T. album) 

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Lesson 15: Heartfulness to Self

Activity: AM vs. FM messages

○ Write at least 3 negative messages on the FM side that you feel about yourself

○ Write 3 positive messages on the AM side that are the opposite of your 3 FM messages

AM (Against Me) (example)

● I am not good at math

● I am not good at...

● I am not….

● I am too….

FM (For Me or..Forward Moving)

● I have not had a lot of success in math YET, but I can get better

●

●

●

How does it feel to write FM messages to yourself? ____________________________________________________________________________________________

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Open Up Your Heart(Show Heartfulness)

By Ida and Jason S.I.T. Album

Live mindfully Live mindfully Live mindfully Live mindfully Live mindfully

Love Love

Done with the judgement, I'm done with the hating I show love instead, Do it for fun Don't take it personal,

If somebody is rude to you, maybe they're going through something Skrt skrt on mean words Help out my teachers Mindful Life taught me to To keep my cool Don't flip my lid when stuff’s hard at school Instead I say let's take a deep breath Accept my feelings and then let ‘em in Then I show some heartfulness to myself and my friends Because I'm so thankful for you and all that you do

Why you being mean if you know you wouldn't like it Open up your heart now please don't fight it Why you being mean when you know you know better Know you know better If we hanging know you can come to Got me looking for ya Got me looking for ya I’ve been looking forward to hanging with you, you, you, you.

Yes I show heartfulness Whenever I can If I don't get it back it don't matter I'll be the bigger person

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Cause someone's gotta be Leave it all up to me it's about

Love (long as we show) Love (heartfulness) Sending Heartfulness Sending Heartfulness Sending Heartfulness Do mindfulness, I send some heartfulness To all my friends, to all the rest I can't forget, send some love to myself May you feel happy inside May you live a peaceful life May you fill up with self pride When you give your best and try, yeah Love my mindful life and Heartfulness wont let me slide, yeah Makes me feel alright, yeah Helps me get past all the strife, yeah All this hating Are the things that we are releasing, Sending love’s so real Time to bucket fill, can you feel me? I’m sending heartfulness sending heartfulness Send love to my PFC

Love (long as we show) Love (heartfulness)

I came in the classroom feeling ready feeling present in the here and in the now Being kind to myself no judgement is found Nothing is keeping me from being myself now, right now (Love) sending a heartfulness blast sending a heartfulness blast yeah

Extension Questions:

● When does this song say we should send heartfulness to ourselves and others? Why is this important?

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Lesson 16: Heartfulness to Others: How to Fill Your Bucket

Objectives: ● Students will use the narrative of How Full is Your Bucket to understand how sending heartfulness affects ourselves and others.

● Students will explore the relationship between giving and receiving heartfulness.

● Students will explore the joy of sending heartfulness.

Key Concept: How Full is Your Bucket offers students and teachers a powerful analogy to understand how our actions impact others and how sending heartfulness both positively impacts ourselves and others. In the story, Felix discovers with the help of his grandpa, that everyone has an invisible bucket on top of their head that holds their heartfulness. The bucket empties when you are hurtful and when others are hurtful with you. The bucket fills when you are heartful or when others are heartful to you. The book beautifully illustrates how we can positively impact others and ourselves. It also shows how one act of kindness can cause a chain of positive acts. After reading the story, students tend to use the metaphor to describe how they are feeling. It becomes a shared language. Encourage them to use it throughout the year. 

Lesson-Specific Materials:  ● How Full is Your Bucket book 

 Mindful Hip-Hop:

● Heartfulness Song (Presence) ● Unimos la Gente (Here in the Now) ● Heartfulness is Power (S.I.T. album)

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Lesson 16: Heartfulness to Others: How to Fill Your Bucket

Extension question: 1.How do you feel when you fill up someone else’s bucket? Activity: Who in your life would you like to send heartfulness to? You can put friends, family, or adults that work at your school in the heart.

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Heartfulness Is Power!

By Maya and David S.I.T. Album

Love, let’s talk about love Let’s just fill our buckets and give each other that love Heartfulness is that tool Yeah it’s for others and you

Come do a mindful sit with me and you will know Heartfulness is power, heartfulness is power, heartfulness is power Come do a mindful sit with me and you will know Heartfulness is power, heartfulness is power, heartfulness is power

Let me tell you what I do for me Heartfulness ain't nothing new to me You can bring a bully, mean words bring the drama, but you can't bring me down you see I love myself too much no time for hatin’ And I always got a ton of patience I recognize your pain I don’t take it personal while you all up in your conversation I send some heartful thoughts no I don’t mind you Look at me crazy 'cause I act so mindful Yeah you important you deserve some more love, care, and understanding and I don’t wanna fight you I’d rather show you loving kindness it’s a gift Instead of bringing you on down I uplift Yo I ain’t perfect you ain’t perfect I don’t trip I fill your bucket fills my bucket that’s the power of what we call heartfulness

Love, let’s talk about love Let’s just fill our buckets and give each other that love Heartfulness is that tool Yeah it’s for others and you

Come do a mindful sit with me and you will know

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Heartfulness is power, heartfulness is power, heartfulness is power Come do a mindful sit with me and you will know Heartfulness is power, heartfulness is power, heartfulness is power

Sending love and kindness is a practice of mindfulness I can fill up your bucket I know I should ‘cause it feels good It's the way that it's making me feel like nobody can send heartfulness like I do I do I can send a blast of heartfulness to you even if you are rude May you be full of love and (love and) May you be full of peace and (peace and) May you always be happy, and healthy, and strong in whatever you're doing I send it all ‘cause it feels good I wouldn't do it at all if feels bad put your hand on your chest And send out lots of heartfulness

Love, let’s talk about love Let’s just fill our buckets and give each other that love Heartfulness is that tool Yeah it’s for others and you

Come do a mindful sit with me and you will know Heartfulness is power, heartfulness is power, heartfulness is power Come do a mindful sit with me and you will know Heartfulness is power, heartfulness is power, heartfulness is power

Extension Questions:

● Rather than fighting, what does the song say should

happen instead? ● The title is Heartfulness is Power. What does this

mean to you?

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Lesson 17: Mindful Gratitude

Objectives: ● Students will learn how gratitude can support our happiness and success. ● Students will notice how it feels to practice gratitude. Key Concepts: 

Gratitude is a radical act of revolution. It is a powerful process in our transformation. In our mainstream dominant culture, the myth that we can be satisfied by the consumption of things is pervasive. It actually is radical to be thankful for what you have and be thankful for all the things you can’t buy. Gratitude cultivates feelings of love, appreciation, and can be a lens for which we can see the world. Instead of looking for everything that is going “wrong”, what is it like to be thankful for what is here? Even when it is challenging? What is it like to be grateful for the challenges? How might the world shift if the next generation of young people sees the world through the eyes of gratitude? Research shows that daily gratitude practice supports well-being and can support feeling more joy and love!  Mindful Hip-Hop:

● I Got Gratitude! (Presence) ● Giving Thanks (Here in the Now) ● Thanks (S.I.T. album)

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Lesson 17: Mindful Gratitude

”

Extension Question: 1.What are some reasons to practice gratitude? Activities:

● One minute gratitude challenge: ○ In partners or small groups, share everything

you’re grateful for without repeating anyone for one minute

● Gratitude journals: ○ Everyday, write down up to three things you are

grateful for as a way to start your day ● Gratitude circle:

○ Gather in a large circle with everyone ○ Volunteers can share one thing or person they

are grateful for with the group ● Gratitude raffle:

○ All students names are written on an individual small piece of paper and placed in a jar or box

○ Each morning the teacher will pull 1 or 2 names and anyone in the class has an opportunity to say what they appreciate about the student.

○ This happens everyday until all names are picked

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Thanks By Jason and David

S.I.T. Album

Yeah I’m sharing gratitude im not spreading hate Never blame, kind words in a thankful state Instead of feeling down yeah you know I’m feeling great So I got a question what do you appreciate? Is it little like when someone sends a smile your way? Or when a friend shows up, when you feel irate? Maybe when they say “come on” when you want to play? Are there folks that show you love every single day? If you know what it is, just know you can Say “thanks for, what you’re saying” And I see the world, and its elements Earth, air, fire, and I love rain MLP’s a part of a generation Filling up with kindness and appreciation To yourself and all your friends See what you’re experiencing, Grateful Graciela saying

Thanks, thanks, man I’m feeling thanks Thanks, thanks, can you feel the thanks? Thanks, thanks, yeah I’m giving thanks Gratitude, is all I gotta say Thanks, thanks, man I’m feeling thanks Thanks, thanks, can you feel the thanks? Thanks, thanks, yeah I’m giving thanks Gratitude, is all I gotta say

A lot of thanks from me, for the way you love me Yeah I’m talking bout my mom dad friends and family Mean words from me that’s unlikely I’m choosing kindness, don’t need negativity Aw, Let me let you in let’s start practicing Grab a pencil and some paper for some writing Check in what you’re thankful for and start listing Gratitude list is what you are creating: Air, sun, family, food, love, breath, life, shoes Friends, animals, my crew smiles, laughter, thank you

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Thanks, thanks, man I’m feeling thanks Thanks, thanks, can you feel the thanks? Thanks, thanks, yeah I’m giving thanks Gratitude, is all I gotta say Thanks, thanks, man I’m feeling thanks Thanks, thanks, can you feel the thanks? Thanks, thanks, yeah I’m giving thanks Gratitude, is all I gotta say

Yeah, Ima put my mind on thanks Giving gratitude, you can imitate Aye give me thanks, you don’t have to hate Slow pace in the brain, got these skills from J Positivity, I’m tryin real hard No negativity, stay far away like Mars You can do it too, just focus on the target Give love for what you got, and make sure that it’s heartfelt Appreciation for others and yourself Giving gratitude is good for mental health Practice daily, it’ll make you feel good Whether you’re in your house, or in your neighborhood And not just you, yeah everybody should Helps you find yourself, not lost in the woods And I got big thanks, don't make me spark it out 'cha You gotta keep it in your pocket like a wallet Like the way you show it, show it like your knowledge Knowledge of self, like you went to mindful college Appreciation, thanks, gratitude, that’s what we call it I'm rich in life thanks to Mindful Life Project!

Thanks, thanks, man I’m feeling thanks Thanks, thanks, can you feel the thanks? Thanks, thanks, yeah I’m giving thanks Gratitude, is all I gotta say

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Thanks, thanks, Carquinez can you feel the thanks? Thanks, thanks, Rodeo yeah im giving thanks Thanks, thanks, Antioch man I’m feeling thanks Thanks, thanks, Richmond can you feel the thanks? Thanks, thanks, El Sobrante yeah im giving thanks Thanks, thanks, San Pablo man I’m feeling thanks Thanks, thanks, Oakland can you feel the thanks? Thanks, thanks, The whole bay yeah I’m giving thanks

Thanks, thanks, man I’m feeling thanks Thanks, thanks, can you feel the thanks? Thanks, thanks, Yeah I’m giving thanks Thanks, thanks, Mindful Life keep on giving thanks

Extension Questions:

● What are some of the things in the song that it says to be grateful for?

● What does it mean when it says “giving gratitude is good for mental health?”

● How do you show gratitude in your life?

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Lesson 18: Mindful Thinking Part 1- Past, Present, and Future Thoughts

 

Objectives: ● Students will use the narrative of Mindful Monkey, Happy Panda to understand the concept of past, present, and future thoughts. ● Students will learn that all human minds wander from the present moment to past and future, which isn’t a problem. Mindful thinking helps guide us back to being in the present. ● Students will practice focusing on the breath and their anchor spot and anchor words to help return to the present moment. Key Concepts: 

There are two lessons on past, present, and future thoughts and this first lesson uses the book Mindful Monkey, Happy Panda as a powerful way to illustrate how mindful thinking helps us be present and being present helps us be happy. With all to experience in life, using our senses, our emotions, our connection to our self and others, and just purely enjoying what life has to offer in the present, we often ignore it with over thinking. Our thoughts are very rarely about what is happening in the present moment. Thinking about something that triggers an emotion in response to the thought. It can also work in the opposite direction. We may feel a certain emotion that triggers thoughts relating to our mood. Often, the experience is cyclical; a thought comes and triggers an emotion that then triggers more thinking; this may occur again and again. An example of this process may occur when we start thinking about something or someone that makes us really frustrated, maybe even angry. The more we think about them the more that emotion strengthens. The whole experience was perpetuated just by thoughts and emotions! Without mindfulness we can easily get sucked into a storyline in our head without being conscious of how it is affecting us. We will learn how to identify and put our attention on the emotions rather than on the storyline that we have created in our head.  

Lesson-Specific Materials:  ● Mindful Monkey, Happy Panda book 

 Mindful Hip-Hop:  

● Mindful Thinker (Rise-Up) ● The Present, An Investment (S.I.T. album)

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Lesson 18: Mindful Thinking Part 1- Past, Present, and Future Thoughts

“Not focused on the future or the past, trying to make each moment last, mindful thoughts keep me on task”

Extension Questions: 1. When is it ok to think about the past? 2. When is it ok to think about the future? 3. Why is it important to NOTICE past, present, or future thoughts? 4. How do we bring ourselves back to the present? Activity: Notice your thoughts:

● In a mindful sit, lightly squeeze your right leg every time you notice a future thought

● Lightly squeeze your left leg every time you notice a past thought

● Lightly squeeze both legs every time you notice a present thought

● When the sit is over, reflect on whether you were having more past, present, or future thoughts

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The Present, An

Investment By Maya and David

S.I.T. Album

Ay yo, I'm focusing on the present I make sure to do so without judgment I let my thoughts come and go I make sure my mind don't go with the flow But if does then I just say oh no Like when I'm thinking about tomorrow Or yesterday might make me feel sorrow It is ok if this happens you know Just make sure you are always bringing your mind back And don't beat yourself up ‘bout it cause that's wack It's fine if you have trouble staying on track Because that happens to everyone and that's facts

I'm mindful thinking, in the present Focus on future, you be stressin And past thinking, second guessing Aye yo I'm here and right now, that's a blessing Mindful thinking, in the present What will happen, is too distant What has happened, its unpleasant Takin care of my thoughts now, an investment

Oh I get it The more I focus on past and future The more stressed, worried, sad, and angry I might be

I make a choice to focus on the present moment And not just let it pass by but really own it Give it all of my attention mindfully growing My thoughts passing just like the wind yeah they be blowin When my mind wanders you know I bring it back Over and over now I know I can relax I see a stressful thought and choose to let it pass My mindful thinking helps me focus in the class ‘Cuz our thoughts be, just like ping pong

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Bouncin all over the place, yes like ping pong So hard to keep up with them, just like this song mindfully notice them, you can’t go wrong They might feel big and ugly, just like King Kong In past thinking, feel depression Future thinking, you be stresson Can feel so overwhelming, here’s the lesson:

All we really have is the present moment All we really have is the present moment When you realize this, you can let go of all your stress and strong emotions…….

I'm mindful thinking, in the present Focus on future, you be stressin And past thinking, second guessing Aye yo I'm here and right now, that's a blessing Mindful thinking, in the present What will happen, is too distant What has happened, its unpleasant Takin care of my thoughts now, an investment

Problems arise, I, I'm in my right mind I enjoy my time, mindful lifestyle Problems arise, I, I'm in my right mind I enjoy my time, mindful lifestyle I need to shine my, my friendly flashlight On focus Freddy, because he's my ally

Extension Questions:

● What does the song say might happen if you get stuck in past or future thoughts?

● What is the song trying to teach us about mindful thinking? How can focusing on the present be helpful?

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Lesson 19: Mindful Thinking Pt.2

Objectives: ● Students will learn how to use mindful breathing, anchor spot, and counting breaths to bring the thinking mind back to the present moment. ● Students will learn how to use the friendly flashlight to notice if our thoughts are in the future, past, or present. Key Concepts: 

A present mind is a happy mind, a wandering mind is an unhappy mind. Remember Mindful Monkey, Happy Panda? Mindful Monkey approaches Happy Panda and inquires how he stays so happy all the time. Monkey shares that when he is doing one thing, he is often thinking about something else. Happy Panda shares that true happiness comes from being in the present moment. Many humans find their minds wandering even when they are doing an activity that they claim they love. Have you ever noticed that you were doing one of your “favorite” activities, and you still found your mind thinking of what is coming next? Then when that moment arrives, you're thinking of the next activity? If our minds are always in thought, it becomes difficult to be in the fullness of the experience that is right before us. Mindfulness teaches us to present with, to breathe with, to feel, to sense into our bodies and into what is happening right now. Being present with our thoughts integrates multiple mindfulness skills we’ve cultivated so far. Students have cultivated a practice of awareness and learned how to pay attention with their friendly flashlight. Once they notice their thoughts, they can name them, just like we did with emotions. When they name their thoughts, they also practice not judging them. They can make mental notes of what types of thoughts they are having… future thoughts…. past thoughts...present thoughts...Then they can use their anchor spot and anchor words to focus on what is here and now. Emphasize to students that the mindful sit is how we practice for all of the other parts of our daily experience. We try not just to present when we are in our mindful sit, but throughout all of our activities. We may practice a mindful sit for just a few minutes, but the rest of our day we practice paying attention to our thoughts. We can check our minds, are they thinking about what we are doing? We can check our hearts. Are our hearts caring about what we are doing? We can check our bodies. Are our bodies focused, feeling, and engaged in what we are doing? Just like Happy Panda says, true happiness comes from bringing all of your attention to what you are doing right now. Presence creates happiness!  Lesson-Specific Materials:  

● Mindful Monkey Happy Panda Book  Mindful Hip-Hop:  

● Mindful Thinker (Rise Up), Past and Future Thoughts (S.I.T. album) 

 

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Lesson 19: Mindful Thinking Pt.2

Extension Questions: 1.Is thinking too many thoughts a problem? 2. How can we help our mind from having too many thoughts? 3. What can happen if we let our minds wander too much to the past or future? Activity: “Where are my thoughts?”

● Students will need to walk around for this activity ● The center of the room will represent the present

moment while the right side of the room will represent the future and the left side will represent the past

● The teacher will give different scenarios and the students will have to determine if they are past, present, or future and walk to the corresponding space in the room

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PAST AND FUTURE THOUGHTS

(Mindful Thinking) By Somos One and Ida Jackson

S.I.T. Album

My bad my bad for tripping on you..... still makes me mad. My bad my bad for tripping on you Why I’m still sad.

I used to trip how strangers stared hard, driving fast passed us playing in the yard, they talked like my people made their lives hard, wonder if they had a Mexican keep their yards, and even if they didn’t what did I have to do, with all the painful hardships that they went through, I was just a kid blessed with my own gifts, but the neighbors acted dissed so I used to trip,

My bad my bad for tripping on you..... still makes me mad. My bad my bad for tripping on you Trippin......

Easy to trip on the final destination, forget to pay attention to the scenery we’re facing, I never could choose only one path to race in, said I’d never be that thirsty chump always chasing, ain’t exactly what you thought it would be, you want the greener grass and a happier tree, Millions of flowers and the mightiest bee, butterfly from the sea to the shining sea

My bad my bad for tripping on you past and future thoughts My bad my bad for tripping Trippin...

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I still trip off the things I’ve done wrong, hard to let em go so I put them in a song, no going back bruh them days are gone self compassion helps keeps my heartbeat calm, gratitude got me calling up mom, PFC reminds me got an oyster in my palm, choices I can make lanes I can create, refuse to choose to see my mistakes as my fate,

My bad my bad for tripping on you..... still makes me mad. My bad my bad for tripping on you Trippin......

hard to wait so I’m practicing my patience focus on the world outside and these sensations the way my body reacts to situations, A blessing and a curse my own imagination, Worried ‘bout tomorrow or the sorrows of the past feeling no control rabbit holes and some traps remember that it’s natural to catch ourselves trippin, But, it’s easier if our practice is consistent

My bad my bad for tripping on you past and future thoughts My bad my bad for tripping… Trippin...

Extension Questions:

● What does it mean when it says, “A blessing and a curse my own imagination?”

 

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Lesson 20:Judgment- We Don’t Need It!

Objectives: ● Students will learn what judgment is and how it we create it in our mind.

● Students will gain awareness on how judgment affects how we treat ourselves and others.

Key Concept: In this lesson students explore how quickly humans can react and make judgments. Through the proverb, the students may shift their perspective and welcome not jumping to a conclusion right away. This lesson invites students to notice when they are judging, to name their judgment, and invite another possibility.

Mindful Hip-Hop:  ● Never Hate (Here in the Now), No Blame (S.I.T. album) 

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Lesson 20:Judgment- We Don’t Need It!

Extension Question:

1. What is the difference between noticing something and judging it?

Activity: judgment vs. noticing ● The teacher will show two objects or pictures of

different things one at a time while the students fill in the boxes below

● On the noticing side it should only be statements like “it’s blue” or “it is small”

● On the judgment side it should be statements such as “It’s ugly” or “I like how it looks”

What I’m noticing My judgments about it

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No Blame

By Theresa and Jason S.I.T. Album

No judgment I got no shame ‘Cuz mindful’s how I’m living Emotions I name to tame I won’t be placing no blame, no blame

Mindful dedication, mindful dedication In the present moment cuz mindful’s how I’m living, ah And I’m living presently, ooh I don’t place judgment on me Mindful dedication, mindful dedication In the present moment cuz mindful’s how I’m living, ah And I know about you, ooh I don’t place judgment on you

I don’t know, where Imma go Love imma grow, and imma show I see the most, I focus in ‘cuz I’m in mindful zone I got a inner critic keeps on trying to deceive me Choose my inner friend cuz it speaks clearly I’m livin Mindful, Life I’m feelin good, alright I got a friendly flashlight it helps my sight I love it I see it clearly it’s so bright I’m in the present with no judgment Mindful Life

I’m not gonna judge you (you’re a friend to me) I’m not judging myself (I live mindfully) I’m not gonna judge you (I’m not gonna judge you) I respect and see you I am simply seeing (What is happening) I am not reacting (I’m responding) I will make my own choice (I will make my own choice) So I can ride the waves

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No judgment I got no shame ‘Cuz mindful’s how I’m living Emotions I name to tame I won’t be placing no blame, no blame

Judgment free when I was young Negativity grew when I got a bit older No fun, I had issues and chips on both of my shoulders Victimized by conditioning, this judgement it’s leaving And now I can see it with discernment I’m seeing With my friendly flashlight, I choose kind compassion These things will stay and they’ll go, no they don’t stay long Respect your beautiful traits, So why’d you act angrily We all have flaws, imperfections, and insecurities I know it’s hard, sometimes, no matter how hard we try I’ve got a choice, imma check in, this is my mindful life I said may you be loved, heartfulness don’t be stunned With kind words, judgment free is the one, You know I'll say

I’m not gonna judge you (you’re a friend to me) I’m not judging myself (I live mindfully) I’m not gonna judge you (I’m not gonna judge you) I respect and see you I am simply seeing (What is happening) I am not reacting (I am responding) I will make my own choice (I will make my own choice) So I can ride the waves

No judgment I got no shame ‘Cuz mindful’s how I'm living Emotions I name to tame I won’t be placing no blame, no blame

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Mindful dedication, mindful dedication In the present moment cuz mindful’s how I’m living, ah And I’m living presently, ooh I don’t place judgment on me Mindful dedication, mindful dedication In the present moment ‘cuz mindful’s how I’m living, ah And I know about you, ooh I don’t place judgment on you

It hit me like bang I’m starting to judge it, I know I shouldn’t Then I, keep it mindful and stay focused with discernment Yeah they’re trying to judge me, emotions I’m naming I’m not gonna spread the drama, judgement free Tension, let you go, scan from head to toe I’m accepting of myself and self love imma grow I’m comparing to others and now my minds playing tricks My inner friend won’t let me slip

No judgment I got no shame ‘Cuz mindful’s how I’m living Emotions I name to tame I won’t be placing no blame, no blame No judgment I got no shame ‘Cuz mindful’s how I’m living Emotions I will name to tame I won’t be placing no blame, no blame

Extension Questions:

● What does the song say about your “inner critic” versus your “inner friend?”

● What is the main message the song is trying to teach about judgment? How do you know (give a sample lyric from the song)

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Lesson 21: Judgment- We Don’t Need It! Pt 2

Objectives: ● Students will learn what judgment is and how we create it in our mind.

● Students will gain awareness on how judgment affects how we treat ourselves and others.

Key Concept: In this lesson students use roleplay to better understand judgment and non-judgment and how to use specific mindful skills (name it to tame it, mindful breathing and heartfulness) to practice non-judgment. This lesson invites students to notice when they are judging, to name their judgment, and invite another possibility. 

  Mindful Hip-Hop:  

● Never Hate (Here in the Now)

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Lesson 21: Judgment- We Don’t Need It! Pt 2

Extension questions: 1. When might it be good to use judgment? 2. When is it not ok to use judgment? Activity: What are some things that you judge? Write and draw pictures:

 

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Lesson 22: Mindful Walking  

Objectives: ● Students will learn how to bring focused attention through breath as they walk.

● Students will learn that using our senses is a great way to become present.

Key Concept: “Walk as if your feet are kissing the Earth.” -Thich Nhat Hanh

Walking is an activity we do everyday, often with the purpose of getting somewhere. We may walk while texting or we are on our phones or perhaps we are already in the future, thinking about what we are going to say or do when we get there. Practicing mindful sits definitely has an impact on our lives and our ability to be mindful during our daily activities, but often it can feel like our mindfulness practice is limited to an activity that is somehow outside of our life. What happens when we invite mindfulness into all activities, like walking? These seemingly mundane, daily routines, when we view them with a beginners mind, can shift. We see our lives, even the most average of activities with wonder and curiosity. This lesson also invites children to slow down and invite mindfulness into activities where there is movement.

 Mindful Hip-Hop:  

● Take it Real Slow (Here in the Now) 

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Lesson 22: Mindful Walking

Extension Question: 1.How can mindfully walking help us? Activity: Mindful walking outdoors

● Quietly take a walk outside (no need to go really slow) ● As you walk around, take time to notice what you see,

paying attention to the details ● Also, pay attention to the sounds you might hear

Reflection: What did you notice on your walk that you don’t normally notice

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Take It Real Slow By David and Mel

Here In The Now Album Walking quickly and I just won’t stop Head is spinnin’ and I’m lost in my thoughts Feelin’ stressed about to blow my top Wish I could stop but man somethin’ is off Can’t slow down but got nowhere to go How to feel better man I just don’t know When it comes to flippin’ lids I’m a pro Leave me alone man, I just gotta go Bouncin’ around, bouncin’ around, bouncin’ Head in the clouds and now there’s no stoppin’ bouncin’ around, bouncin’ around, bouncin’ Just can’t slow down I gotta do somethin’ When I usually walk I pay no mind Just gotta get ahead not get behind Don’t wanna be late gotta be on time I’m way too busy got no time to unwind Find myself distracted every day I’m so excited I can’t wait to play Future thoughts takin’ over my brain I’m goin’, goin’, goin’, goin’ insane Bouncin’ around, bouncin’ around, bouncin’ Head in the clouds and now there’s no stoppin’ bouncin’ around, bouncin’ around, bouncin’ Just can’t slow down I gotta do somethin’ I walk it like I talk it I talk it like I walk it Watch me concentrate and get it I’m movin’ in slow motion Focused on my breathin’ Just finessin’ all the critics And when I pay attention In my body, feel the tension Jitters, they won’t stop When he up in my business I pause, take a breath and Mindfully walk it out Bae, prioritize Get them riches when you get your mind right

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Clear your head on a walk, feel alive Mindful movement makes the body energized You can catch me, breathe, in a cool mindful walk I’m so in it, haters don’t talk Yeah, feelin’ so relaxed My mind back feelin’ like it’s on track Ooh, this beat lays it out Can’t be runnin’ from our fears, can’t be runnin’ from our doubts Cuz everyday, hey, we do create Yuh breathing makes, all the worries dissipate We gon’ be OKAY. And I pray and I pray We gon’ do it bigga Mindful walking with grace Yes please, mindful walking with grace Yes please, mindful walking with grace Walkin’, Yeah I take it real slow Walk, walkin’ Yeah I take it real slow (x2) So now I slow it down Walk slowly with my eyes to the ground Pay attention to my breathin and the sounds Nowhere to go so I go round and round In a circle I walk mindfully And when I do, yeah I got time to see Everything now that’s right in front of me Thinking clearly cuz I’m in my PFC Feelin’ good man with nowhere to go No need to hurry I can take it real slow Feel sensations from my head to my toes I practice mindful walkin now I’m a pro You can catch me walkin’ around, walkin’ around, walkin’.

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Lesson 23: Mindful Skills Review

Objectives: ● Students will review mindful skills and ways to use the practice in daily life in a game format.

● Students will show how much they have retained over the year.

Key Concepts:  

It’s always important to check for understanding with students during and after lessons. This lesson will help us see how well we have taught the skills throughout the year and how much they have absorbed. If we notice that there are certain skills that are confusing to many in the class, we can then reteach those lessons. 

 Mindful Hip-Hop :  

● Mindfulness is Like (Here in the Now) 

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Lesson 23: Mindful Skills Review

Activity: Draw a line from the mindful skill to the correct definition Mindful breathing a. Noticing what your body needs Mindful listening b. Loving kindness for self and others Body awareness c. Welcoming and naming emotions Mindful emotions d. Paying attention to the present Moment without judgment Mindful thinking Heartfulness e. Giving thanks Gratitude f. Noticing the sounds around you Non-judgment g. Noticing if your thoughts are in the past, Mindfulness present, or future h. Noticing your breath

i. To accept instead of judge

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Lesson 25: Mindful Test Taking

Objectives: ● Students will learn how to use mindful skills, name it to tame it, mindful non-judgment,

heartfulness, and mindful breathing during a test. 

 

Key Concepts: 

The school system places a lot of attention on testing and how students perform on tests. This can produce anxiety and self judgment for students. Inviting students to be mindful with their emotions that arise as they take tests and give themselves and others heartfulness can dramatically shift the way students approach standardized tests, which are a large part of their schooling experience. 

 Mindful Hip-Hop:  

● Mindfulness is Like (Here in the Now)  ● Work (Presence Album) 

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Lesson 25: Mindful Test Taking

Mindful Test Taking Skills

● Take at least 5 mindful breaths

before you begin. ● Send yourself and your class-

mates heartfulness. ● If you notice a strong feeling or

emotion, name it to tame it, and use your friendly flashlight to

body scan and find the sensations. ● Send yourself extra heartfulness if

you are doubting yourself. ● Throughout the test, take a

mindful minute as a break.

● WE BELIEVE IN YOU!

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Lesson 26: Mindful Eating  

Objectives: ● Students will gain awareness on how to eat with mindful attention.

● Students will gain the skill of thinking about what they are eating, how it looks, and how it smells, how it got to their plate, and what impact it will have on their health.

Key Concept: Our multitasking culture and fast paced lifestyle doesn’t always allow or encourage us to slow down and be mindful with our food. This is a lesson that invites students to explore how to be mindful with their food and other daily routine activities.

   

Mindful Hip-Hop:  ● Scrape it Up (Here in the Now) 

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Lesson 26: Mindful Eating

Extension Question: 1. How does mindful eating help us to be more present? Activity: Mindful eating practice

● Practice mindful eating with different kinds of foods (fruit or cereal can be good to use)

● The key is to take one bite at a time and really pay attention to the flavors and sensations

● Each bite should be savored and eaten as slowly as possible

● Part of the practice can also include thinking about where it came from, who picked it, grew it, and tended to it.

● Also think about how it is nourishing and keeping us healthy.

● You can end by reflecting on the experience and sharing how it felt

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Scrape it Up

by Mr. T featuring Ms. Maya

Here In The Now Album

I eat food all my food I scrape it up, mindful eating mane I scrape it up Scape it up, scrape it up, scrape it up, scrape it up, I pay attention to my food, when I’m eating I ain’t rude, I’m mindful all the time even wit my soup

Vegetables, vegetables, vegetables, vegetables Edibles edibles edibles edibles

I scrape it up, scrape it up, scrape it up, tasting my cheddar bowl cheddar bowl Pay attention how it’s tasty, food on my tongue I use my Mindful skills while I’m eating up lunch

Crunch, crunch I hear that, I hear that I’m paying attention to where I’m at where I’m at Don’t lose focus, don’t lose focus enjoy moment moment scrape it up, scrape it up like you won’t it.

Like you own it, cuz it’s yours Mindful eating is the best it’s not a chore

I eat all my food, I scrape it up, mindful eating mane, I scrape it up Scrape it up, scrape it up, scrape it up, I scrape it up, scrape it up, scrape it up, I scrape it up,

I’m noticing my senses, I taste it in an instant, I take my time eating, I’m mindful wit my chicken

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I enjoy it , I enjoy it yes I do, mix my oatmeal and my sugar wit my spoon It’s on my tooth I feel the texture, I taste the flavors my tongues the tester Feel the sensations of it, feel the vibrations of it, as ya body moves we breathing and we tasting something

What’s the color of ya food you gotta chew it slowly, tasty soft, creamy smooth, cheesy macaroni Take a breath after you bite it’s heavy is it light, does make you feel tired, do you wanna get hype

We usually eat it quick, but it’s time to slow it down when the food in ya mouth let ya mindfulness get down

(Chorus)

I put the food in mouth just to taste the lasagna, I’m a queen nah what I mean like the ones in Wakanda Taste me food and wash it down, I be present everytime I eat my chow

I’m a taste on it, taste on it eat it slow and wait on it Mindful bites when ate on it the sensations don’t hate on it When plate come Ima scrape it, Ima I scrape it Mindful all time in the present use my patience

Some like to rush but I notice the sensations, if you paying close attention you can taste what you tasting.

Extension Questions:

● What are some examples of the foods the song mentions? How does it suggest you eat them?

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Lesson 27: Cultivating Presence- Letting it Be

Objectives:  ● Students will understand that one of the healthiest ways of being present is by being able to just let situations, thoughts, emotions, and all experiences to be as they are without wanting to change them. ● Students will practice non-judgment with mindful skills to welcome experiences instead of pushing away, resisting, avoiding or getting overwhelmed by them.

Key Concepts: 

This lesson weaves in non judgment and presence helping students explore the idea of acceptance. It can be very challenging to accept events or people that are painful and hurtful, but how can mindfulness be a more skillful and effective way of moving through it? As we know, the resistance to emotions, thoughts, physical sensations, or to any way the present moment shows up, it leads to suffering. With mindfulness we are radically looking at how to accept the present moment as it is in our lived experience.

Mindful Hip-Hop:  ● Mindful Warriors-Here in the Now (Here in the Now) ● Estoy Presente (Rise-Up) ● And I (Here in the Now) 

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Lesson 27: Cultivating Presence- Letting it Be

Extension Questions: 1. What is it like to accept something mindfully? 2. Does accepting it mean we have to like it? 3. What if an injustice is happening? Does accepting it mean we are saying the injustice is ok? Activity: What I can and can’t control

● Decide as a class if the following things are within your control or out of your control:

● Creating a visual for this may be helpful ○ What someone says about me ○ When I want to do work ○ What the weather is like ○ Who I am friends with ○ Using my breath to feel better ○ Making someone like me ○ What I choose to eat at lunch ○ Other people’s opinions ○ What I am grateful for

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Mindful Warriors (Here In The Now) By the Grant Elementary Rise Up Students Here In The Now Album

Do a sit, take a chill pill, I’m focused and I’m real still I’m here with no fear, and I have a clear till, Anger come join me, I’m here come chill, My mind like a ship, I use my anchor skills

I don’t pay the bills but I use my mindful skills, I do a mindful sit and now I’m feeling really real We lit in here, Mindful Life Mindful Life, Breathe in, breathe out, make it nice, make it nice

I’m on time because I’m mindful, I’m delighted with a life full Stay heartful in the worst times, no judging it’s not time to My spine is in a line and my feet are on the floor, My hands are on my lap and my eyes are closed doors

Get back to my sit, my sit is so sick, Mindful how I rock, it won’t stop it won’t quit Check it out, we all mindful warriors, We plead our own cases, we don’t need a lawyer

I’m in the present, no judgment, I’m here in the now (4x)

I’m in the present, no judgment, I’m here in the now I do a mindful sit when I get to the house Mindful all the time, safe body safe mind I reach my anchor spot and I’m feeling real fine

Mindful how I rock and it wont stop As long as I get to my safe spot I’m mindful I’m dope, like my rhyme and my flow Put my hands on my lap and I’m feeling all of my hope,

Mindful so true, no judgment my tool,

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I keep it real cool when I get to the pool I bet I won’t flip my lid if I use my mindful skills It’s like medicine, it’s real, without poppin all the pills

My mind on a mission, Im a stop it swimming To stay in the present, I’m a stop it from drifting I do a mindful sit, I do a mindful sit I got my feet on the floor, bout to use my mindful kit

I’m in the present, no judgment, I’m here in the now (4x)

Extension Questions:

● What does it mean when it says, “My mind like a ship, I use my anchor skills?”

● One part of the song says,“stay heartful in the worst times.” What does this mean to you?

● What do you think it means to be a mindful warrior?

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Lesson 28: Cultivating Healthy Habits and a Mindful Lifestyle

Objectives: ● Students will understand how to change our habits and how to make mindfulness a part of their lifestyle.

● Students will learn about neurons, plasticity, and neural pathways 

Key Concepts: 

“We become what we repeatedly do.” ― Sean Covey, The 7 Habits Of Highly Effective Teens

“Your beliefs become your thoughts, Your thoughts become your words, Your words become your actions, Your actions become your habits, Your habits become your values, Your values

become your destiny.” ― Mahatma Gandhi

We as humans are creatures of habit. Due to the wiring of the brain being for survival, unhealthy habits of the mind, body, and heart are easier to create than healthy habits of the mind, body, and heart. With mindfulness we are able to change the neural pathways and connections so that we can create healthy, nonreactive habits. The neurons that fire together wire together. Think of metal being welded. If you weld it for longer the harder and stronger the weld becomes. In other words our neural pathways have been formed due to our experiences and the more the neurons have fired, the more they are habitually going to connect. We are going to teach students that they have control over their brain’s wiring! We can then create healthier mental, emotional, and physical habits.

The science: To oversimplify, our brain cells communicate with one another via synaptic transmission–one brain cell releases a chemical (neurotransmitter) that the next brain cell absorbs. This communication process is known as “neuronal firing.” When brain cells communicate frequently, the connection between them strengthens. Messages that travel the same pathway in the brain over & over begin to transmit faster & faster. With enough repetition, they become automatic. That’s why we practice things like an instrument–with enough practice, we can go on autopilot.

 Mindful Hip-Hop:  

● Mindful Choices (Presence) 

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Lesson 28: Cultivating Healthy Habits and a Mindful Lifestyle

Some important facts about habits and the brain:

● Neural pathways in the brain are made up of billions of neurons

● Every time you practice something, you are strengthening those pathways, which help create new habits

● The things that you don’t do regularly create weakened pathways in the brain. Old habits can die.

Extension questions: 1.Why are healthy habits hard to create? 2. What are ways we can change our brains in healthy ways? 3. What are some healthy habits that you want to create?

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Lesson 29- Challenge as an Opportunity to Grow

Objectives: ● Students will explore reframing their problems as opportunities to grow, become stronger people, and strengthen their mindfulness practice.

● Students will learn that we have deep resilience and that even though the brain might get negatively affected by stress or trauma we can always rewire and increase the PFC and other neural pathway connections! 

Key Concepts: 

We all have challenges. Sometimes we may look at another person and make the assumption, “They have it so easy, they never have problems. What’s the matter with me that my life is so difficult? What is wrong with me? What is wrong with my life?” Have you ever asked yourself these questions or heard others make these comments? We all have challenges. Imagine what can change in the lives of our students when they first accept that challenges are a part of life and learn to view them as an opportunity to grow? This lesson is about offering our students a chance to reframe their challenges as opportunities to grow. We can motivate our students to move through challenges with their mindfulness if they see that they can actually gain something through their challenges. What is it like to bring our mindfulness, heartfulness, and gratitude to our challenges? What can change for ourselves if we view life through this lens? The research is so strong that while stress and trauma deeply impact the brain, body, and heart we can rewire and grow activity and density in all the right places.

 Mindful Hip-Hop: 

● Mindful Life Way (Here in the Now) 

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Lesson 29- Challenge as an Opportunity to Grow

“The bigger the challenge, the greater the opportunity to

grow!”

What does this quote mean to you? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Activity: Draw a picture of what this quote represents

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End of the year reflective activity

“I’m here, I’m now, no judgment is found”

How has mindfulness helped you this year? What did you learn about yourself? Write and draw in the box below:

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