The Whole n' Happy Mindfulness Curriculum

A MINDFULNESS CURRICULUM FOR TEACHERS, PARENTS, AND STUDENTS

CONTENTS 42

04 WHO WE ARE

WHERE WE ARE

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68 HOW WE COMMUNICATE

Strengthening OUr Community

21 141

T R A V E L

116

P E O P L E

Sharing our Knowledge

Appendix

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INTRODUCTION This book began as a project to integrate two parts of myself that had felt separate for a long time, but for which I longed to be integrated- me as a mindfulness practitioner and health enthusiast and me as a passionate, yet stressed and overwhelmed international educator, trying to integrate a slower, meditative way of doing things in an overwhelming and constantly changing Education System.

How could I embrace my mindfulness experience in my own teaching practice?

How could I successfully teach my students to pay attention to their own bodies, emotions, and thoughts so they could themselves, experience a sense of inner peace? How could I design experiences that inspire altruistic values and teach the power of human interconnection?

These are the questions and the inner-battle that i was living and breathing for more than a few years.

After becoming an international, bilingual elementary teacher and seeing Chicago, and the entire world through a new lens, I immediately realized the intense need to address my students’ social-emotional health and integrate my mindfulness experience in the classroom.

Through years of experimenting with different mindfulness techniques, breathing practices, mindful movement, peaceful communication, and restorative justice practices in my bilingual classroom, I created a year-long, spiraling curriculum based around my practice and “what has worked� with my students.

As I recognize that every group of students is different, this curriculum provides weekly lessons, or strategies that can be easily integrated into elementary classrooms and can be tailored to any class from grades Pre-K to Grade 5.

The Whole n' Happy not only empowers students with tools to understand themselves and their emotions; it also instills a sense of inner peace, and teaches students and teachers what real community is about, from the ground-up.

Empowering educators and children around the world, we bring sustainable mindfulness and restorative practices in a student-centered, inclusive classroom community, based on wholeheartedness, peace, and empathy.

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WHO WE ARE 1

| BE HERE, NOW.

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| BREATHE DEEP.

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| TRACE YOUR THOUGHTS.

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| RELAX INTO YOU.

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| YOU ARE PERFECT EXACTLY AS YOU ARE.

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| LETTING GO OF WHAT YOU DON'T NEED.

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LOVING-KINDNESS.

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COLORING OUR EMOTIONS..

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| THE GRATITUDE JAR.

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| WHO WE ARE.

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| WORKING WITH PICTURE MEMORIES.

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| READING AND WRITING WITH AWARENESS.

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Be here, now.

Be happy in the moment, that's enough. Each moment is all we need, not more.

-Mother Theresa Grades: K - 5 Estimated time: 25-30 minutes Objectives: Through practice, discussion, and reflection, students gain a basic understanding of the concept mindfulness and how it can help us at school, in our classrooms, and at home. The students will practice what it feels like to be mindful and have a mindful body and mind.

Essential Questions: What is mindfulness? What does it feel like to put on a mindful body? How does it sound when we are practicing mindfulness? What were you thinking about when we put on our mindfuln bodies?

Key Vocabulary: mindfulness, mindful bodies, intention Aligned Social-Emotional Standards: Describe personal skills and interests that one wants to develop.

Apply strategies to manage stress and to motivate successful performance.

Demonstrate control when performing combinations and sequences of locomotor, non-locomotor, and manipulative motor patterns in selected activities, games, and sports.

Background Information: The concept mindfulness means to simply stop and pay attention: to pay attention to oneself, pay attention to your body or thoughts, or pay attention to basically anything!

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Hook: Begin by asking students if they or their parents were ever rushing around and hurrying so much they forgot something, or maybe they fell and hurt themselves? Invite students to share some of their experiences.

Then ask students if they have ever heard of the word mindfulness and if they have an idea of what it means. Tell them we are going to have a special mindfulness practice this school year, and it is going to help us focus and learn a lot!

Procedure: Introduce the concept mindfulness by simply stating that it is paying very close attention to something, and connecting our brains and bodies.

Explain that we can do many things mindfully.

Give students concrete examples of a mindful way of doing things, such as eating and chewing slowly, or reading each word and stopping to think. Then, students give examples of doing things not mindfully (eating a bag of cheetos really fast, or reading as fast as you can).

Tell students that we are going to practice simply sitting mindfully (for 3 minutes). Explain how every time you begin mindfulness you will begin and end with the same sound, or bell.

After beginning, instruct students to sit as still and quiet as they can; invite students to sit up straight and close your eyes. Also, instruct them to try to focus on their breathing.

Ring the bell after students sit mindfully for a few minutes. How did it feel? What was hard or easy about it? What were you thinking about?

Reflection: Explain to students that for our special mindfulness time, each student will receive a journal where they can write, draw, or doodle about our time practicing mindfulness together. Allow students to decorate cover and complete page 1.

What did it feel like inside to be mindful? What did it sound like when we were practicing mindfulness? What are some times you have been mindful in school, or at home? What are some times when you aren’t mindful?

Share: After giving students time to journal about mindfulness and what it felt like to practice mindfulness, come back together as a class to share their learnings, “aha moments,� ideas, and feelings.

Extension: Challenge the students to practice having a mindful body once each day this week!

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breathe deep.

When you own your breath, nobody can steal your peace.

-Anonymous Grades: K - 5 Estimated time: 25-30 minutes Objective: The students will practice and reflect on paying attention to their breath and moving their breath to new parts of their body. The students will learn and practice the 3-part breath and the tiger breath.

Essential Questions: What does it feel like to pay such close attention to your breath? Did you feel your breath move to different parts of your body? When could you use the breathing techniques we practiced today in your own life?

Key Vocabulary: breath, inhale, exhale Aligned SEL Standards: Demonstrate control of impulsive behavior.

Describe and demonstrate ways to express emotions in a socially acceptable manner.

Apply strategies to manage stress and to motivate successful performance.

Background Information: Breathing is life. It is one of our most vital functions. Breathing is the only means of supplying our bodies and its various organs with oxygen which is vital for our survival. In a Yogic point of view, proper breathing is to bring more oxygen to the blood and to the brain, and to control emotions, thoughts, and mentality. The union between breath and mindful movement is considered as the highest form of connection between the mind and body.

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Hook: Begin by asking students if they practiced mindfulness at all in the past week? Do they remember what mindfulness is? Remind students of classroom norms, and behaviors we agreed upon during our mindfulness practice.

Procedure: Begin today’s lesson by reminding students that each week we are going to practice a new mindfulness skill or strategy that can help us at school and in our lives. Last week we practiced putting on a mindful body. Today we are going to practice being mindful of our breath.

Instruct students to sit mindfully and begin class by ringing the bell and Art is a diverse range of human reminding to freeze the motion in their bodies and become quiet activities instudents creating visual, auditory or performing artifacts – artworks, and still. Then, invite students to sit up as tall as they can and take a deep expressing the author's imaginative or breath and hold it together for 3 seconds, then letting it out slowly.

How technical skill, intended to be The oldest form of art are visual arts, did it feel? Do normally appreciated for we their beauty orpay such close attention to our breath? Why which include creation of images or emotional power. not? objects in fields including painting, sculpture, printmaking, photography, and other visual media.

In their most general form, these Explain how we can our attention to move our breath to different parts activities include the use production of of art,and the make criticism of art, ofworks our body space forthewhat weArchitecture want to learn or accomplish. is often included as one study of the history of art, and the of the visual arts; however, like the aesthetic dissemination of art. decorative arts, and it involves theinto their Instruct students to put their hand on their stomach breath creation of objects where the belly, feeling it move up and down. Then have them move their hand to practical considerations of use are their hearts, instructing them to breathessential. into their heart - trying to get it to Source: Wikipedia grow bigger with each breath. Then, have students put their hands on their

shoulders and move their breath all the way to their shoulders, and letting it all out slowly on 3-2-1.

Finally, put all three pieces together and practice breathing into all 3 places in one big breath. Practice the 3-part breath together (1, breath into the belly, 2-breath into the heart, and 3-breathe into the shoulders). When students exhale, instruct them to exhale 3- into their shoulders, 2-into their hearts, and lastly, 1- into their bellies. Practice this breath at least 5 times together as a class.

End the practice with a few moments of silence and ringing the bell.

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Optional: Create an anchor chart, or visual available to remind students how to do the 3-part breath.

Reflect: Allow students to get their journals and draw or write about our breath practice today (lesson #2, pages 3-4).

How did they feel after practicing paying attention to their breath-was it hard or easy?

How did it feel to breath in three parts? Did you feel your breath move to other parts of your body? How could practicing different breathing techniques help you at school or at home?

Share: After giving students time to journal about our breath practice today, invite one or two students to share their reflections about our breathing practice today.

Extension: Practice the 3-part breath as a class before starting each mini-lesson during the day. Notice if students are better able to calm down and concentrate on the lesson.

K-1 Accommodations: When teaching a kindergarten or 1st grade class, be explicit when practicing mindfulness by telling them to sit as if they are frozen, being as quiet as mice. When practicing the 3-part breath, stop after each body part to discuss how students felt after breathing into that body part. If students seem antsy, invite them to stand up and choose various students to name a new body part to breath into.

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The Gratitude jar.

Gratitude is one of the most medicinal emotions we can feel. It elevates our mood and fills us with joy.

-Sara Avant Stover Grades: K-5 Estimated time: 25-30 minutes Objectives: Through practice, discussion, and reflection, students will gain an understanding of the concept of gratitude. Students will understand how it feels to cultivate gratitude, instead of desires.

Essential Questions: What does it mean to you to be grateful? What are you most grateful for that you have in your life today? How do you feel in your heart after thinking about everything that you already have in your life? How do you feel when you think about things that you desire, but don’t have?

Key Vocabulary: gratitude, thankful, grateful, emotional body Aligned SEL Standards: Identify family, peer, school, and community strengths.

Explain how family members, peers, school personnel, and community members can support school success and responsible behavior.

Identify one’s likes and dislikes, needs and wants, strengths and challenges.

Generate ways to develop more positive attitudes.

Background Knowledge: Gratitude is the quality of being thankful, or showing appreciation for the abundance we have in our lives. When we cultivate gratitude, it fills our hearts with contentedness; when we only desire more things, our heart feels empty, and we are less content.

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Hook: Ask the students to make a list of three things that they really want and three things they are thankful for, that they already have.

Before beginning the lesson, invite a few students to share some items from their lists. What type of things do you have in your list? Do you have things, people, or places in your list?

Procedure: Explain to students how just thinking about what we already have, or what we want can change how we think and how we feel in our heart.

Today we are going to focus on thinking about all of the people and things in our life for which we are thankful. Taking time to think about everything we already have in our lives can inspire new-found happiness, and make our hearts feel full.

Begin the mindfulness practice by ringing the bell, sitting still, and centering in as a class; invite students to ground in and notice their breath flowing in and out of their noses. Ask them to notice who they were in the first part of the day: what they did, who they talked to, and where they went.

Today we are going to focus on things for which we are grateful. Remind students that we all already truly have everything we need within ourselves. We have healthy bodies. We have healthy minds.

And we have people who love us in our lives.

Ask students to imagine they all were holding an empty jar to fill with the things, people, and places they feel so grateful to have in their lives. They can take this jar full of everything and everyone they love with them wherever they decide to go.

Give examples of people, places, or things students may choose to put in their jar. I am grateful for my loving mom. I am grateful for healthy food to eat. I am grateful for my kind and caring friends.

I am grateful for my home and my family.

Invite students to flutter their eyes open and return to the classroom, still holding their gratitude jar close in front of them.

Explain to students again how when we only think of what we desire or want, we kind of feel sad, empty, or like we need more. When we remember everything good we already have, it reminds us how much we already have, and makes us feel more complete.

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Reflect: Allow students to get their journals and fill out their reflection pages about gratitude.

What does it mean to you to be grateful? What are you most grateful for that you have in your life today? How do you feel in your heart after thinking about what you are grateful for (that you already have)? How do you feel when you think about things that you desire, but don’t have?

Share: Come together as a class and ask students to write one of two things they are grateful for. Put each note in a jar, and tell the students they are welcome to add to the jar at anytime throughout the year.

Extension: Invite students to remember one thing or person they are grateful for each day when they wake up and before they go to sleep, this week.

K-1 Accommodations: When teaching a kindergarten or 1st grade class, explain the concept gratitude thoroughly before beginning this mindfulness lesson. Explain the concept of gratitude by giving students several examples of people and things you are grateful in your own life. Use the word thankful instead of grateful if students are more familiar with this word.

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WHERE WE ARE 1

| MOVING MINDFULLY.

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| IMAGINING US BIG!

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| EXPRESSING GRATITUDE FOR MOTHER EARTH.

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| PLAYING MINDFULLY

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| LETTING GO OF NEGATIVE EMOTIONS

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| BALANCED BODIES.

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| PEACEFUL WARRIORS.

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| 'INTEGRITY: MOVING FROM YOUR HEART.

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| CREATING CONNECTIONS WITH CLASSMATES.

THROUGH MOVEMENT.

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| THOSE MAGIC SHOES.

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| WHERE WE ARE.

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Moving mindfully.

The body achieves what the mind believes.

-Bob Greene Grades: K-5 Time: 35-40 minutes Objectives: Through practice, discussion, and reflection, students gain a basic understanding of how to move their bodies mindfully. Students gain an understanding of what it means to connect their brains to their bodies.

Essential Questions: How does it feel to move mindfully and follow your breath? What do you think it means to connect our brains to our bodies?

When would it help me to move mindfully in our classroom? What about at home?

Aligned Standards: Demonstrate control when performing fundamental locomotor, nonlocomotor, and manipulative skills.

Demonstrate control when performing combinations and sequences in locomotor, non-locomotor, and manipulative motor patterns.

Background Information: Moving mindfully means paying attention to how we move and coordinating how our bodies move with our breath. Mindful movement can also be described as yoga, or the union between breath and physical postures.

Hook: Begin by asking students if they have ever slipped outside or have fallen because they weren’t paying attention to where they were going?

Maybe you were running really fast, and didn’t notice there was a crack in the sidewalk. Invite a few students to share their experiences.

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Procedure: Introduce the concept of mindful movement by simply stating that it is paying very close attention to how we are moving different parts of our body. Explain that it is also following our breath with movement. For example, we are going to practice by taking a very deep breath, and allowing our arms to follow our breath all the way up to the sky (show an example). Then, when we let the breath out, we will allow our arms to float back to the ground.

Begin mindfulness by ringing the bell, sitting still, and centering in as a class together; invite the students to notice how they feel in their bodies. After you notice your emotions, color your breath (previous lesson) and fill your breath with a color you need. Yellow for energy. Green for happiness. Blue for calm.

Purple for peace.

After students are centered in, we are going to practice moving mindfully from a sitting position all the way to a standing position, taking exactly ten seconds to arrive standing, and ten seconds to sit back down. Practice this, and discuss how it felt differently than moving without thinking.

Then, after instruct the students to mindfully move to a standing pose again with their feet hip-width apart, add in arm movements. While standing in mountain pose, on the inhale, invite students to raise their hands to the sky.

On the exhale, allow hands to float by their sides. Practice this about 5 times.

How does it feel to allow our bodies to follow our breath?

We can also move mindfully during classroom transitions, to make more space in our brains to learn and connect our brains, our breath, and our bodies. To finish today’s practice, have the students practice moving from desks to the carpet mindfully, lining up, or entering the classroom mindfully.

Reflect After giving students time to journal about their experience moving mindfully in the classroom today, come back together as a class to share their new learnings ideas.

How does it feel to move mindfully and follow your breath? What do you think it means to connect our brains to our bodies? When would it help me to move mindfully in our classroom? What about at home?

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Share: Come together as a class and ask students to share how they felt when they were coordinating their movement with their breath.

Extension: Invite students to practice moving mindfully when moving in the classroom, hallways and playground this week!

K-1 Accommodations: Shorten this lesson by just practicing one mindful movement strategy. For example, invite the students to practice moving their arms to the sky on the inhale and allowing their arms to float to their sides on the exhale. Then, stop to reflect and talk about how it felt to move mindfully.

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Imagining us big!

Have BIG dreams. You will grow into them.

-Anonymous Grades: K-5 Time: 35-40 minutes Objectives: Through practice, discussion, and reflection, students gain a basic understanding of how to calm their bodies and regulate their emotions through mountain pose. Students practice connecting their mind, body and breath through movement and stillness.

Essential Questions: What does it mean to be able to grow in two directions at once? How do you imagine yourself “grown up, or big�? How do you want to use your talents make a difference in the world? How can you, like mountains, show your strength and greatness?

Aligned Standards: Describe and demonstrate ways to express emotions in a socially acceptable manner.

Apply strategies to manage stress and to motivate successful performance.

Background Information: Students will learn an important yoga postures today, mountain pose. Stress to the students how important these poses are to imagine themselves when they are big!

Mountain Pose Instructions: Stand with the bases of your big toes touching, heels slightly apart (so that your second toes are parallel). Lift and spread your toes and the balls of your feet, then lay them softly down on the floor.

Firm your thigh muscles and lift the kneecaps, then imagine a line of energy all the way from your feet, through your legs, spine, neck and out the top of your head.

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Now, press your shoulder blades into your back, widen your collarbones, and allow your arms to hang by your side.

Hook: Begin by asking students if they have ever imagined what they will be like when they are “big” or “grown up”? What will you be doing? What will you look like, on the inside and on the outside? How will you be living your passion, or using your talents to help others?

Procedure: Introduce the concept of moving in two directions at once by simply stating that it is paying very close attention to how we are moving different parts of our bodies in different directions. Explain that today we are going to add on to what we learned last week, by practicing new mindful yoga poses, called the mountain pose.

Begin our mindfulness practice by ringing the bell, sitting still, and centering in as a class together; invite the students to notice how they feel in their bodies.

Also invite them to practice the tiger breath, by inhaling on a three-count, opening their mouths, and exhaling all of the negative energy they have in their bodies.

After students are centered in, instruct the students to move mindfully (paying attention to each movement) from a sitting position to a standing position, practicing moving to a standing position on the inhale, and a sitting position on the exhale. While continuing to be mindful of your breath, instruct students to get in mountain pose.

Mountain Pose: Standing with the bases of your big toes touching, heels slightly apart (so that your second toes are parallel). Lift and spread your toes and the balls of your feet, then lay them softly down on the floor.

Firm your thigh muscles and lift the kneecaps, then imagine a line of energy all the way from your feet, through your legs, spine, neck and out the top of your head.

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Now, press your shoulder blades into your back, widen your collarbones, and allow your arms to hang by your side.

Imagine yourself BIG, like a mountain. You are standing tall and strong, all grown up, true to who you are on the inside. What are you going to do when you are this BIG? How will you use your talents to share and help others?

Imagine what you are doing when you are all grown up. Imagine who you are with, and how it feels to do something this close to your heart.

Now, add in mindful movement with your arms. On the inhale, reach to the sky; on the exhale float your arms to your sides. On the next inhale, reach your arms high in the sky; this time on the exhale, allow yourself to let go and swan dive to the floor, touching your knees or calves.

Slowly roll up all the way to a standing position. Bring your hands to your heart and notice how you feel.

Reflect: Invite students to journal about their experience imagining themselves big (in the mountain pose).

What does it mean to be able to grow in two directions at once? How do you imagine yourself “grown up, or big”? How do you want to use your talents make a difference in the world? How can you, like trees, show your strength and flexibility at the same time? How can you show who you truly are (on the inside) more to others?

Share: After giving students time to journal, come together as a class to share students’ experiences and reflections from today’s mindfulness practice.

Extension: Practice mountain pose each day this week. While students are practicing the pose, invite them to take some three-part inhales and exhales. Also, invite them to add mindful movements with their arms, neck, and hands.

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HOW WE COMMUNICATE 1

| MINDFUL LISTENING AND SEEING.

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| Talking to our own emotions (party of

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| RESPONDING TO OTHERS with peaceful

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| THE POWER OF LANGUAGE VS. THE LANGUAGE

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HOW WE COMMUNICATE: PUTTING IT ALL TOGETHER.

emotions).

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Talking to our own emotions.

(Party of emotions)

Our emotions need to be as educated as our intellect. It is important to know how to feel, how to respond, and how to let life in so that it can touch you.

-Anonymous

Grades: K-5

Time: 25-30 minutes Objectives: Through practice, discussion, and reflection, students practice noticing how different emotions feel in their bodies. Students practice how to accept and talk to their strong emotions to release tension and stress.

Essential Questions: How does anger feel in your body? How does excitement feel in your body? How does it feel to accept your strong feelings and allow them to be a part of you? How does it feel to put "them to sleep" in your heart?

Aligned Standards: Recognize and accurately label emotions and how they are linked to behavior.

Describe and demonstrate ways to express emotions in a socially acceptable manner.

Describe a range of emotions and the situations that cause them.

Background Information: In this lesson, we refer to all the emotions we feel in our bodies as a "party of emotions." In this party of emotions, we all feel all different kinds of emotions all of the time. It is important to accept all of these emotions (and not force them to leave our "party"), even if they feel uncomfortable in our bodies.

Hook: When was the last time you felt really angry, or hurt? How did it feel in your body? What were you thinking at this time? Was it easy or hard for you to concentrate and learn in school when you were feeling this way?

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Procedure: Introduce the concept of talking to our emotions by explaining that we all have a party of emotions in our bodies, hearts, and minds at any given time. Explain to students that it is very important to notice how these emotions feel in our bodies, and accept them instead of demanding that they immediately leave the party (you can be silly here, too).

Begin mindfulness practice by ringing the bell, sitting still, and centering in as a class together; invite the students to notice how they feel in their bodies. Also invite them to practice a moving breath, by inhaling on a three-count into their bellies, hearts, and then out the top of the crown on their heads. While students breathe, say inhale love, exhale peace.

After students are centered in, invite the students to imagine the last time they were feeling really angry, or upset. How did anger feel in your body? How did it feel in your heart, or chest? Was your throat tight, or was your heart racing?

After students have imagined this time and are close to these feelings, explain that today we are going to talk back to these emotions.

Today, we are going to practice putting anger to sleep in our hearts. Anger, we recognize you are here and want to stay at our party of emotions, but it is time for you to go to sleep. Anger, it is time for you to sleep in my heart.

Have students repeat after you, when telling anger to go to sleep.

Finally, have students repeat with you: Now that anger is asleep I am ready to come back to a calmer, peaceful place.

End today's mindfulness practice by coming back to your breath and taking 3 to 5 collective, deep breaths together.

Reflect: Invite students to journal about their experience talking to anger today.

How do bad feelings feel in your body?

How did it feel to talk back to your emotions? How did it feel to invite them to your party of emotions, and accept them as part of you? After putting your negative, or bad emotion to sleep in your heart, did you feel different? How? Share: After giving students time to journal, come together as a class to share students’ experiences and reflections from today’s practice.

Today, I want you to tell anger: I accept that, you, anger, are a part of me. I accept Extension: Invite the students to stop and that you are at my party of emotions, and notice how their body feels when they have strong emotions. Invite students to you can stay at the party. talk back to their emotions by allowing them to stay at their party, yet putting Now, tell students that although it is them to sleep, if needed. important for us to allow all emotions at our party, if we want to come back to a calmer, more peaceful place, we can just put those emotions to sleep in our hearts.

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C L A S S R O O M S

I N E Q U I T Y

P

S T E R E O T Y P E S ,

A N D

O U R

P R E J U D I C E

C L A S S R O O M S

C O L L A B O R A T E C R E A T E T H A T

I N C L U D E

W I T H

C A R I N G

A N D

C H A L L E N G E

A L L

C U L T U R E S .

STRENGTHENING OUR COMMUNITY 1

| EMPATHY: SEEING THROUGH NEW GLASSES.

2

| THOSE MAGIC SHOES: WORKING WITH

3

| DIVERSITY AND UNITY.

4

| SENDING KIND THOUGHTS TO OUR CLASSMATES.

5

| WE ARE PEACEFUL WARRIORS.

6

| MAKING SPACE FOR EVERYONE.

7

|

SAME, SAME, BUT DIFFERENT.

8

|

STRENGTHENING OUR COMMUNITY.

PREJUDICE, STEREOTYPES, AND INJUSTICE.

WWW.THEWHOLENHAPPY.COM

A

SHARING OUR KNOWLEDGE

Y P P A H

Y A W

L U F D N I M

M U L U C I R R U C

O T E V I L

E H T

N R A E L

E L O H W

D N A

' N

116 W E

U S E

A N D L E D

W H A T

S H A R E

O W N

H A V E

W I T H

I N Q U I R Y

O U R

W E

L E A R N E D

O T H E R S .

P R O J E C T S ,

S C H O O L S ,

W E

A

G

E

116

C O N N E C T

T H R O U G H T A K E

S E L F -

A C T I O N

C O M M U N I T I E S ,

W O R L D .

P

T O

A N D

I N

SHARING OUR KNOWLEDGE 1

| Studying our World.

2

| Creating Change.

3

| TAking Action!

4

| Envisioning our future.

5

| Sharing our Knowledge.

WWW.THEWHOLENHAPPY.COM

A

APPENDIX

O T

Y P P A H

Y A W

L U F D N I M

M U L U C I R R U C E H T

A L I G N E D S U P P O R T T H E

W H O L E

N '

R E A D - A L O U D S

T E A C H E R S

H A P P Y

E V I L

S T R U C T U R E

I N T E R A C T I V E F O R

D N A

E L O H W

L E S S O N

N R A E L

' N

141 A N D

W I T H I N

R E F E R E N C E S

T H E

P A R E N T S S C H O O L

D A Y