Lessons on Kindness

Grade Level: Kindergarten–2nd Grade

Objective:

Students will understand that kindness is about treating others the way we want to be treated, and that small acts of kindness can make a big difference.

Materials Needed:

• A soft ball or stuffed animal
• Chart paper or a whiteboard
• Markers

Warm-Up (5 minutes): “What is Kindness?”

Ask students:

• “What does it mean to be kind?”
• “Can you tell me a time when someone was kind to you?”

Write their ideas on the board or chart paper. Praise all answers.

Activity (10 minutes): “Kindness Toss”

1. Gather students in a circle.
2. Gently toss the ball to a student and say something kind (e.g., “I like how you listen so well!”).
3. That student then tosses it to someone else and says a kind word or sentence.
4. Keep going until everyone has had a turn.

Tip: If someone struggles, help them think of something simple like “You are a good friend” or “I like your smile.”

Wrap-Up (5 minutes): “Planting Seeds of Kindness”

Tell the students:

“Every time we are kind, it’s like planting a little seed that grows into a big, beautiful tree.”

Challenge them to “plant” at least one seed of kindness today — by saying something nice, helping someone, or smiling at someone who looks lonely.

Optional Extension:

• Drawing: Ask students to draw a picture of themselves doing a kind act.
• Kindness Chart: Start a class kindness chart and celebrate kind acts all week.

Title:             Hope and Humanity in song: “One Day” by Matisyahu

Title:             Learning

Age Group:   3rd – 5th Grade

Virtue:          Kindness

Objective:     Students

Materials Needed:

• Audio or video of “One Day” by Matisyahu
• Printed lyrics or projected text
• Paper and pencils for student reflections

Instructions:

1. Introduction (2 minutes)

Begin by asking:

• “What does it mean to hope for something?”
• “Can you think of a time when someone showed kindness to you or others?”

Encourage a few students to share brief responses to set the tone for the lesson.

2. Listening to the Song (4 minutes)

Before listening, ask that they think about:

• “What is the main message of this song?”
• “How does it make you feel?”

Play the song “One Day” by Matisyahu for the class. You can use the following YouTube link: https://m.youtube.com/watch?v=03bHHEkbZsw

3. Discussion (4 minutes)

After listening, discuss the song’s themes:

• “What are some things the singer hopes will happen ‘one day’?”
• “Why is it important to be kind and peaceful?”
• “How can our actions help make the world a better place?”

Highlight key lyrics that emphasize hope and unity.

4. Reflection Activity (3 minutes)

Have students write or draw their responses to the following prompt:

• “Imagine a world where everyone is kind and peaceful. What does that world look like? What can you do to help make it happen?”

Encourage creativity and personal connections.

5. Sharing and Closing (2 minutes)

Invite a few students to share their reflections with the class. Conclude by reinforcing the idea that even small acts of kindness can contribute to a more hopeful and peaceful world.

Note: Adjust the lesson as needed to fit your classroom’s time constraints and students’ needs. This lesson aims to inspire students to think about their role in promoting positive virtues in their daily lives.

Title:             Hope and Humanity in song: “One Day” by Matisyahu

Age Group:   6th – 8th Grade

Virtue:          Kindness

Objective:   Students will explore how music can express a vision for a better world, reflect on their own hopes for the future, and connect these ideas to the virtues of respect for others and kindness to all.

Materials Needed:

• Lyrics to “One Day” by Matisyahu (printed or projected)
• Audio/video to play the song (YouTube version is fine)
• Paper and pens for a short reflection

Instructions:

Lesson Outline:

1. Set the Stage (2–3 minutes)

• Ask: “What do you think the world would look like if everyone lived with kindness and compassion at the center of their actions?”
• Invite 2–3 quick responses.

2. Listen Together (5 minutes)

• Play the song “One Day” by Matisyahu.
• https://m.youtube.com/watch?v=03bHHEkbZsw
• Ask students just to listen the first time — no notes, just feel it.

3. Lyrics Deep Dive (5–7 minutes)

• Distribute or project the lyrics.
• Reread a few key lines aloud:
  “All my life I’ve been waiting for,
  I’ve been praying for,
  for the people to say
  that we don’t wanna fight no more,
  there’ll be no more wars,
  and our children will play.”
• Ask:
  • What is the dream or hope he’s singing about?
  • Why do you think it’s important to imagine a better future?

4. Small Reflection (5 minutes)

• Instruct:
  “Write down one thing you hope will be different in the world by the time you are an adult. Then, write one small thing you can do today to move a tiny step closer to that future.”

5. Closing Thought (2 minutes)

• Share:
  “Big change starts small. Every act of kindness, every moment of courage, every time we choose peace over anger — it matters. A better world doesn’t appear overnight. It starts with what we do today.”
• Invite a few students to share their reflection if there’s time.

Optional Extensions:

• Art Extension: Create posters with a line from the song and original artwork showing their vision of “one day.”
• Writing Extension: Write a letter to your future self about the kind of world you hope to live in.

Teacher Notes:

• Middle schoolers especially are hungry for meaning but often feel powerless. This lesson taps into their natural hope and gives them a tiny sense of agency.
• If you want to tie it to social studies or history, you could briefly mention other historical figures who had “dreams” for a better world (MLK’s “I Have a Dream,” Nelson Mandela, etc.).

Title:             Can We Have Faith Without Fighting?

Age Group:   6th – 12th Grade

Virtue:          Kindness

Objective:   Students will explore the idea that people can hold strong personal beliefs without using those beliefs to divide, harm, or control others. They will reflect on how respect for others’ convictions can exist alongside their own held faith or worldview.

Materials Needed: none

Instructions:

Opening Reflection (5 minutes):

Write on the board:

“If I believe something … does that mean I have to fight those who believe differently?”

Ask students to journal or think quietly for 2 minutes, then share thoughts aloud. Encourage honest answers without judgment.

Discussion Starter (10 minutes):

Tell students:

People have fought wars, persecuted neighbors, and destroyed families in the name of religion or belief. But there have also been people of faith who refused to fight—who chose love, respect, and peace instead. So the question is: Can we have faith without fighting?

Discuss:

• Why do people feel threatened by different beliefs?
• Can someone disagree with another’s beliefs but still respect them as a person?
• What happens when we confuse faith with fear or pride?

Activity (15 minutes): “The Bridge or the Barrier”

Divide students into small groups. Give each group a list of belief-based scenarios, such as:

• A friend practices a religion you don’t understand.
• Someone says your beliefs are outdated or wrong.
• You hear someone say, “All religions are the same.”
• A person says they don’t believe in anything beyond science.

Ask groups to decide:

• In this scenario, how can faith become a barrier (something that divides)?
• How could faith become a bridge (something that brings understanding)?

Have groups share one example with the class.

Quote for Thought (5 minutes):

Display this quote from Dr. Martin Luther King Jr.:

“We must learn to live together as brothers or perish together as fools.”

Ask: What does this mean in the context of faith?

Closing Challenge (Optional Homework):

Write a short paragraph or create a drawing that answers this question:

What would a world look like where everyone had faith—but no one fought over it?

Title:             Hope and Humanity in song: “One Day” by Matisyahu

Age Group:   9th – 12th Grade

Virtue:          Kindness

Objective:     Students

Materials Needed:

• Audio of “One Day” by Matisyahu
• Printed or projected lyrics
• Whiteboard or projector for key questions

Instructions:

1. Opening Thought (3 minutes)

Ask the class:

• “What do you think keeps people going when the world feels broken?”
• “Is hope enough — or does it need action?”

Quick 2–3 student responses to prime their thinking.

2. Listen to the Song (5 minutes)

Play “One Day” by Matisyahu.

https://m.youtube.com/watch?v=03bHHEkbZsw

As they listen, ask them to silently consider:

• What dreams are being expressed?
• What obstacles stand in the way of those dreams?

3. Lyrics Analysis (5 minutes)

Highlight key lines, such as:

• “Sometimes in my tears I drown, but I never let it get me down…”
• “All my life I’ve been waiting for… the people to say: we don’t wanna fight no more.”

Discussion prompts:

• What emotions does this song tap into?
• Is the singer naive or courageous? Why?
• Where do you see examples of this kind of hope in history or current events?

4. Debate Prompt (5 minutes)

Pose this question for discussion:

• “Is it realistic to believe that peace and compassion can change the world — or is conflict inevitable?”

Options:

• Let students briefly defend their position (agree/disagree).
• Encourage them to reference historical movements (civil rights, apartheid ending, etc.) or their personal experiences.

5. Final Reflection (2 minutes)

Ask students to journal (or think quietly):

• “In a world that often highlights division, what’s one small but real way I can live out hope or compassion this week?”

Encourage 1–2 students to share if time allows.

Teacher Notes:

• Tone: Challenge students respectfully — don’t be afraid of complexity.
• Goal: Students should leave realizing that hope isn’t blind — it’s an act of resilience.
• Extension: For a deeper project, have students find examples of hope-driven movements or create their own “One Day” manifesto.

Non perveniemus ad destinatum nisi viam noverimus.
Viam invenire non poterimus nisi aliquis eam ostendat.
Nemo autem nobis ostendere potest si oculos auresque ad veritatem clauserimus.
Omnis iter ducem requirit — et omnis dux viatores voluntarios desiderat.