S.P.A.R.K. · S.P.A.R.K. Mentoring Program Elementary School Curriculum for students 6-10 years old Speaking to the Potential, Ability and Resilience inside Kids Find YOUR SPARK!

S.P.A.R.K.

Mentoring Program Elementary School Curriculum

for students 6-10 years old

Speaking to the Potential, Ability and Resilience inside Kids

Find YOUR SPARK!

© The Cypress Initiative, Inc. 2 S.P.A.R.K. 6 - 10 Mentoring

The Cypress Initiative, Inc.

Copyright © 2016


913 S. Parsons Ave. Suite C

Brandon, FL 33511

1 (813) 662-6920 (PH) 1 (813) 662-6922 (FAX)

www.cypressinitiative.org

www.sparkcurriculum.org

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to the publisher, addressed “Attention: Permissions Coordinator,” at the address above.

Printed in the United States

First printed, 2016


Table of Contents

Table of Contents ............................................................................................................................ 3

The Cypress Initiative, Inc. ............................................................................................................. 4

Acknowledgments........................................................................................................................... 5

The Principles Behind the Curriculum ........................................................................................... 6

S.P.A.R.K. Mentoring Program Components and Objectives ........................................................ 7

Framework for Prevention .............................................................................................................. 9

Logic Model .................................................................................................................................. 13

Using the S.P.A.R.K. Curriculum ................................................................................................. 16

Core Curriculum ........................................................................................................................... 18

Lesson One: Connections and Goals ......................................................................................... 19

Lesson Two: Your Experience, Unlocked ................................................................................ 25

Lesson Three: Decision Making, A Chain Reaction ................................................................. 31

Lesson Four: Understanding Your Feelings .............................................................................. 43

Lesson Five: Your Creative Potential ....................................................................................... 49

Lesson Six: Finding Your SPARK ............................................................................................ 53

Lesson Seven: Giving Back to Your Community ..................................................................... 61

Lesson Eight: Uncovering Your Confidence ............................................................................ 65

Lesson Nine: Navigating Frustration and Stress ....................................................................... 69

Lesson Ten: Appreciating the Diversity Among Us ................................................................. 75

Lesson Eleven: Bullying, Inside-Out ........................................................................................ 79

Lesson Twelve: Unmasking Your Potential .............................................................................. 83

Lesson Thirteen: Graduation ..................................................................................................... 87

Evaluation Tools ........................................................................................................................... 91

Bibliography and Research ........................................................................................................... 99

Suggested Resources ................................................................................................................... 102

Websites ...................................................................................................................................... 103



VISION

Everyone, everywhere realizes their personal potential and achieves amazing things!

MISSION

To cultivate human potential, one thought at a time, through education, mentoring and coaching.

VALUES

We believe that no one is broken.

We believe that we are all in it together.

We believe in honoring diversity and inclusion.

We believe in seeing the potential in everyone.

We believe in respect and compassion.

We believe that possibilities are infinite.

We believe in transparency and communication.

We believe that Love Wins!

ABOUT

The Cypress Initiative, Inc. (CI) is a nonprofit, 501(c)(3) organization established in 2007. CI

trains people of all ages in how to tap into their creative intelligence and access their innate wisdom

in order to build the life experience for which they were designed. Our programs focus on

individuals’ inner brilliance so they can maximize their personal potential. Using research-based

concepts and proven methods, CI develops and facilitates unique education, mentoring and

coaching programs that focus on promoting healthy, productive relationships and resiliency in

individuals, schools, businesses and communities.


Acknowledgments The S.P.A.R.K. Mentoring Program curriculum is the product of numerous people who have worked

unwaveringly, to create a curriculum that will enhance the lives of generations to come. It could not

have been accomplished without the energy of so many before us and the many people who have given

their time and support throughout this endeavor. The provision, effort and love consistently poured

into us during this process were instrumental in creating the final product. Thank you for helping us to

create a platform with which to form more loving and connected youth, schools and communities. It is

sure to make a significant mark in the world and is greatly appreciated.

Brooke Wheeldon-Reece, M.B.A.

President and CEO

Curriculum Developer


Nicole Wilson

Community Programs Coordinator

Teen Mentor, Curriculum Developer


Ashley Hunt, A.A.

Director of Program Development



Helen Neal Ali, C.A.P.P.S.

Lead Community Educator



Shifra Rosenblatt Chesler, B.A.

Curriculum Developer

Independent Contractor

A Special Thanks to:

Sydney Banks for sharing your experience with the world.

Cally Catania Bekhor for providing me the opportunity to lead The Cypress Initiative.

The Cypress Initiative Staff for pushing through my relentless pursuit of perfection.

The Cypress Initiative Board of Directors/Advisor for your unwavering support of our vision.

Michael Neill for taking on the task of training myself and The Cypress Initiative staff during my

beginning. You continue to be instrumental in guiding me to, above all else, trust my SPARK inside.

Hillsborough County Schools for welcoming the S.P.A.R.K. program in, year after year.

Will Reece for being my person.

With Love and Appreciation,

Brooke Wheeldon-Reece


The Principles Behind the Curriculum This curriculum is based on the psychology of the human experience and can be explained through

three universal principles: Mind, Thought and Consciousness. First articulated by Sydney Banks,

these principles have been taught throughout the world to relieve human suffering and cultivate

human potential in the fields of community mental health, education, social services, corporate

training, consulting, psychiatry, and drug and alcohol treatment systems.

The 3 Principles, as defined by Sydney Banks, and how this curriculum references them:

“The Universal Mind, or the impersonal mind, is constant and unchangeable. The personal mind

is in a perpetual state of change. All humans have the inner ability to synchronize their personal

mind with their impersonal mind to bring harmony into their lives.”

Throughout this curriculum, Mind is referred to as the “SPARK.” It is described as the

source behind all things in life: everything seen, felt and experienced. Through Mind,

everyone has access to an innate wisdom. This is our SPARK inside that guides us naturally.

This SPARK may also be called “intuition,” “instinct” or “common sense.”

“Thought is the creative agent we use to direct us through life. Thought is the master key that

opens the world of reality to all living creatures. Thought is not reality; yet it is through Thought

that our realities are created.”

Throughout this curriculum, Thought is identified as the power to evaluate, imagine and

remember. Unlike in many teachings dealing with Thought, the focus here is not on positive

or negative thinking, but rather on the fact that we, as human beings, were created with the

free will to create our reality through our thinking.

“Consciousness is the gift of awareness. Consciousness allows the recognition of form, form

being the expression of Thought. Mental health lies within the [individual] consciousness of all

human beings, but it is shrouded and held prisoner by our own erroneous thoughts. This is why we

must look past our contaminated thoughts to find the purity and wisdom that lies inside our own

consciousness.”

Throughout this curriculum, Consciousness is identified as the awareness and experience of

life around us, our personal life, personal thoughts and our access to our SPARK inside.

This curriculum is specifically designed for youth ages 6-10. Each lesson takes a deep look at how

the human experience works and how we can use this knowledge to cultivate human and creative

potential within all lives. Throughout this curriculum, facilitators and participants, alike, will be

guided toward their inner brilliance in order to maximize their personal potential.


S.P.A.R.K. Mentoring Program Components and Objectives

Connections and Goals:

The participants will get to know their facilitators, mentors and fellow classmates.

The participants will receive an overview and understanding of the program.

The participants will identify personal short-term and long-term goals.

Your Experience, Unlocked

The facilitator and participants will continue to build rapport.

The participants will receive an overview of how Thought creates their experiences.

The participants will be introduced to the meaning of SPARK as it relates to this program.

Decision Making, A Chain Reaction

The participants will have a clear understanding of the Thought Chain.

The participants will understand how the Thought Chain relates to decision making.

The participants will identify how to apply the Thought Chain when making decisions.

Understanding Your Feelings

The participants will recognize that Thought creates feeling

The participants will learn how their feelings can intensify and weaken.

The participants will learn that thoughts and feelings don’t have to impact their potential.

Your Creative Potential

The participants will understand fact of Thought.

The participants will see for themselves that thoughts constantly come and go.

The participants will understand that Thought is behind all creativity.

Finding Your SPARK

The participants will learn that their gut instinct, common sense, intuition and wisdom are their

SPARK.

The participants will understand that their SPARK is their own guidance system.

The participants will realize that their SPARK is always available and can’t be broken.

Giving Back to Your Community

The participants will define what giving is and identify who is in their community.

The participants will learn how to give back.

The participants will see how their SPARK is the foundation of giving.

The participants will realize that giving can come from nothing.


Uncovering Your Confidence

The participants will learn to recognize that self-confidence is a natural state created from the

SPARK inside us all.

The participants will understand that self-confidence is a natural quality that can sometimes be

covered up by our thinking.

The participants will understand that the less people evaluate themselves, the more their

SPARK naturally shines through.

Navigating Frustration and Stress

The participants will be able to recognize when they are feeling frustrated or stressed.

The participants will realize that it is not necessary to get rid of their feelings.

The participants will understand how to navigate through frustration and stress.

The participants will see how situations can look different without frustration and stress.

Appreciating the Diversity Among Us

The participants will understand that everyone has different views and preferences.

The participants will understand that all views and preferences come from individual

thinking and that we are always living in our own separate realities.

The participants will understand that other people’s views and preferences are neither right

nor wrong—they are just different.

Bullying, Inside-Out

The participants will be able to identify the reasons why people bully others.

The participants will realize that it is impossible to harm someone’s SPARK.

The participants will see that even if they are feeling hurt, they are not damaged.

The participants will demonstrate their understanding by creating an Inside-Out Anti-Bullying

Campaign poster.

Unmasking Your Potential

The participants will see that their thoughts do not always reflect their abilities.

The participants will see that they create their own limits.

The participants will see that possibilities and their own potential are infinite.

Graduation

The participants will complete a Post-Program Survey.

The participants receive completion certificates and individual awards.

Teachers, staff and parents will participate in the graduation refreshments and reflections.


Framework for Prevention This framework for prevention depicts The Cypress Initiative’s view on cultivating human and

creative potential within all lives through understanding the human experience. Much research has

been conducted around the implications of understanding the human experience through

recognition of the 3 fundamental human principles: Mind (SPARK), Thought and

Consciousness. This understanding has been proven to naturally reduce risk around high-school

dropout, teen delinquency, bullying, teen violence, suicide, depression, and anxiety, while building

resiliency around academic success, mental well-being and social-emotional skills in middle- and

high-school students (Kelley, T. M., Lambert, E., & Pransky, J.).

According to the Theory of Planned Behavior (TPB), by Icek Ajzen, predictors of dropout,

delinquency, academic failure, depression, and teen violence are attitudes, subjective norms and

perceived control, meaning a person’s perception of his or her own capability to perform specific

behaviors and/or meet specific results. Therefore, unlike many popular prevention models, this

framework is individual-based, because resiliency and success in these areas is created from the

inside-out. Consequently, if the participant has the Inside-Out understanding, success will not

require the participation of environmental factors. Yet, through the powerful research organized

and presented in the Social Development Model (SDM), by R.F. Catalano and J. D. Hawkins, we

found that active participation and connection to a mentor, school, family and community have

been proven to contribute to increased positive outcomes of the overall program.

Individual

As mentioned above, through the TPB, predictors of undesired behavior in youth can be identified

and addressed through attitudes, subjective norms and perceived control. The S.P.A.R.K. core

curriculum is specifically designed to address the inside-out nature of the human experience, which

subsequently creates desired changes around attitudes, subjective norms and perceived control.

Core Curriculum: The core curriculum consists of 13 lessons that focus on the Inside-Out

understanding of the human experience for the purpose of cultivating human and creative potential

in order to reduce risk and build resiliency. The curriculum is designed to be taught by classroom

teachers or certified S.P.A.R.K. teachers. The lessons are intended to be delivered once a week

throughout the school year or once every other week, when implementing the one-on-one

mentoring component.


Mentors

Research states that it takes approximately 6-12 months to begin to see desired outcomes from

mentoring. Additionally, mentoring relationships that last one year or longer have shown the

biggest improvements in academic, psychosocial and behavioral outcomes. Finally, research also

states that mentor pairs should spend at least 1-2 hours together, per week, for at least one school

year. Mentoring is suggested to be facilitated by trained mentors. Mentors should be trained in the

Inside-Out understanding/3 Principles, and it is suggested that the mentor be the same person

facilitating the core curriculum.

The S.P.A.R.K. program provides three different types of individual and group mentoring

opportunities outside of the core curriculum.

One-on-One Mentoring: If the core curriculum is being taught every other week, all participants

have the opportunity to receive mentoring, on the bi-weeks, in any life area (academics, social and

emotional skills).

Mentor Internship/Employment Opportunity: Locally, at The Cypress Initiative, Inc.,

participants graduating from high school have the opportunity to apply for a summer intern training

program. Those who complete the training program are eligible to apply for a co-facilitator

position at Cypress the following school year, wherein, they will shadow a trainer facilitator for

the entire year.

School

School support for the purpose of disseminating the core curriculum is essential. Research suggests

that communication with school staff and sufficient availability to resources and space at the

school are connected to quality and longevity of any mentoring program. Mentoring programs

require buy-in from the schools they work with and can help achieve this by involving the school

in setting outcomes, a set location for teaching sessions, and using best practices to set these

standards (Burrus, J., Roberts, R.).

The S.P.A.R.K. Mentoring program also provides School and Teacher involvement components

outside of the core curriculum.

S.P.A.R.K. Facilitator Training: Training in the Inside-Out understanding is highly suggested

for any teachers who will facilitate the program. The Cypress Initiative, Inc. provides access to

teacher-training resources, as well as, on-site and virtual training opportunities. For more


information on S.P.A.R.K.-certified facilitator training, please contact us at

[email protected] or call 1 (813) 662-6920.

Teacher Involvement: Adult workshops are facilitated prior to the beginning of the core

curriculum and during the last lesson of the core curriculum, to inform and educate the parents and

teachers of the program in order to enhance buy-in.

Family

According to research done by the National Assembly on School-Based Health Care and the SDM,

a feeling of connectedness within the family unit was a protective factor in reducing the risk of

anxiety, depression, disruptive behavior, dropout and substance abuse.

Therefore, the S.P.A.R.K. Mentoring program also provides a parent/family-involvement

component within and outside of the core curriculum.

Parent/Family Involvement: Adult workshops are facilitated, prior to the beginning of the core

curriculum and during the last lesson of the core curriculum, to inform and educate the program

participants’ parents and families in order to enhance buy-in.

Community

According to research done by the National Assembly on School-Based Health Care and the SDM,

a feeling of connectedness within the community was also a protective factor in reducing the risk

of anxiety, depression, disruptive behavior, dropout and substance abuse.

Therefore, the S.P.A.R.K. Mentoring program also provides a community-involvement

component within and outside of the core curriculum.

Community Involvement: Participants complete various volunteer projects to help support local

nonprofits. Each group of participants being taught the core curriculum will have the opportunity

to choose a community project they would like to complete as a group. The discussion and decision

is made during Lesson 7 of the core classes. Completing this project and Lesson 7, allows

participants the opportunity to bond with their community and empowers them to see that they can

be a vital asset to their community.


Mentors

Long-lasting

Relationship

Support Inside-

Out Learning

Feeling of

Connectedness

Individual Prevention from the Inside-Out

Prevention begins with the

individual. Positive alignment of

attitudes, suggested norms and

perceived control are the

foundation of prevention.

Community

Opportunities for

Engagement

Asset to

Community

Feeling of

Connectedness

School

Buy In

Trained

Facilitators

Positive

Interactions

Feeling of

Connectedness

Family

Buy In

Positive

Interactions

Support

Feeling of

Connectedness


Logic Model Target Group The target group is participants 6 – 10 years of age.

Goals The goal of the S.P.A.R.K. Mentoring Program is to reduce risk and build

resiliency around high-school dropout, bullying, suicide, depression, anxiety,

academic success and social-emotional skills in students.

The S.P.A.R.K. program addresses the following risk and protective factors.

• Academic Success

• Emotional Competency

• Self-Efficacy Skills

• Communication Skills

• Conflict Resolution Skills

• Connectedness to Family, School and Community

Strategies The full mentoring program is made up of several components to impact our

entire framework for prevention.

Core Classes: The S.P.A.R.K. core curriculum is designed to be taught

during or after school, throughout the school year, by classroom teachers, or

certified S.P.A.R.K. teachers. It can be taught once a week throughout the

school year, or once every other week when implementing the one-on-one

mentoring component. The core curriculum consists of 13 lessons that focus

on the Inside-Out understanding of the human experience for the purpose of

teaching participants personal and interpersonal life skills needed to be

successful.

Topics Include: Inside-Out Understanding, Connection and Goals,

Decision Making, Understanding Your Feelings, Community

Engagement, Creative Potential, State of Mind, Frustration and Stress,

Uncovering Confidence, Separate Realities, Diversity Appreciation,

Building Healthy Relationships, Bullying, Volunteering.

One-on-One Mentoring: If the core curriculum is being taught every other

week, all participants have the opportunity to receive mentoring, on the bi-

weeks, in any life area (academics, social and emotional skills).

Community Involvement: The S.P.A.R.K. Mentoring program also provides

a community-involvement component within and outside of the core

curriculum. Participants complete various volunteer projects to help support

local nonprofits. Each group of participants being taught the core curriculum

will have the opportunity to choose a community project they would like to

complete as a group. The discussion and decision is made during Lesson 7 of


the core classes. Completing this project and Lesson 7, allows participants the

opportunity to bond with their community and empowers them to see that they

can be a vital asset to their community.

Parent/Family Involvement: Adult workshops are facilitated prior to the

beginning of the core curriculum and during the last lesson of the core

curriculum, to inform and educate the parents and family of the program in

order to enhance buy-in.

S.P.A.R.K. Facilitator Training: Training in the Inside-Out understanding

is highly suggested for of any teachers who will facilitate the program. The

Cypress Initiative, Inc. provides access to teachers-training resources, as well

as on-site and virtual training opportunities. For more information on

S.P.A.R.K.-certified facilitator training, please contact us at

[email protected] or call 1(813) 662-6920.

Teacher Involvement: Adult workshops are facilitated prior to the beginning

of the core curriculum and during the last lesson of the core curriculum, to

inform and educate the parents and teachers of the program in order to enhance

buy-in.

Mentor Internship/Employment Opportunity: Locally, at The Cypress

Initiative, Inc., participants graduating from high school have the opportunity

to apply for a summer intern training program. Participants who complete

the training program are eligible to apply for a co-facilitator position at The

Cypress Initiative the following school year, wherein they will shadow a

trainer facilitator for the entire year.

Theory of

Change

According to the Theory of Planned Behavior (TPB), predictors of dropout,

delinquency, academic failure, depression, and teen violence are:

• attitudes, meaning a person’s evaluation of his or her own behavior or of

others’ behavior;

• subjective norms, which refers to the social pressure one feels to

perform the behavior; and

• perceived control, meaning a person’s perception of his or her own

capability to perform the behavior.

According to the Social Development Strategy, behavior change occurs when

participants obtain information about the risks and benefits of certain


behaviors, form attitudes around the learned information and learn skills to

protect themselves from the undesired behavior.

In order for participants to increase their chances of adopting the desired

behavior(s), they must understand their experience from the inside-out, learn

the needed skills and bond with positive institutions and people.

Short-Term

Outcomes

Participants who complete the S.P.A.R.K. program, core curriculum,

demonstrate:

• a greater value in academic success

• a greater sense of hope for their future

• a healthier state of mind

• a greater sense of self-worth

• an increase in communication and conflict-resolution skills

• a deeper sense of connection with their school

• a deeper sense of connection with their community

• a deeper sense of connection with their peers

• a deeper sense of connection with the adults in their lives

Long-Term

Outcomes

Of the participants who have completed the S.P.A.R.K. Teen Mentoring

Program (full program):

55% reported increased feelings of confidence about their future.

23% more feel a strong relationship with their parent/guardian is important.

27% more reported that they value their education.

53% reported increased feelings of confidence in their ability to make positive

decisions regarding their education.

54% more reported that they respect themselves and others.

74% more reported that they were a positive role model to others and confident

in their ability to lead by example.

66% more reported that they valued their community and community service.


Using the S.P.A.R.K. Curriculum Overall Goal:

The S.P.A.R.K. Mentoring Program is a 3 Principles-based curriculum. It is designed to teach 6-

10-year-old students an understanding of their mind for the purpose of creating greater academic

success, a healthier state of mind, and a deeper connection with schools and communities. The

understanding is taught through a compilation of lessons that Speak to the Potential, Ability and

Resilience inside every Kid. Each lesson covers relatable topics and problems that youth

experience. Through this understanding, participants will gain a better understanding of

themselves and others, develop vital social and emotional skills, access their creative intelligence

and cultivate their personal potential.

Facilitator Design/Professional Development:

Prior to teaching this curriculum to youth, it is suggested that the facilitator has, at minimum,

studied the 3 Principles in some capacity. However, this program was specifically designed with

the busy classroom teacher in mind. Therefore, the content and materials have been organized in

a way that will not only teach the students, but also allows teachers themselves to go deeper in

their understanding of how to access their full potential. For more information on professional-

development programs, specifically for teachers and S.P.A.R.K. facilitators, please email

[email protected] or call 1(813) 662-6920.

Design/Organization:

Throughout the curriculum, the teacher will be referred to as the “facilitator” and the student(s)

will be referred to as the “participant(s).”

Each lesson is organized by:

• Objectives/Goals — This provides a simple overview of the lesson and objectives to be

fulfilled.

• Materials — A list of any materials the facilitator will need to successfully teach the

lesson. Some materials are provided within the curriculum, while others will need to be

provided by the facilitator. To help the facilitator differentiate, the materials needed are

separated into “Kit,” “Digital” and “Other” lists. Materials provided for the facilitator are

listed under “Kit.” If any technology is needed for the lesson, it is listed under “Digital,”

and other needed items will be listed under “Other.”

• Activities List — A list of the different activities within each lesson and the recommended

amount of time to be spent on each activity. Please note: though there is a recommended

time attached to each activity, it will be up to the facilitator to determine how much time


is appropriate for their audience. Many activities call for group discussion, which can

possibly require extra time.

• Facilitator Preparation Notes — This section outlines any outside preparation work a

teacher may need prior to facilitation, such as making extra copies of a worksheet or taking

extra time to read through a particular activity.

• Activities with Instruction — Each activity named in the “Activities List” will be

outlined, one by one, with specific instruction for the facilitator.

• Activity Focus — Some activities begin with an explanation of the purpose of the activity

to help keep the facilitator on track.

• Sample Questions/Example Answers — Throughout various activities in the curriculum

there are sample questions and example answers. Sample questions are designed to be used

in a universal setting and as a guide for the facilitator. However, facilitators may have their

own specific questions that speak directly to their audience and are encouraged to use them

where appropriate. Example answers can be examples of possible answers given by

participants or answers the facilitator should use to guide the participants correctly.

Example answers will always be in italics.

• Circle Time — To wrap up at the end of each lesson, the facilitator will ask participants if

they have any questions or concerns that about the class. The facilitator should always

leave at least 5 minutes for this discussion.


Core Curriculum Scope and Sequence:

The S.P.A.R.K. curriculum lessons were designed to be taught in a 13-to-26-week period, with at

least one week between each of the lessons. The period between the lessons provides valuable time

for the facilitator and the participants to gain life experience while using the new skills and

knowledge learned in the classes. This also provides everyone opportunities to come back and

process individual experiences together prior to moving ahead.

Lessons 1–11 (with the exception of Lesson 7) are designed to be taught in sequence, as the content

provided builds from one week to the next week.

1 Connections and Goals

2 Your Experience, Unlocked

3 Decision Making, A Chain Reaction

4 Understanding Your Feelings

5 Your Creative Potential

6 Finding Your SPARK

7 Giving Back to Your Community

8 Uncovering Your Confidence

9 Navigating Your Frustration and Stress

10 Appreciating the Diversity Among Us

11 Bullying, Inside-Out

Lessons 12–13 are to be the last 2 lessons taught in the curriculum. They are designed to be a

review and culmination of the entire S.P.A.R.K. curriculum.

12 Unmasking Your Potential

13 Graduation


Lesson One: Connections and Goals

Objectives/Goals: 1. The participants will get to know their facilitators, mentors and fellow classmates.

2. The participants will receive an overview and understanding of the program.

3. The participants will identify personal short-term and long-term goals.

Materials:

Kit: Other: S.P.A.R.K. Workbooks

Parent Consent Form

Photo Release Form

Pre-Program Survey

Beach Ball

Dry-Erase Board

Flip Chart (Optional)

Poster Board/Decorating Supplies

Pencil/Crayons/Markers

Glue/Safety Scissors

Activities: 1. Beach Ball Babble: 15 minutes

2. Pre-Program Survey: 15 minutes

3. Program Materials: 05 minutes

4. “All About Me” Boards: 20 minutes

5. Circle Time: 05 minutes

Facilitator Preparation Notes: This curriculum, as a whole, is 1 component of a 4-component program (full outline in Activity

One). Insert or take away activities and components as needed.

Activity One: You will need to write questions and stick them to the beach ball (provided in your

kit) prior to class. Please see Activity One for examples of questions for this activity.


Activity Two: This activity calls for the participants to take the Pre-Program Survey, should you

wish to evaluate the program and participant progress. The survey can be found in the evaluation

section of this curriculum. You will need to make one copy per participant.

Activity Three: This activity calls for the distribution of the S.P.A.R.K. Workbooks, Parent

Consent Form and Photo and Video Release Form. Each participant will be required to have

his/her own workbook, therefore, you will need to ensure you have one workbook per participant.

Also, this curriculum may require photos and videos to be both produced by and taken of the

participants. In addition, facilitators will be asked to collect participants’ personal data. For your

convenience, Parent Consent Form and Photo and Video Release Form samples have been

provided at the end of this lesson. Sufficient copies of these documents should be made in advance

of facilitation.

Activity Four: This activity requires participants to create an “All About Me” vision board. The

facilitator should provide one poster board per participant. To save space and materials, the poster

board may be cut in half. The facilitator will also need to provide magazines and other decorating

supplies for participants to use to create their boards.

Activity One: Beach Ball Babble (15 minutes) The facilitator will begin the Beach Ball Babble by instructing all participants to stand up at their

desks. The facilitator will then toss the beach ball to a participant, who will catch it and then read

and answer the question on the ball that is facing them. After the first participant answers their

question, they will toss the beach ball to another participant of their choice and then sit down. The

game will continue until all participants are sitting down. This activity should help participants

and facilitators better get to know each other.

Sample Questions:

1. Who is the smartest person you know?

2. What is your favorite thing to do in the summer?

3. What is your favorite movie?

4. If you could be an animal, which would you be and why?

5. If you could be anyone other than yourself, who would you be and why?

6. What is one thing you will never do again?

After the game is complete, the facilitator will give a short overview of S.P.A.R.K. and establish

class expectations.


Overview of the S.P.A.R.K. program:

Facilitator Note: This curriculum is 1 component of a 4-component program. Insert or take away

activities and components as needed.

The full mentoring program is made up of 4 components:

1. Core Classes: The S.P.A.R.K. curriculum is designed to be taught during or after-

school, throughout the school year.

Topics Include: Thoughts, Emotions, Fear, Insecurity, Diversity, Creativity, Bullying, Self-

Confidence, Self-Esteem, Mentoring, Community Service, and more.

2. One-on-One Mentoring: All participants can receive mentoring in any area by one of

their assigned facilitators/mentors.

3. Community Involvement: Participants learn how they can engage in various volunteer

projects to help their community. Participants will get to choose which projects they would

like to take part in during Lesson Seven of the core classes.

4. Parent/Teacher Involvement: Workshops will be conducted in order to inform and

educate parents and teachers of the program, and to enhance parent and teacher buy-in.

Class Expectations:

The facilitator can decide the best method to communicate rules and expectations for classroom-

management purposes. For participant buy-in, it is helpful when the facilitator presents this activity

as a class effort. Example: Bring a flip chart and ask participants to come up with their own

rules/expectations for how the class will run. When participants and facilitator define expectations

together, participants are more likely to meet or exceed those expectations. Defining respect and

how it applies to the classroom and those in the class, is a good starting point.

Activity Two: Pre-Program Survey (15 minutes) The facilitator will pass out the Pre-Program Survey forms to all participants and direct them to

fill out the survey. The facilitator may assist by clarifying any word or question participants do not

understand but should not direct them how to answer. When participants are finished, the facilitator

should collect the completed surveys.

Activity Three: Program Materials (5 minutes) The facilitator will distribute the S.P.A.R.K. Workbooks and inform participants that the

workbooks are to be returned to him/her at the end of each class. At the end of the program,

participants will be given the workbooks to keep.

The facilitator will pass out the Parent Consent and Photo/Video Release forms and instruct the

participants to have them signed by a parent or guardian. In order to participate, all forms must be

returned with proper signature by the next class.


Activity Four: “All About Me” Boards (20 minutes) The facilitator will pass out poster board and decorating supplies to each participant. The facilitator

will then ask the participants to create a board that answers the 3 questions below using pictures,

words, decorations, etc. The facilitator should encourage the participants to be as creative as

possible.

Questions:

1. What do you like?

2. What is one thing you would like to achieve by the end of this school year?

3. What is one thing you would like to achieve in your lifetime?

When the participants have created their “All About Me” boards, for the time remaining, the

facilitator will ask for volunteers to share their boards with the rest of the class.

Facilitator Note: If possible, display the boards in the classroom. They will be revisited at the end

of the program. Therefore, it is important to keep the boards in a safe place until the program is

over. Often, children limit themselves when first writing out their dreams. By the end of the

program, however, they may find that what they first thought was not possible, in fact, is.

Activity Five: Circle Time (5 minutes) To wrap up, the participants will sit on the floor in a circle. The facilitator will then see if they have

any questions. If there are no questions, the facilitator will ask participants to share what they

learned that day.


Parent Consent Form

Dear Parents,

Your child has been selected to participate in the S.P.A.R.K. Mentoring Program (Speaking to the

Potential, Ability and Resiliency inside Kids) at ________________. The program consists of

group classes focused on topics such as: Decision Making, Stress and Insecurity, The Power of

Thought, Diversity Appreciation, Relationships, Community Awareness and Volunteering. The

program also offers students the chance to meet with their mentor one on one during school and

participate in volunteer projects on campus. In order for your child to participate, please fill out

the following information and have your child return this form to the school.

1. I give ________________________________ (student) permission to participate in “The

S.P.A.R.K. Mentoring Program” at ___________________________________school.

_____________________________________ ___________

Parent/guardian signature Date

2. I give ________________________________ (student) permission to have contact with

“The S.P.A.R.K. Mentoring Program” facilitators outside of

___________________________________ (school), if and when there is a pre-approved,

scheduled meeting with their mentor.

_____________________________________ ___________


3. I give ________________________________ (organization name) permission to obtain and

store the following information confidentially.

Parental Contact Information

Parent Name: __________________________________________________________________

Student Name: _________________________________________________________________

Address: ______________________________________________________________________

Parent Email Address: ___________________________________________________________

Parent Phone Number: ___________________________________________________________

____________________________________ ___________



Photo & Video Release

I hereby give permission to ________________________________to use photographs or (Organization’s Name)

video/audio recordings taken during their coordinated or co-coordinated programs and events that

include ___________________________________’s image or likeness.

(Student’s Name)

I understand that the photographs or recordings may be used and reused in both printed and

electronic materials (including marketing materials and on our website) developed by

__________________________.

(Organization’s Name) I also understand that the student’s name as listed above might be used with photographs or

recordings that include their image or likeness. I also agree that any use of their image or likeness

by _____________________ will be without any payment or compensation of any kind.

(Organization’s Name)

I hereby release __________________________ and its employees, agents, directors & officers

(Organization’s Name)

from all claims of any kind arising out of the use of any photograph or recording as described

above that contain my image or likeness.

I acknowledge that no promises have been made to me in exchange for this Release and that this

Release represents the entire agreement between me and ________________________ regarding

the use of their image or likeness as described above. (Organization’s Name)

________________________________

Student Name Printed

________________________________ _____________________________

Student Signature Date

________________________________

Parent Name (Printed)

________________________________ _____________________________

Parent Signature Date


Lesson Two: Your Experience, Unlocked

Objectives/Goals: 1. The facilitator and participants will continue to build rapport.

2. The participants will gain an overview of how Thought creates their experiences.

3. The participants will be introduced to the meaning of SPARK as it relates to this program.

Materials:

Kit: Other: S.P.A.R.K. Workbooks

Parent Consent Form

Photo Release Form

Pre-Program Survey

Poster Board/Decorating Supplies



Activities:

1. “All About Me” Boards (cont.): 10 minutes

2. Four Corners of Thought: 15 minutes

3. Four Corners of Your SPARK: 15 minutes


Facilitator Preparation Notes: Activity One: This is a continuation from Lesson One, and it is an opportunity for the rest of the

class to share their boards if time did not allow during the last class. It is anticipated that this

sharing will continue to build group rapport. Furthermore, it allows for participants who missed

the first class to catch up by receiving workbooks, surveys and consent forms, etc.

Activity Two and Activity Three are intended to lay the foundation of the program by introducing

participants to the principle of Thought, to how Thought is experienced via their feelings, and to

their inner SPARK, in a very simple way. Successive lessons will expand on these ideas.


Activity One: “All About Me” Boards (cont.) (10 minutes) The facilitator will begin the class by continuing to build rapport with and among the participants.

If the last class ended before all participants could present their “All About Me” boards, the

facilitator may ask for new volunteers to share their boards. The facilitator should guide

participants to answer the following questions when sharing:

Questions:

1. What do you like?

2. What is one thing you would like to achieve by the end of this school year?

3. What is one thing you would like to achieve in your lifetime?

Activity Two: Four Corners of Thought (15 minutes) The facilitator will start the class by designating one corner of the room as the “Fun” corner and

the other as the “Bored” corner. Participants will then choose a corner based on an experience they

had in the past week. Those who can think of a time they had fun in the past week should go to the

“Fun” corner, and those who can think of a time they were bored should go to the “Bored” corner.

For participants who recall equally having both types of experience in the past week, the facilitator

should ask them to choose which experience stands out to them the most.

When all the participants have chosen a corner, the facilitator will ask for one volunteer, starting

with the “Fun” corner, to share the experience that caused them to choose their corner.

Below is an example of a participant experience to illustrate to the facilitator how to direct the

questions.

Sample Discussion:

1. What did you do that was fun in the past week? Example Answer: I went to the movies.

2. So, you thought the movie was good? Example Answer: Yes

When the participant says why they “thought” their experience was fun, the facilitator will ask

the participant who shared to move to an undesignated (free) corner in the room.

Then, the facilitator will direct the questioning to the entire class.

3. Who else has seen the movie? Example Answer: [Assuming others in the class have seen

the same movie, the facilitator would continue by asking those who also had fun while

watching the movie to join the participant in the new corner. Then, the facilitator would

ask if anyone saw the movie and didn’t have fun. Whoever fits that category should be

asked to move to the remaining open corner of the room.]


The facilitator will repeat this process, alternating between participants from the “Fun” and

“Bored” corners a few times until most participants have joined new corners. When most of the

participants have moved from their original corners, the facilitator will send everyone back to their

seats. The facilitator will then lead a discussion about where experience comes from.

Sample Questions:

1. What are “Fun” and “Bored”? Example Answer: They are feelings.

The facilitator will then describe briefly that when we feel something, that feeling describes our

experience. For example, when we like the movie we are watching, we are likely to describe our

experience as “fun.” If we don’t like the movie, we might describe our experience as “bored.”

2. Why do you think you all had such different experiences? Example Answers: We like

different things. We are different.

The facilitator will then guide the participants to consider the fact that their feelings came from

their thoughts. For example, when we think the movie we are watching is good, we will likely

have a good feeling. When we think the movie is bad or boring, we will likely have a bad or boring

feeling.

The facilitator will conclude the activity by stating that this program will talk more about how

thoughts impact our experience.

Activity Three: Four Corners of Your SPARK (15 minutes) The facilitator will restart the corner activity with two different prompts. This time, one corner will

be the “Trouble” corner and the other the “Reward” corner. The facilitator will ask participants to

choose a corner based on an experience they had in the past week. If the participants can think of

a time they got in trouble or in an argument in the past week, they will go to the “Trouble” corner.

If they can think of a time they were rewarded or did something kind for someone in the past week,

they will go to the “Reward” corner. For participants who recall equally having both types of

experience in the past week, the facilitator should ask them to choose which experience stands out

to them the most.

When all the participants have chosen a corner, the facilitator will ask for one volunteer, starting

with the “Trouble” corner, to share the experience that caused them to choose their corner.

Below is an example of a participant experience to illustrate how the facilitator might direct the

questions.


Sample Discussion:

1. What did you do that got you in trouble or in an argument in the past week? Example

Answer: I got into a fight at school.

2. Before you got into the fight or the argument, was there anything inside of you that told

you not to do it or how you might avoid the situation? Example Answer: Yes, I could have

walked away. Something told me to just ignore him.

After guiding the participant to share their experience and their SPARK, the facilitator should then

ask the participant who shared to move to a new corner in the room. (This corner will be later

identified as the “Didn’t Listen to Your SPARK” corner, but only after the term “SPARK” has

been defined.)

Next, the facilitator will ask for one volunteer to share what they did in the past week that caused

them to choose their corner, starting with the “Reward” corner.

Below is an example of a participant experience to illustrate to the facilitator how to direct the

questions.

Sample Discussion:

1. What did you do that was kind or that you were rewarded for in the past week? Example

Answer: I did all my chores at home.

2. Did you ever not feel like doing them? Example Answer: Yes.

3. Why did you do them? Sample Answer: I knew it was the right thing to do.

After the facilitator guides the participant to share their experience and their SPARK, the

participant who shared will then be asked to move to a new corner in the room. (This corner will

be later identified as the “Listened to Your SPARK” corner, but, as above, only after “SPARK”

has been defined).

The facilitator will repeat this process, alternating between participants from the “Trouble” and

“Reward” corners until most participants have joined new corners. When most of the participants

have moved from their original corners, the facilitator will send everyone back to their seats. The

facilitator will then lead a discussion so the participants can define and identify their SPARK.

Sample Questions:

1. What was the difference between the two corners you ended up in? Example Answers: One

corner was full of people who made a good choice, and the other corner was full of people

who made a poor choice. One corner was full of people who listened to the voice inside,

and the other corner was full of people who didn’t listen.


The facilitator will then identify the little voice inside as their SPARK and discuss with the class

how their SPARK is always available and is a guide for them.

2. Have you ever heard your SPARK called anything different? If so, what? Example

Answers: Common sense, gut feeling, insight, instinct.

The facilitator will then explain that their SPARK can do all sorts of cool things to help them out

in their daily lives. Their SPARK helps them not only to do the right thing and stay out of trouble

but also gives them creative ideas and helps them learn new things.

The facilitator will end the activity by stating that this program will talk more about how their

SPARK can help guide them no matter what happens to them.

Activity Four: Circle Time (5 minutes) To wrap up, the participants will sit on the floor in a circle. The facilitator will then see if they have


learned that day.


Lesson Three: Decision Making, A Chain Reaction

Objectives/Goals: 1. The participants will have a clear understanding of the Thought Chain.

2. The participants will understand how the Thought Chain relates to decision making.

3. The participants will identify how to apply the Thought Chain when making decisions.

Materials:

Kit: Other: S.P.A.R.K. Workbooks, p. 4: Thought Cycle vs. Thought

Chain

The Thought Cycle

Thought Bubble

The Thought Chain

Construction Paper



Activities: 1. Thought Cycle vs. Thought Chain: 20 minutes

2. Decisions, A Chain Reaction: 20 minutes


Facilitator Preparation Notes: Both activities in this lesson contain several steps. The facilitator should read each activity

thoroughly prior to facilitation.

Activity One: This activity calls for you to make a copy of the Thought Cycle, the Thought Bubble

and Thought Chain (each located at the end of this lesson) to display.

Activity Two: This activity calls for you to cut 2-inch-wide strips of (preferably construction) paper

until you have enough to make 4 strips for each participant. The participants will use these strips

to make a paper chain.


Activity One: The Thought Cycle vs. The Thought Chain (20 Minutes) Activity Focus: The intention of this activity is to introduce the Thought Chain and how it relates

to decision making. Prior to introducing the Thought Chain, the facilitator will guide participants

to realize that they make multiple decisions daily. The average participant may not be aware of the

amount of decisions they make daily.

The facilitator will begin the lesson by giving the participants the following instructions:

Step 1: Stand up if you have made at least 1 decision today.

Step 2: Continue standing if you have made more than 5 decisions today, otherwise please sit.



The facilitator will continue questioning in this manner until there are only a few participants left

standing. Then, the facilitator will ask the remaining standing participants to share some of the

decisions they have made. The facilitator will assist the participants in seeing the fact that they are

making decisions all the time (some they are aware of and some they are not). As examples:

standing up, picking up their pencil, walking to their classroom, raising their hand, etc.

Once most of the participants make the connection that they are making decisions all the time, the

facilitator will repeat the activity, instructing the participants:

Step 1: Stand up if you have made at least 1 decision today.





When most of the participants have sat down, ask the rest to be seated.

Next, the facilitator will ask for volunteers to each share one of their decisions and explain why

they made it. Below is an example of how the facilitator might direct the questions.

Sample Discussion:

1. What was a decision you made today? Example Answer: I decided listen to pop music.

2. Why did you make that decision? Example Answer: Because I like music.

3. Why do you like pop music? Example Answer: It makes me feel happy.


The facilitator will then show the participants the picture of the Thought Cycle and explain that

most people assume this is how decisions are made.

Someone has a feeling (pop music makes me feel happy), which

leads to a behavior/decision (listening to music), which leads to a

result (singing or dancing to the beat). The facilitator will then

explain that what most people don’t realize is that there is

something that happens, which creates the happy feeling.

Then, the facilitator will place the Thought Bubble over the Thought Cycle and explain that

feelings always come exclusively from thoughts.

For example, in order for someone to feel happy when listening to pop music, they must first have

the thought that they like pop music. After giving this example the facilitator will ask for a few

volunteers to come up to the board and work through the Thought Cycle, using their own personal

examples. The facilitator will guide the volunteers to recognize that their thoughts create their

feelings, not their situation, and therefore they don’t have to get stuck in a cycle.

Finally, the facilitator will ask the participants to turn to the Thought Cycle vs. Thought Chain

worksheet on p. 4 in their Student Workbook. The facilitator will then show the picture of the

Thought Chain.


Next, the facilitator will explain that though we sometimes think our behavior

or decisions and the ensuing results make up a cycle we can’t control, it’s

really a chain that can always be broken. By viewing the Thought Chain,

participants will be able to see that the chain can be broken after the feeling is

experienced. The facilitator should explain that thoughts will come into their

heads no matter what they do and that the thoughts will always create feelings.

However, their behavior or decisions are always up to them. The Thought

Chain can always be broken after the feelings are felt.

Activity Two: Decisions, A Chain Reaction (20 Minutes) The facilitator will lead the participants through the following activity to create their own thought

chain modeled on the S.P.A.R.K. Thought Chain.

Step 1: The facilitator will give each participant 4 strips of paper cut long enough to be made into

loops.

Step 2: The participants will then label the strips: Strip 1 (Thought), Strip 2 (Feeling), Strip 3

(Behavior) and Strip 4 (Result).

Step 3: Instruct participants to come up with a thought and write it out or draw a picture of the

thought on Strip 1 (Thought).

Step 4: Instruct participants to think of what feeling they have with their thought and to write it

out or draw a picture of the feeling on Strip 2 (Feeling).

Step 5: Instruct participants to think of what behavior/decision they may have if they continue to

have that same thought and feeling. Then instruct them to write it out or draw a picture of the

behavior/decision on Strip 3 (Behavior).

Step 6: Instruct participants to think of what result they may have if they continue to carry out that

same behavior/decision. Then instruct them to write up or draw a picture of the result on Strip 4

(Result).

Step 7: After they have written on each strip of paper they will glue the Thought strip into a loop,

making sure to have the writing visible on the outside.

Step 8: Next, the participants will loop the Feeling paper strip through the Thought strip and glue

the ends together to make the second loop.

Step 9: Continue to link each loop in the right order.

When the participants have completed their own thought chains, the facilitator should give each

participant a chance to share their chain with the class. After each volunteer shares their chain, the

facilitator will ask the following questions:


Sample Questions:

1. Do you like your result? (If the participant says yes, the facilitator will move to the next

volunteer. If the participant says no, the facilitator will continue to question number 2.)

2. If you don’t like your result, where can you break the chain? Example Answer: After

Feeling

3. Why can’t you break the chain between Thought and Feeling? Example Answer: Thought

creates feelings, and you can’t control what thoughts you have.

4. Now that you understand how the Thought Chain works, how will this help you make

decisions? Example Answers: I will I know I don’t have to act on all of my feelings. I won’t

have to take my feelings so seriously.

The facilitator should end the discussion by ensuring that the participants understand where the

chain can and cannot be broken and how that applies to their decision making.

Activity Three: Circle Time (5 minutes) To wrap up, the participants will sit on the floor in a circle. The facilitator will then see if they have


learned that day.


The Thought Cycle


Thought Bubble


The Thought Chain


Lesson Four: Understanding Your Feelings

Objectives/Goals: 1. The participants will recognize that Thought creates feeling.

2. The participants will learn how their feelings can intensify and weaken.

3. The participants will learn that their thoughts and feelings don’t have to impact their

potential.

Materials:

Kit: Other: Dylan & His Nervous Thoughts storybook White icing

Food coloring (red, green, yellow)

Spoons to spread icing

Plates/4 Clear Cups

Activities: 1. Color Your Thoughts: 15 minutes

2. “Dylan & His Nervous Thoughts”: 20 minutes

3. Decorate You: 10 minutes


Facilitator Preparation Notes: Activity Two: You will need to purchase cookies, icing and food coloring ahead of time.

Activity One: Color Your Thoughts (15 minutes) Activity Focus: The purpose of this activity is to demonstrate that different thoughts will create

different feelings. Also, the more a person focuses on a thought, the more their feeling will

intensify. The less a person focuses on a thought, the faster the feeling will weaken and eventually

the thought and feeling will pass.


In this activity, the participants will be decorating cookies using icing and food coloring. Prior to

decorating the cookies, the facilitator will conduct a brief demonstration to teach the activity focus.

Demonstration:

Step 1: The facilitator will hold up the white icing and ask the participants to identify the color.

The facilitator will then ask them to describe the color white. The facilitator should listen for words

such as clear, pure and clean.

Step 2: The facilitator will then make the analogy that this is who each person is by default, before

we are aware of our thinking.

Step 3: Next, the facilitator will place one scoop of white icing in each cup.

Step 4: The facilitator will hold up the red food coloring and explain that it represents an angry

thought.

Step 5: The facilitator will then add 1 drop of red food coloring into the white icing, showing the

participants how the icing changes color. The facilitator will explain that this is what happens to

us when we start to think angry thoughts.

Step 6: The facilitator will then add 3 more drops of red food coloring into the icing and show

how the icing gets darker. The facilitator will explain that the same thing happens to us when we

have an angry thought and take it seriously by continuing to think about it.

Step 7: Repeat steps 4-6 using different colors to represent various different thoughts.

For example, yellow can represent a happy thought, and green can represent a nervous thought.

The facilitator will explain to the participants that we are exactly like the icing; we start off clean,

in comes a thought, and, suddenly, we turn red, or green, or yellow (we become angry, nervous or

happy). These feelings are not coming from the upcoming test, or from our friend who was mean.

They are all coming from thought, and as soon as the thought passes, we are happy again until

another thought comes in and gives us another feeling.

Activity Two: “Dylan & His Nervous Thoughts” (20 minutes) The facilitator will tell the following story, “Dylan & His Nervous Thoughts,” and then discuss it

with the participants.

Dylan wakes up one morning super excited. Today is the day! He is finishing 3rd grade, and his

class is performing a show for all the parents. Dylan has the lead role in the play. He gets dressed

quickly and runs downstairs. As he gets to the bottom step, a thought occurs to him that he might

forget his lines! Everyone will laugh at him! He will turn all red on stage and ruin the show for his

whole class!

Dylan’s excitement turns to nervousness, and he slowly makes his way into the kitchen for

breakfast. Except—he doesn't really feel like eating. His mother says, “Dylan I’m serving your


favorite cereal today, since it’s a very special and exciting day.” Dylan forgets about his

nervousness and pours himself a large bowl of cereal. “Not too much, Dylan,” his mother says,

“You don't want to have a stomach ache. And hurry up, you’re going to miss the bus.”

Dylan jumps onto the bus with his costume safely in his bag. He sits in his favorite seat in the back,

where he likes to look out the window, then he suddenly remembers his show. For a moment, he

feels super excited again, but after a minute he thinks again about what would happen if he gets

nervous and messes up on stage. There were so many boys and girls who had really wanted his

part in the show. “Why, didn’t I just give it to them at the beginning?” thought Dylan.

All of a sudden, there is a BANG! A man had been pushing a garbage can into a garbage truck

and somehow it fell. There is garbage all over the road and it causes a traffic jam. Dylan is

fascinated by the truck and how well the men do their job. He is so distracted by his thinking about

the garbage men. If it wasn’t for them, they would all be living in a very smelly town. He imagines

everyone walking around all day with clothespins on their noses to block out the smell and starts

laughing to himself, forgetting all about his nerves.

The garbage can incident makes him a bit late for school. Mrs. Jones breathes a sigh of relief when

Dylan arrives. She has been looking forward to him doing a fantastic job. Dylan puts away his

things as usual, and before he knows it, it is time for everyone to get into their costumes. The class

is buzzing with excitement and so is Dylan. Mrs. Jones has to raise her voice a little bit in order to

get everyone to calm down and listen to instructions. She tells everyone to make sure they are all

dressed and have gone to the bathroom because the parents are already starting to arrive. Dylan

runs to the bathroom, skipping along the way and excited for the show to start. Everyone has

worked so hard for it, and he can’t wait for his parents and grandmother to see him perform! But

on his way back to the classroom, the nervous thought comes tumbling in again. This time it it

much stronger than before, and he has the thought, “Maybe I should tell Mrs. Jones that I lost my

voice, and that I can’t do it. Or, maybe I’ll just run away now, and I won’t have to face anyone.”

The voices inside his head are so loud he thinks he has no choice but to listen to them. Then, behind

all the voices in his head, he hears a faint voice that sounds like Mrs. Jones saying, “OK, everyone,

it’s time to line up, we’re going to the stage. And don’t forget to bring everything you need, because

we’re not coming back. Please do not bring anything that is unnecessary for the show.”

PING! That’s it! Dylan suddenly realizes, “Hey, all this nervousness going on in my head is

unnecessary for the show. I’m going to leave it in the classroom! Maybe I’ll pick it up when I get

back, but right now, I have a show to perform and this nervousness is just unhelpful!”


After the show, Dylan takes a bow, because everyone is applauding very loudly. He has done an

exceptionally good job! Mom is so proud, and when he sees her afterward, she has a tear falling

down her cheek. She almost cannot believe what a great job he has done and how confident he has

been! Dad lifts him up and says, “Dylan you weren’t nervous at all! How did you do that?” Dylan

whispers into his ear, “Well, Dad, I did have a nervous thought, but I realized it wasn’t going to

help me perform, so I left it behind in my classroom.”

The facilitator will now lead the participants into a discussion about the story.

Sample Questions:

1. How was Dylan feeling when he woke up? Example Answers: Excited for his show. Happy.

2. Before Dylan went to school, did he get nervous? Example Answer: Yes.

3. What were some things that distracted him from his nerves? Example Answers: His favorite

cereal, The garbage men.

4. When Dylan was distracted, how did he feel? Example Answers: Excited, appreciative,

humorous.

5. What made him feel all these different feelings in such a short amount of time? Example

Answers: His thoughts about his cereal. His thoughts about the garbage men. His thoughts

about the play.

The facilitator should emphasize that thoughts come and go naturally. They only stick around when

we put a lot of food coloring in them (take our thoughts very seriously).

6. Did Dylan feel differently about the play throughout the day depending on his thoughts?

Example Answers: Yes, sometimes he was excited about it, other times he was nervous.

The facilitator will continue the discussion by explaining that though it seemed Dylan was nervous

because of the play, the nervousness was actually coming from his thinking. And as the play didn’t

make him feel nervous, it also didn’t make him feel excited. Nothing on the outside can make us

feel a certain way—all of our feeling comes from our thinking.

7. How was he able to perform so well? Example Answer: He left his nervous thought in the

classroom.

8. Can you actually leave your thought in a classroom? Example Answer: No.

9. What do you think Dylan meant by that? Example Answers: He stopped paying attention

to that thought. He didn’t take it seriously.


The facilitator will end the discussion by summarizing how Dylan starts off excited for his show,

in came a thought, and, suddenly, he turned “green” (nervous). These feelings were not because of

the show, it was simply coming from a thought. And as soon as the thought passed, or, in Dylan’s

case, as soon as he decided to “leave it behind in the classroom” and not pay attention to it, he was

excited again and could do a great job! Dylan will stay happy until another thought comes in and

gives him another feeling.

The facilitator will reiterate to the participants that we are exactly like Dylan. We start off clean,

in comes a thought, and, suddenly, we turn red, or green, or yellow (we become angry, nervous or

happy). These feelings are not coming from anything on the outside. They are all coming from

thought, and as soon as the thought passes, another thought will come in and create a new feeling.

Therefore, no matter what thoughts you’re having, just like Dylan, they don’t have to stop you

from achieving the things you want to achieve.

Activity Three: Decorate You (10 minutes) The facilitator will then pass out cookies and decorating supplies to each participant. The

participants can then create their own icing to decorate their cookies in a way that represents their

current thoughts and feelings.

Activity Four: Circle Time (5 minutes) To wrap up, the participants will sit on the floor in a circle. The facilitator will then see if they have


learned that day.


Lesson Five: Your Creative Potential

Objectives/Goals: 1. The participants will understand fact of Thought.

2. The participants will see for themselves that thoughts constantly come and go.

3. The participants will understand that Thought is behind all creativity.

Materials:

Kit: Digital: Other: S.P.A.R.K. Workbooks, p. 5

Your Thought Train

Laptop/Projector

Video: “Sam’s Thought Train”

Crayons/Markers

Play-Doh

Activities: 1. Thought Creations: 20 minutes

2. Sam’s Thought Train: 15 minutes

3. Your Thought Train: 15 minutes


Facilitator Preparation Notes: Activity One: Ensure you have enough Play-Doh for each participant to make an individual

creation.

Activity Two: Ensure location has the proper equipment to show the “Sam’s Thought Train” video.

Activity One: Thought Creations (20 minutes) Activity Focus: The purpose of this activity is to show participants that they have many thoughts

coming in and out of their head without their control. The activity will also demonstrate that all

things that are created, first come from a thought.

The facilitator will begin by handing out Play-Doh to each participant. When each participant has

their own Play-Doh, the facilitator will instruct them to make any creation they want to out of it.


The facilitator should give the participants 10 minutes to make their own creation. The facilitator

will explain that if the participants start to create something and do not like it, they can start over

and make something new.

When all the participants have finished their creations, the facilitator will begin a group discussion.

Each participant should have a chance to share what they created and why. The facilitator should

guide the par

Documents

S.P.A.R.K. · S.P.A.R.K. Mentoring Program Elementary School Curriculum for students 6-10 years old Speaking to the Potential, Ability and Resilience inside Kids Find YOUR SPARK!