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March Book: Enemy Pie

Why I love this book

Honest, humorous and compassionate take on the realities of our kids’ social lives
Book is so well done – from kids’ perspective, they are brought right along with the narrator; from parents’ perspective it shows helping the child by providing the opportunity vs. preaching/lecturing;
the story is perceptive and also science-backed (both the predilection to “make enemies” and the “secret ingredient” for turning those enemies into friends
Fun to read. Kinder audience LOVED this book

Plot synopsis:

This book tells the story about a boy, the narrator, who believes he doesn’t like the new kid, Jeremy and perceives him as his enemy. He asks his father for help. His father shows how a caring adult can help create opportunities for friendships to grow. Thanks to the special recipe for enemy pie (spending time together, getting to know each other, and discovering similar interests), their friendship grows and blooms. In the end, the narrator and Jeremy forgive their past behaviors. They realize that they share common interests and enjoy doing things together. Their friendship grows and they learn the secret recipe to making friends.

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“The Why” of Enemy Pie

TEACHING 3-5

TEACHING K-2

K-2:

students are still learning the difference between "I don't like what you did" and "I don't like you."
By exploring the "Enemy Pie" metaphor, you are helping them see that relationships are like recipes—if you change the ingredients (how you treat someone), you change the result.

3-5:

This age group deals with "frenemies" and social cliques, so the language needs to be more direct.
3rd-5th graders are under a lot of social pressure to "pick sides."
Remember, you are the "chefs" of your own social lives. You get to choose which ingredients you use. If you use snap judgments, you get "Enemy Pie,” but if you use friendship boosters like listening and time, you get “Friendship Pie.”
you are showing them that "holding a grudge" actually hurts them more than the other person. You are teaching them that "Enemy Pie" (spending time and being kind) is actually a gift you give to yourself to feel lighter and happier.

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Key Ideas: The Snap Judgment

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Goals for Student Learning

Strategies for making and keeping friends
How to resolve conflict
Practice compassion and forgiveness
Practice making a genuine apology

Grow Friendships

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Key Ingredients to Building Relationships

Spending time together

Communication and Active Listening

Understanding and Forgiveness

Genuine Apology

Finding Common Interests

Adult support (modeling, creating opportunities for connection)

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Conversation Starter Option 1: �Knots of Conflict

Conflict isn't the end of a friendship—it’s just a tangle that can be untangled with patience, listening, communication and empathy

This object lesson is a visual 'anchor' for the entire book. It shows that conflict isn't the end of a friendship—it’s just a tangle. Here is how you can perform this for the class:"

1. The Visual of "Tangled"

"Hold up the messy, knotted string. 'Does this look like a fun piece of string to play with? No. It’s a mess! This is how it feels when you and a friend are "tangled up" in a fight. It feels heavy and frustrating.'"

2. Demonstrating the "Pull" (The Mistake)

Tug sharply on the ends. When we get mad, we want to yell or force the other person to say they are sorry. But look what happens when I pull... the knot gets smaller and tighter. Now it's even harder to fix. Yelling is like pulling the string.

3. The Gentle Picking (Patience)

Slowly start to loosen one loop. To fix this, we have to look closely. We have to say, "I’m frustrated, but I’m going to listen." This is the hard part. It’s the slow work of finding out where the misunderstanding started.

4. The Collaborative Fix (Working Together)Ask a student to hold one loop while you pull another. 'Look at that! Because we are both working on it, the knot is opening up. This is what talking it out looks like. "I felt sad when you did that," and "I didn't mean to hurt you." Two people, one goal: a smooth string.

5. Why it Matters (The "Why" for Volunteers)

Remind your volunteers: Children often think a fight means a friendship is over. This string proves that the relationship is still there, beneath the problem. By "untangling" it instead of "cutting" it, you are teaching them the value of forgiveness and the effort required to maintain a real connection. "Enemies" are often just people we haven't sat down with yet. You are teaching them that friendship isn't a lucky accident; it’s an intentional choice to untangle a misunderstanding.'"

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Conversation Starter Option 2:�Judging a Book by Its Cover�

Our brains are wired to prefer what looks "better," even if the value isn't there.

This activity is a classic for a reason—it creates a "gotcha" moment that sticks. You are demonstrating that our brains are wired to prefer what looks "better," even if the value isn't there. Here is how to guide the class:

1. Setting Up the Blind Vote

Hold up both packages. Tell the students to close their eyes and put their heads down so they aren't influenced by their friends. Ask them to hold up one finger for Package 1 or two fingers for Package 2. While their eyes are closed, do a quick count. This ensures they are being honest about their own snap judgments.

2. The Reveal and the "Why"

After you unwrap the boring textbook from the pretty paper, the room will usually get a little noisy with surprise. Use that energy. Ask them why they were so sure the decorated package was the "winner." Most will say because it looked like it had something better inside. Connect this back to the "Enemy" in the book—Jeremy Ross looked like an enemy, but the "insides" were different.

3. Defining Assumptions

Ask the students what it means to make an assumption. Guide them to the idea that an assumption is a guess we treat like a fact. If we assume someone is mean because they have a grumpy face, we might miss out on a great friend. Ask them to think about a time they thought they wouldn't like a food or a movie, but ended up loving it. People are the same way.

4. The Change of Outlook

Ask the students if they have ever judged someone and later changed their mind. This is a great time for you to share a short, age-appropriate story about yourself. Maybe you thought a neighbor was scary because they were quiet, but then they helped you find your lost dog. Modeling your own "untangling" of a snap judgment makes it safe for them to admit their own.

5. Why it Matters

Remind your volunteers that this activity helps kids develop the "pause button." You want them to walk away with a small voice in their head that asks: Is this the book, or just the cover? By practicing this with physical objects, you are building the mental muscle they need to prevent prejudice and stereotypes in the hallway.

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Before You Read: K-2

Focus on the mystery of

the pie

Show the cover and read �the title
Define “enemy”

Do you think you can ever �stop being enemies with someone?

Predict the ingredients
Set the Mission: be an ingredient detective

When you read to K-2 students, you are acting as their emotional guide. They might have very strong feelings about "enemies" on the playground, so keep the focus on the mystery of the pie to keep them engaged.

1. Defining the "Enemy"

Hold up the book and point to the title. Ask the students what they think an enemy is. Usually, they will say someone who is mean or someone they don't like. Acknowledge that, but then ask: Do you think you can ever stop being enemies with someone? This sets the stage for the transformation that happens in the story.

2. Predicting the Ingredients

Ask the children what they think goes into an "Enemy Pie." Since they are young, they might guess things like mud, bugs, or rotten eggs. Let them have fun with the "gross" ideas, but then lean in and tell them that Dad’s recipe is a big secret. Tell them their job is to be "Ingredient Detectives" while you read.

3. Setting the Mission

Before you turn the first page, give them a specific focus. Say that Dad says the pie only works if you do one very important thing first. Tell them to keep their ears open for that one "special rule." This keeps the younger students focused on the plot progression.

4. Observing the Cover Art

Ask the students to look at the boy's expression. Does he look happy or frustrated? Why do you think he wants to give someone a pie called "Enemy Pie"? This helps them practice empathy by identifying the character's feelings before the story even begins.

5. Why it Matters

Remind your volunteers that K-2 students are still learning the difference between "I don't like what you did" and "I don't like you." By exploring the "Enemy Pie" metaphor, you are helping them see that relationships are like recipes—if you change the ingredients (how you treat someone), you change the result.

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Before You Read: 3-5

Acknowledge the social “weight” they carry

Show the cover and read the title
The “Frenemy” reality check:

Have you ever had one?
Been one?

Set the Mission:

Listen for the actions or ideas that influence the narrator’s perception – negatively or positively

For older students, we want to move past the "gross pie" idea and talk about the social weight they carry. This age group deals with "frenemies" and social cliques, so the language needs to be more direct.

1. The "Frenemy" Reality Check

Hold up the book and ask: What is a "frenemy"? Have you ever been one, or had one?

Volunteer Strategy: Don't let them name names. If they start to gossip, redirect them by saying: We don't need names, just feelings. It’s important to acknowledge that sometimes we choose to make someone an enemy because of a snap judgment or a stereotype.

2. Defining the Stereotype

Before reading, ask: What does it mean to stereotype someone?

Volunteer Strategy: Help them understand that a stereotype is like a "filter" on a camera. It makes everything look one way. If we stereotype a "jock" or a "nerd," we stop seeing the real person. Jeremy Ross was stereotyped as an "enemy" before the narrator even knew his middle name.

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Discussing the Book: K-2

K-2 students think "Enemy Pie" is a trick at first. Your role is to help them realize the "trick" was actually just being kind. You are teaching them that the best way to get rid of an enemy is to make them a friend through time and effort.

Possible Discussion Topics:

Clarify the Meaning
Validating Friendship Frustrations
The Role of a Caring Adult
The Discovery
Introducing “Friendship Boosters”

First: make sure the kids “get it” – younger ones may still be confused as to what was truly in an enemy pie

K-2 students are often in the "everything is mine" or "he’s my best friend/he’s my enemy" phase. Their feelings change quickly. Use these questions to help them see that feelings are a choice we make based on how we treat people.

1. Validating Friendship Frustrations

Ask: 'Have you ever had a friend do something you didn’t like?'

Example Student Response: He didn't let me play tag! or She took my red crayon.

Volunteer Response: That feels frustrating, doesn't it? Just like the boy in our book, sometimes we feel like someone is an enemy just because they did one thing we didn't like.

2. Analyzing the Narrator’s Dad

Ask: 'What does the boy's dad do to help? Who would you ask to help you when you have a problem?'

Example Student Response: My teacher! or My Grandma.

Volunteer Response: Exactly. Just like the Dad in the story, we can find a grown-up Spark Champion to help us think of a plan when we are feeling angry or left out.

3. The Discovery (The "Internal" Jeremy)

Ask: 'What did the boy learn about Jeremy after spending the day with him?'

Example Student Response: He can jump high! or He has a trampoline.

Volunteer Response: He found out Jeremy was actually fun! He learned that Jeremy wasn't a mean monster; he was just a kid who liked to play. The boy’s "prejudice" (remember that big word?) went away when he actually spent time with Jeremy.

4. Introducing "Friendship Boosters"

Ask: 'What "ingredients" or "boosters" can you use to build a friendship?'

Example Student Response: Say sorry. or Give a high-five.

Volunteer Response/Action: We call those Friendship Boosters. If you pull the knot too tight, you use a booster like an apology to help untangle it. Which booster will you use on the playground today?

5. Why it Matters

Remind your volunteers: K-2 students think "Enemy Pie" is a trick at first. By the end, they need to realize the "trick" was actually just being kind. You are teaching them that the best way to get rid of an enemy is to make them a friend through time and effort.

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Discussing the Book: 3-5

Older students are capable of deep self-reflection. Questions are designed to help them see their own power in “cleaning up” their thoughts and mending their social circles

Possible Discussion Topics:

Analyzing the change in perspective
Defining and challenging negative perceptions
Identifying the “secret ingredient”
The role of the “spark champion”
The choice to forgive

At this age, students are capable of deep self-reflection. These questions are designed to help them see their own power in "cleaning up" their thoughts and mending their social circles.

1. Analyzing the Change in Perspective

Ask the students to point out the exact moment the narrator started to change his mind.

Volunteer Strategy: They might say it was the trampoline or the lunch. Point out that it wasn't just the activity—it was the decision to have fun together. Ask them: Did Jeremy change, or did the narrator just start looking at him through a different lens?

2. Defining and Challenging "Mud Thoughts"

Introduce the term Mud Thoughts—those dirty, murky assumptions we make about people before we know them.

Example Student Response: I thought he was stuck-up because he’s good at sports. or I thought she was mean because she doesn't smile much.

Volunteer Response: Those are mud thoughts. They make the "string" of your friendship muddy and tangled. How can you wash that mud away? Usually, it takes one conversation or one shared laugh to see the real person underneath.

3. Identifying the "Secret Ingredient"

Ask: 'What was the secret ingredient in the pie?' * Example Student Response: Kindness! or Spending the whole day together.

Volunteer Response: Exactly. The pie was just the "hook" to get them in the same room. The real ingredient was Time. You can’t untangle a knot in one second; you have to spend time working at it.

4. The Role of the Spark Champion (Dad)

Ask: 'What would have happened if Dad had just told the boy to "be nice"?' * Volunteer Strategy: The boy probably wouldn't have listened! Dad was clever. He created an opportunity for them to connect without forcing it. Ask the kids: Who is an adult in your life who helps you "untangle" things when you’re mad at a friend?

5. The Choice to Forgive

Ask: 'What does it actually mean to forgive someone?' * Volunteer Strategy: Help them see that forgiveness isn't saying "what you did was okay." It’s saying "I’m not going to carry this stone in my backpack anymore." Ask them: Who feels better when you forgive someone—you or them? (Usually, it’s you!)

6. Why it Matters

Remind your volunteers: By the end of this discussion, the goal is for students to realize that they are the "chefs" of their own social lives. They get to choose which ingredients they use. If they use mud thoughts and snap judgments, they get "Enemy Pie." If they use boosters like listening and time, they get a strong, smooth friendship string.

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Activity Option 1: �Friendship Pie (K-5)�

When you work with the younger students, they might still think about "ingredients" as food. Redirect them by saying: In the book, the narrator thought the pie needed gross stuff, but the real magic was playing together. What is one thing you can do on the playground that makes a friend feel good?

If a student says sharing, ask them what that looks like. They might say, I let Leo use the blue truck even though I wanted it. Say: That is a perfect ingredient! Draw a picture of that blue truck so we can put it in our pie. You are helping them see that "Friendship Pie" is made of actions, not just words. Wrap up by having a few students share their favorite ingredient. Remind them: You don't need a special oven or a secret recipe from a Dad to make a friend. You just need to choose the right ingredients today. Look at your recipe card when you go out to recess—that is your game plan for the day!

The Goal: Create a detailed "Recipe Card" with specific measurements and directions.

The Action: Move from "vague" ideas to "measurable" actions.

For the older students, we want to treat this like a Mastermind session. They are the experts on their own social circles. Encourage them to think about "amounts." Why do we need a whole cup of listening but maybe just a pinch of advice?

If a student writes down kindness, challenge them- How do we actually “do” kindness? They might say: I can offer to help someone with their math if they look stuck. Say: Great, write that in the Directions section. Tell them that a recipe is a map—if someone else followed their recipe, would they be able to make a friend? This turns the activity into a leadership exercise.

Wrap up by having a few students share their favorite ingredient. Remind them: You don't need a special oven or a secret recipe from a Dad to make a friend. You just need to choose the right ingredients today. Look at your recipe card when you go out to recess—that is your game plan for the day!

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Activity Option 2: �Friendship Flower (K-2) �

“Being nice" is made up of many small, different actions!

When working with K-2, the focus is on basic manners and visible kindness. They need help seeing that "being nice" is made up of many small, different actions.

Realistic Brainstorming: If you ask a 1st grader what a friend does, they’ll say "They play with me." Help them dig deeper. Ask: 'What do they say with their mouth? What do they do with their hands?'

Student Examples for Petals:

"I say 'Want to play?' to someone new."

"I give a high-five when someone tries hard."

"I use my 'listening ears' when a friend is sad."

"I wait for my turn on the slide."

Volunteer Coaching: If a student is stuck, give them a scenario. Say: 'Imagine Jeremy Ross is standing by the swings all alone. What is a "Booster" you could use to make him smile?' When they say "I can push him on the swing," tell them: 'That is a "Helping Petal"! Write that down.’

For the older students, we move into the "Upstander" territory. We want them to think about character traits and social courage.

Realistic Brainstorming: 4th and 5th graders value loyalty and "having my back." Ask them: 'What does it mean to be a "Champion" for a classmate even if they aren't your best friend?'

Student Examples for Petals (Critical Thinking):

The "Vault" (Trustkeeping): Being a safe person who doesn’t gossip about a friend’s private feelings or embarrassing moments. The "Side-Kick" (Support): Sitting with a friend who is lonely or having a bad day, even if your other friends are playing somewhere else. The "Emotion Detective" (Compassion): Noticing when a friend seems "off" and asking, "Is everything okay?" The "True Winner" (Encouragement): Being genuinely happy for a friend when they succeed, even if you wanted to win too. The "Safety Net" (Loyalty): Sticking up for a friend when they aren't in the room to defend themselves. The "No-Filter" Fix (Tact): Knowing the difference between being "honest" and being "mean." Choosing words that help a friend instead of hurting them. The "Repair Manual" (Accountability): Being the first one to say, "I’m sorry I was grumpy earlier," even if the other person hasn't apologized yet. The "Inclusive Invite" (Openness): Seeing someone standing on the edge of a group and saying, "Hey, do you want to join us?

The UPstander: "I will speak up if I hear someone being teased."

Empathy: "I will try to see the 'Iceberg' under someone’s grumpy mood."

Honest Communication: "I will tell my friend 'that hurt my feelings' instead of staying mad."

Accepting Differences: "I will look for a common interest with someone who seems different from me."

Volunteer Coaching: Challenge them on the "navigation" aspect. Ask: 'Which of these petals is the hardest to use when you're actually angry?' Most will say forgiveness or honesty. Tell them: 'That’s the petal that needs the most water. That’s where your "Grit" comes in.’

Remind your volunteers: 'The "Friendship Flower" isn't just a craft—it's a code of conduct. By displaying these in the room, the teacher can point to them later in the week and say, "I saw Leo using his 'Listening Petal' today." You are giving the students a colorful, visual map of how to treat one another with dignity, regardless of whether they are best friends or just classmates.

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Activity Option 3:�Apology and Friendship Problem-Solving Scenarios (2-5)�

Do an empathy check
Take responsibility for what you did wrong
Acknowledge how your mistake impacted the other person
Deal with the consequences
Commit to changing future behavior

For our younger friends, an apology often feels like a punishment. We want to change that. Tell them: An apology isn't about being in trouble; it's about being a Spark Champion for your friend’s feelings.

When you do the role-play, keep it very simple. If a student says "Sorry!" in a grumbly voice, pause and say: I hear the word, but my heart doesn't feel it yet. How can we say it so your friend knows you really want to fix the string? Encourage them to look their partner in the eye and offer a "making it right" step, like: I’m sorry I took your pencil. I will put it back now. Do you want to use my sparkly eraser? This teaches them that an apology is an action, not just a sound.

Use "Freeze" and "Thaw"

Instead of letting a scene run until it gets chaotic, use a "Freeze" command.

The Tip: When you see a "knot" or a mistake happen in the role-play, call "Freeze!" Have everyone hold their pose.

The Teaching Moment: While they are frozen, ask the audience, "What just happened? What is his face telling us?" Then "Thaw" them to try the "Magic Words."

After the role-plays, ask the whole class: If you knew your friend was having a really bad morning, would it be easier to forgive them for being grumpy? Most will say yes.

Wrap up by saying: Understanding someone's "why" is like the secret ingredient in the pie. It makes the "Enemy" feelings disappear. When you give a genuine apology, you are taking the stones out of your own backpack and your friend’s backpack at the same time. You both walk away lighter!

The scenarios for the older kids are tougher because they involve social status and digital "text" drama. They might find it "cringe" to apologize. Your job is to make it feel like a leadership skill.

Use the "Mud Thoughts" language from the discussion. If a group is acting out the Secret Spilled scenario, ask them: What are the mud thoughts the person who was betrayed is having? They probably think their friend is a liar. Now, how can the friend apologize to clear that mud? A "shrug" apology (like in the Borrowed Item scenario) doesn't work here.

Tell the volunteers: Watch for the "Oops, my dog got it" attitude. Challenge the students by asking: If someone gave you that apology, would you feel like the knot was untangled? Help them move toward "Restorative Justice"—where the student says: I know I broke your trust, and I'm going to work hard to prove I can keep a secret from now on.

�

1. Use the "Director" Role

Problem: Everyone wants to be the actor. Solution: Create three distinct roles for every scenario so everyone has a "job."

The Actors: 2-3 students performing.

The Director: 1 student who helps set the scene ("You’re at the lunch table, you look annoyed").

The Script-Doctors: 2 students who hold the "Magic Words" or "Sparkling Thoughts" cards to help if the actors get stuck.

2. The "Anonymous" Strategy

Problem: No one wants to volunteer because it’s "cringe." Solution: Don't ask for volunteers to be the character. Ask for volunteers to fix the character.

Volunteer Tip: Start by acting out the "Mud Thought" version yourself with another volunteer. Make it slightly over-the-top. Then ask the class: "That was a mess. Who can come up here and show us how to actually fix that knot?" This positions the students as the experts.

3. The "Sticky Note" Extension

Problem: The kids think there is only one "right" way to solve the problem. Solution: Use a "Branching Path" with sticky notes.

The Action: After a group acts out a solution, ask the audience: "What’s a different way to handle this?" * The Tool: Write each new idea (e.g., "Walk away and cool down first," "Ask a teacher for help," "Write a note") on a sticky note and place it on the board under the scenario card. This visually shows them that Conflict Resolution is a choice, not a script.

4. Managing "Digital Misunderstandings"

Problem: Kids get silly or distracted by tech-based scenarios. Solution: Use "Paper Phones."

The Tip: Give the actors large cardboard cutouts of phones. This keeps their hands busy and makes the physical acting of "reading a mean text" more concrete.

The Discussion: Ask the "Script-Doctors": "What is the 'Mud Thought' the person reading this text is having?" (e.g., "They used a period, so they must be mad!").

5. Handling "Fake" Apologies

Problem: Students do the "I'm sorry, GEEZ" eye-roll apology. Solution: The "Sincerity Meter."

The Tip: After an apology is given in a scene, ask the audience to give a "Sincerity Rating" (1 to 5 fingers).

The Fix: If it’s a 1, ask the actors: "How can we change our body clues (The Filter) to move that from a 1 to a 5?"

After the role-plays, ask the whole class: If you knew your friend was having a really bad morning, would it be easier to forgive them for being grumpy? Most will say yes.

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Activity Option 4:�The Invisible Backpack (4-5)

“The weight of grudges”

3. The Invisible Backpack Metaphor

This is your primary teaching tool. Tell the students: Imagine everyone is wearing a backpack. Every time you have a mean thought, or someone says something hurtful, a heavy stone goes into that bag.

Volunteer Strategy: As you read, pause and ask: Did a stone just go in the bag? When Jeremy laughed at the narrator, that was a stone. When the narrator put Jeremy on his "Enemy List," that was another stone. Ask the kids: How does it feel to walk around all day with a bag full of rocks?

4. The Lightening of the Load

Watch for the turning point in the story. When the boys start playing together, ask: Is the backpack getting lighter?

Volunteer Strategy: Explain that spending time and listening is like taking the stones out of the bag. Forgiveness is the fastest way to empty a heavy backpack. By the end of the book, the narrator isn't just full of pie—he’s lighter because he let go of his "enemy" resentment.

5. Why it Matters

Remind your volunteers that 3rd-5th graders are under a lot of social pressure to "pick sides." By using the backpack metaphor, you are showing them that "holding a grudge" actually hurts them more than the other person. You are teaching them that "Enemy Pie" (spending time and being kind) is actually a gift you give to yourself to feel lighter and happier.

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CLOSING

Commitment

Pick an ingredient/petal to focus on improving this week / adding to your relationships
Commit to getting to know someone better, deciding to offer a second chance or repairing a friendship
Share one thing you will commit to do to change your perception of someone�

Self-Reflection

Think about the ingredients you listed for Friendship Pie. Do you see these qualities in yourself? Is there one you could work to improve in yourself?
Are some of your own actions causing people to have the wrong impression? What could your change about yourself to clear this up?
Is there a “stone” in your invisible backpack that you are willing to let go of?

The Mirror Moment: Hold up a physical mirror if you have one, or have them pretend to look in one. Say: When you smile at the mirror, it smiles back. When you are grumpy, it looks grumpy back. Friendships are the same way. If you want a kind friend, you have to show a kind reflection first.

The "Second Chance" Question: Ask the kids: Is there someone you didn't want to play with yesterday? What is one "Friendship Booster" you could try with them today?

The Commitment: Have them share one tiny thing. A student might say, I will wave to the new boy, or I will say 'good job' at PE.

Closing Thought: Remind them that just like the boy in the book, they might find a "best friend" in the person they least expected, if they just choose to be kind first.

For the older students, the focus is on "Social Reputation" and the courage to change a narrative.

The Mirror Moment (Perception): Tell the students: Sometimes the "cover" people see isn't who we really are. If people think you are mean or "too cool," what can you change about your reflection to show them the real story inside?

Challenging Perceptions: Ask them to think about their "Invisible Backpack." Is there a "stone" of resentment they are ready to take out and throw away? This might mean finally forgiving a "frenemy" or being the first to text "I'm sorry."

The UPstander Commitment: 3rd-5th graders understand social power. Ask: How can you be an UPstander for someone that everyone else is ignoring?

Student Commitment Examples: * "I’m going to stop laughing when people tease Jeremy."

"I’m going to sit with the new student even if my other friends aren't."

"I’m going to apologize for the 'Mud Thoughts' I had about someone."

Closing Thought: Remind your volunteers to end with the idea of "Daring to try the impossible." Making a friend out of an enemy is a "Long Shot," but it’s the most rewarding win they can have.

Why it Matters (The "Why" for Volunteers)

Remind your volunteers that this quiet reflection is where the "Elastic Band" of their character actually stretches. It’s easy to talk about being a friend, but it’s hard to look in the mirror and admit where we need to grow. By encouraging this moment of silence, you are helping them internalize the lesson so it follows them out the door and onto the playground.

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