I found another great activity idea on the Fishful Thinking website to help my children with their Emotional Awareness. I am planning on making time this weekend to do this with my 4 and 6 year old.
This activity couldn't have come at a better time. As were are constantly dealing with emotions as our family deals with my husband's continued illness. It think it is going to help get some emotions out on the table and talked about.
I am either planning on using my children's lego blocks or the colored bag of Goldfish crackers I have in the pantry.
Here is the activity:
Find colorful objects around the house, such as Goldfish® Colors crackers, jelly beans, colored blocks or beads. Each color represents a feeling (gold = proud, green = jealous, red = angry, etc.). You and your child take turns picking an object from the bag and sharing a story about a time you felt the emotion represented by the color chosen.
For younger kids (3-5) encourage the child to say a sentence or two ("I felt mad when Jon knocked over my tower because it was really big and he's always breaking my stuff."). Resist the temptation to challenge the feeling or problem-solve (e.g. "What do you think you could do next time so that he doesn't knock it over?"). Instead, just empathize with the feeling by saying something like, "Yes, it would make me mad too." For this young age, keep the emotions simple: just happy, sad or mad and that the goal is for them to say a few words up to a few sentences. Just saying, "I felt sad yesterday and I cried" is a great use of the exercise. You might find it useful to first give brief explanations of the feeling such as, "sad is when you feel like crying like if you don't get something you want."
For older kids (6-12), the feelings can be more complex (like guilty, jealous, proud) and to encourage the child to talk about the experience for a minute or two. Again, don't challenge the experience ("Oh, I don't think you need to worry about that" or "I'm sure she didn't do it on purpose", etc.). Instead, empathize by briefly sharing a time when you were that age and felt similarly.
Tuesday, February 23, 2010
Wednesday, February 10, 2010
Valentine's Day Activity Focusing on Positive Events
Valentine's Day is about showing the people in our lives that we care for them. I found this great activity on Fishful Thinking and the boys and I are going to work on this activity this weekend. Here is what you do: Find a photo of your family that captures a happy experience and share it before Valentine's Day.
This is the way we are going to share our photos:
We are going to glue the photo in the center of a piece of paper (Shaped like a Heart - of course for Valentine's Day).
Next I will help my four year old by filling the paper with words and phrases that describe that experience. I am going to let my six year old write his own words - we call it "kid writing" - he loves to do that and it makes him feel like he is growing up (which he is too fast :( )
I am going to make my own heart with a photo. I am planning on putting the pages together in an album.
What a great way to create a personal memory book that can be looked at time and time again - especially next Valentine's Day.
Happy Valentine's Day Everyone!
http://fishfulthinking.repnation.com/Log.ashx?a=2&i=431&r=4763d707-5829-405d-b922-d8a3310fd862
This is the way we are going to share our photos:
We are going to glue the photo in the center of a piece of paper (Shaped like a Heart - of course for Valentine's Day).
Next I will help my four year old by filling the paper with words and phrases that describe that experience. I am going to let my six year old write his own words - we call it "kid writing" - he loves to do that and it makes him feel like he is growing up (which he is too fast :( )
I am going to make my own heart with a photo. I am planning on putting the pages together in an album.
What a great way to create a personal memory book that can be looked at time and time again - especially next Valentine's Day.
Happy Valentine's Day Everyone!
http://fishfulthinking.repnation.com/Log.ashx?a=2&i=431&r=4763d707-5829-405d-b922-d8a3310fd862
Saturday, January 23, 2010
Lots of Glue and Feelings Collages this weekend.
I have many issues of Parents magazine around my house - as I am sure some other mothers also do. The stack was getting big enough that I was going to throw them away (recycle them) - but decided to try to find an activity to do with them and my boys.
We are making Feelings collages - (to help with their emotional awareness.)
Dylan picked the feeling of suprise - it has been a little difficult to find photos -but he is doing a great job and enjoying writing on his collage and doing his own illustrations.
Keegan my wild child, picked the feeling of happiness - which is an easy one for him to do.
I just had to make sure I had enough glue sticks on hand - Keegan LOVES glue and thinks the more the better - it will take days for his collage to dry :)
Give it a try ****Pick a feeling and work with your child to make a collage that illustrates that feeling. Use pictures from magazines, family photos, drawings or words to illustrate what that feeling is like for your child. Paste the pictures onto one piece of paper. Post them on the wall. Consider making color photo copies of the "happy" collage and use it for greeting cards.
*I will try to post a photo of their collages when they are completed - please share yours.
http://fishfulthinking.repnation.com/ShareVideo.aspx?i=429&r=4763d707-5829-405d-b922-d8a3310fd862
We are making Feelings collages - (to help with their emotional awareness.)
Dylan picked the feeling of suprise - it has been a little difficult to find photos -but he is doing a great job and enjoying writing on his collage and doing his own illustrations.
Keegan my wild child, picked the feeling of happiness - which is an easy one for him to do.
I just had to make sure I had enough glue sticks on hand - Keegan LOVES glue and thinks the more the better - it will take days for his collage to dry :)
Give it a try ****Pick a feeling and work with your child to make a collage that illustrates that feeling. Use pictures from magazines, family photos, drawings or words to illustrate what that feeling is like for your child. Paste the pictures onto one piece of paper. Post them on the wall. Consider making color photo copies of the "happy" collage and use it for greeting cards.
*I will try to post a photo of their collages when they are completed - please share yours.
http://fishfulthinking.repnation.com/ShareVideo.aspx?i=429&r=4763d707-5829-405d-b922-d8a3310fd862
Monday, January 11, 2010
When Frustration becomes an Issue.
I found this wonderful activity through Fishful Thinking which is making a positive difference with my children and myself. It is called the Shake Off the Frustration Dance. What a better way to destress and put things back in perspective - by being crazy for a few moments with your children.
I am currently using this activity with my five year old son who is a perfectionist. Many times he has difficulty focusing on and staying postive when a new activity doesn't come to him right away. He gets frustrated and can't move beyond it. So when something gets to the breaking point with him, I tell him it is time to shake all the bad thoughts out of his body. I have him stand up and we start wiggling and waggling all the bad thoughts out. We look so silly and quickly start laughing. After the laughter dies down he is able to re-focus on the task at hand and give it another try.
If the "shake off the frustration" dance doesn't appeal to your child, work with your child to find a ritual that helps him or her calm and refocus. Taking deep breaths, repeating a positive phrase such as "It's okay. I can calm down and get back to work. My frustration doesn't have to stop me." For younger kids, doing something physical to help release the pent up energy that sometimes comes with frustration is often helpful.
Keep in mind, that these techniques will require practice, so don't expect them to work the first time. The more you practice them, the more effective they will be.
I am currently using this activity with my five year old son who is a perfectionist. Many times he has difficulty focusing on and staying postive when a new activity doesn't come to him right away. He gets frustrated and can't move beyond it. So when something gets to the breaking point with him, I tell him it is time to shake all the bad thoughts out of his body. I have him stand up and we start wiggling and waggling all the bad thoughts out. We look so silly and quickly start laughing. After the laughter dies down he is able to re-focus on the task at hand and give it another try.
If the "shake off the frustration" dance doesn't appeal to your child, work with your child to find a ritual that helps him or her calm and refocus. Taking deep breaths, repeating a positive phrase such as "It's okay. I can calm down and get back to work. My frustration doesn't have to stop me." For younger kids, doing something physical to help release the pent up energy that sometimes comes with frustration is often helpful.
Keep in mind, that these techniques will require practice, so don't expect them to work the first time. The more you practice them, the more effective they will be.
Sunday, January 3, 2010
Ring in the New Year with Positive Parenting.
I am going to give the gift of time to my three boys in 2010. I don't believe there is a better or simpler gift I can give them (and is doesn't cost money). I have found three different ways to do this positive activity with children. I listed them below from Fishful Thinking website.
We are currently doing the Time Share method. My four year old is even enjoying this activity.
This is how he decided to design his gift of time for his five year old brother (who he drew out of a hat). He said he would let his brother use his Leapster while he watched and cheered him on. My five year old was so happy with the gift of time - and they did a great job sharing the Leapster and time together. It was great to see the Inspire an Attitude of Gratitude in action - they are praising each other with out even thinking about it - it is wonderful to see.
Family Time
Ask each family member to write on a note card one "Gift of Time" they would like to receive from the family: watching a DVD together, camping out in a fort in the living room, playing a board game. Put the cards in a box and pull one out each night to do together.
Time Share
Each member of the family picks a name out of a hat and has to design a "Gift of Time" to share with the person they chose.
Time Checks
Family members can give each other "blank checks" of time. Each check is good for a certain amount of time (e.g. 30 minutes, 3 hours) and can be cashed in whenever they would like to have some special time with that family member. Of course, everyone must understand that they may sometimes have to wait in order to get their check cashed.
http://fishfulthinking.repnation.com/Log.ashx?a=2&i=361&r=4763d707-5829-405d-b922-d8a3310fd862
We are currently doing the Time Share method. My four year old is even enjoying this activity.
This is how he decided to design his gift of time for his five year old brother (who he drew out of a hat). He said he would let his brother use his Leapster while he watched and cheered him on. My five year old was so happy with the gift of time - and they did a great job sharing the Leapster and time together. It was great to see the Inspire an Attitude of Gratitude in action - they are praising each other with out even thinking about it - it is wonderful to see.
Family Time
Ask each family member to write on a note card one "Gift of Time" they would like to receive from the family: watching a DVD together, camping out in a fort in the living room, playing a board game. Put the cards in a box and pull one out each night to do together.
Time Share
Each member of the family picks a name out of a hat and has to design a "Gift of Time" to share with the person they chose.
Time Checks
Family members can give each other "blank checks" of time. Each check is good for a certain amount of time (e.g. 30 minutes, 3 hours) and can be cashed in whenever they would like to have some special time with that family member. Of course, everyone must understand that they may sometimes have to wait in order to get their check cashed.
http://fishfulthinking.repnation.com/Log.ashx?a=2&i=361&r=4763d707-5829-405d-b922-d8a3310fd862
Sunday, December 20, 2009
Help you Child reach a Realistic Goal with a Road Map Activity
Do you find that your children become disappointed easily when they can't master something or they set goals too high and never meet them. I think as a parent we can all relate. Fishful Thinking has come up with a great activity to address these issues. Here is my story.
My Kindergarten son is an over acheiver. He is a perfectionist and gets disapointed if he doesn't do things perfect most of the time. I found this great activity to help him set some realistic goals to help him learn at an early age that he doesn't have to be perfect and it is okay to set goals (that may not require perfection) and met them to help feel like he has accomplished something positive.
I have included information from the Fishful Thinking website about this activity. The information may seem long but once you read it - you will see it gives a detailed example to help you understand.
Work with your child to identify one goal they'd like to set for themselves. Make sure it's a realistic goal so they have a positive and successful experience. Early success with goal-setting builds a sense of mastery, which makes it easier for your child to set and reach more challenging goals in the future.
Write across the top of a large piece of paper, “My Goal
Road Map”.
In the upper left-hand corner of the page, have your child write a sentence describing the goal. Make sure it's specific. For example, rather than writing, "I will get good grades," write, "I will get a good grade on my graphing project for math class." Put a circle around the sentence and decorate the circle so it's clear that this is where you want to go.
Write the word "START" in the bottom right-hand corner and draw a series of footprints between the word START and the goal in the upper left-hand corner.
In each footprint, help your child write a short description of a step he or she can take toward reaching this goal. For example, if the goal is to get an "A" on a graphing project for math class, the footsteps might read:
Step 1: Read over instructions and ask the teacher any questions
Step 2: Buy materials with Mom or Dad
Step 3: Look in books and on the internet (with Mom or Dad) for ideas for the hypothesis
Step 4: Make the hypothesis and collect data on 15 kids
Step 5: Draw a rough draft of the graph
Step 6: Write first draft of the explanation
Step 7: Ask Mom or Dad to look over rough drafts
Step 8: Redo the graph and the explanation
Step 9: Check for mistakes and make corrections
Step 10: Turn in the project — Yay!
Of course, simply having a step-by-step plan doesn't always ensure that nothing will go wrong. Most of us encounter at least a few obstacles along the way, and your child will too. To help your child stay on the right path, encourage him or her to identify some of the obstacles that he or she might face and have your child draw the obstacles as mountains or ditches on the map. Then, identify "Walk-Arounds", or ways to get around those obstacles and continue toward the goal. The "Walk-Arounds" could be wings that help your child fly or shovels that he or she can use to tunnel under whatever is in the way.
Here's an example of obstacles and "Walk-Arounds" based on the graphing project example:
Obstacle 1: I'll want to watch TV instead of working (Walk-Around: After I complete a step, I will watch 15 minutes of TV).
Obstacle 2: I'll put it off until the night before it's due (Walk-Around: I will put dates next to each step so I know exactly when I have to do each part).
Obstacle 3: I'll get bored and sloppy (Walk-Around: I will remind myself that I want to do well, and I'll save the most fun part—coloring it in—for last).
Once your child has done this exercise once or twice, he or she will learn to think a goal through without having to create a Goal Map. Although the Goal Map can be time consuming, it is a worthwhile investment of time because it will help to develop the skill of goal-setting early in life, and your child will have fun with you while doing it!
Check out the fishful thinking website http://fishfulthinking.repnation.com/Log.ashx?a=2&i=427&r=4763d707-5829-405d-b922-d8a3310fd862 so you can download the worksheet to help with the great activity. The worksheet is so cute and great to print off and use with your children. Give it a try and see if it works for your children.
My Kindergarten son is an over acheiver. He is a perfectionist and gets disapointed if he doesn't do things perfect most of the time. I found this great activity to help him set some realistic goals to help him learn at an early age that he doesn't have to be perfect and it is okay to set goals (that may not require perfection) and met them to help feel like he has accomplished something positive.
I have included information from the Fishful Thinking website about this activity. The information may seem long but once you read it - you will see it gives a detailed example to help you understand.
Work with your child to identify one goal they'd like to set for themselves. Make sure it's a realistic goal so they have a positive and successful experience. Early success with goal-setting builds a sense of mastery, which makes it easier for your child to set and reach more challenging goals in the future.
Write across the top of a large piece of paper, “My Goal
Road Map”.
In the upper left-hand corner of the page, have your child write a sentence describing the goal. Make sure it's specific. For example, rather than writing, "I will get good grades," write, "I will get a good grade on my graphing project for math class." Put a circle around the sentence and decorate the circle so it's clear that this is where you want to go.
Write the word "START" in the bottom right-hand corner and draw a series of footprints between the word START and the goal in the upper left-hand corner.
In each footprint, help your child write a short description of a step he or she can take toward reaching this goal. For example, if the goal is to get an "A" on a graphing project for math class, the footsteps might read:
Step 1: Read over instructions and ask the teacher any questions
Step 2: Buy materials with Mom or Dad
Step 3: Look in books and on the internet (with Mom or Dad) for ideas for the hypothesis
Step 4: Make the hypothesis and collect data on 15 kids
Step 5: Draw a rough draft of the graph
Step 6: Write first draft of the explanation
Step 7: Ask Mom or Dad to look over rough drafts
Step 8: Redo the graph and the explanation
Step 9: Check for mistakes and make corrections
Step 10: Turn in the project — Yay!
Of course, simply having a step-by-step plan doesn't always ensure that nothing will go wrong. Most of us encounter at least a few obstacles along the way, and your child will too. To help your child stay on the right path, encourage him or her to identify some of the obstacles that he or she might face and have your child draw the obstacles as mountains or ditches on the map. Then, identify "Walk-Arounds", or ways to get around those obstacles and continue toward the goal. The "Walk-Arounds" could be wings that help your child fly or shovels that he or she can use to tunnel under whatever is in the way.
Here's an example of obstacles and "Walk-Arounds" based on the graphing project example:
Obstacle 1: I'll want to watch TV instead of working (Walk-Around: After I complete a step, I will watch 15 minutes of TV).
Obstacle 2: I'll put it off until the night before it's due (Walk-Around: I will put dates next to each step so I know exactly when I have to do each part).
Obstacle 3: I'll get bored and sloppy (Walk-Around: I will remind myself that I want to do well, and I'll save the most fun part—coloring it in—for last).
Once your child has done this exercise once or twice, he or she will learn to think a goal through without having to create a Goal Map. Although the Goal Map can be time consuming, it is a worthwhile investment of time because it will help to develop the skill of goal-setting early in life, and your child will have fun with you while doing it!
Check out the fishful thinking website http://fishfulthinking.repnation.com/Log.ashx?a=2&i=427&r=4763d707-5829-405d-b922-d8a3310fd862 so you can download the worksheet to help with the great activity. The worksheet is so cute and great to print off and use with your children. Give it a try and see if it works for your children.
Saturday, December 12, 2009
Postive Parenting Inspire an Attitude of Gratitude!
I used this Fishful Thinking Inspire an Attitude of Gratitude activity today.
I used this today with my children.
I asked my 5 year old, "How did you help someone today?" He said he helped grab his little brother so he didn't get hurt when he was climbing something he wasn't suppose to. I asked my 4 year old the same question. He couldn't think of anything so my 5 year old helped him. They came up with my 4 year old getting out of the 17 months old way so he could get up.
I then told both of them I was happy they had been so helpful and it made me feel very good inside to see them helping others so much. The both were beaming with a smile. It is amazing how much a little prasie will go. I told them I was Thankful they were by boys and I wouldn't have it any other way.
Give it a try today and let me know how it went!
As parents, we lead by example.
Leading by example is a great way to help make expressing gratitude a part of your family's daily life. Whenever you find yourself feeling grateful—share it!
I used this today with my children.
I asked my 5 year old, "How did you help someone today?" He said he helped grab his little brother so he didn't get hurt when he was climbing something he wasn't suppose to. I asked my 4 year old the same question. He couldn't think of anything so my 5 year old helped him. They came up with my 4 year old getting out of the 17 months old way so he could get up.
I then told both of them I was happy they had been so helpful and it made me feel very good inside to see them helping others so much. The both were beaming with a smile. It is amazing how much a little prasie will go. I told them I was Thankful they were by boys and I wouldn't have it any other way.
Give it a try today and let me know how it went!
As parents, we lead by example.
Leading by example is a great way to help make expressing gratitude a part of your family's daily life. Whenever you find yourself feeling grateful—share it!
Sunday, December 6, 2009
Great Holiday Treasure Box Activity for your children.
I wanted to share this great activity with all you ladies. I just started this with my boys the other day. We do our Treasure Box after supper when we are opening our Advent calenders. It is great and they love it. Yes - yesterday my 5 year old was thankful for the snow - and he will continue to be as the snow hasn't stopped.
I used an empty Kleenex (pop up kind) for our treasure box and wrapped it in Christmas paper. It looks great and works to get the "treasures" out. I use index cards for the treasure cards. This is such a great wat to teach your child about positive thinking (optimism).
Here is the info on the activity:
Work with your child to decorate a box that is kept on the table you eat at regularly. Keep a stack of index cards and crayons and markers next to the box. Two or three times a week, ask your child to write down or draw something good that happened, something good they saw or heard, remembered or accomplished. During a meal once a week, take turns pulling a treasure from the box and reading it aloud.
I used an empty Kleenex (pop up kind) for our treasure box and wrapped it in Christmas paper. It looks great and works to get the "treasures" out. I use index cards for the treasure cards. This is such a great wat to teach your child about positive thinking (optimism).
Here is the info on the activity:
Work with your child to decorate a box that is kept on the table you eat at regularly. Keep a stack of index cards and crayons and markers next to the box. Two or three times a week, ask your child to write down or draw something good that happened, something good they saw or heard, remembered or accomplished. During a meal once a week, take turns pulling a treasure from the box and reading it aloud.
Monday, November 30, 2009
Fishful Thinking - Letting Go of Grudges
I use the Fishful Thinking's activity called Letting Go of Grudges to help my boys. It is a great why to teach optimsim. I scale back the activity to help my younger boys by only making 5 to 6 circles - so they are not overwhelmed by this important activity. Please give it a try. Copy and paste the link below to get directly to the activity.
Here is what the activity entails:
On a piece of blank paper, draw a circle in the center of the page and record a few words that capture the essence of the situation that caused your child to hold the grudge (e.g. Maggie went to Sarah’s house instead of coming with me to the movies.) Then, fill the rest of the page with blank circles – 15 or more. The object is for your child to fill each of these circles with a word or phrase that describes:
something about the person for which your child is grateful – something he/she said, did, etc.
something important to your child about the relationship – small things, big things, current things, historical things
something about the person or relationship that brings your child happiness
After you and your child have filled in each of the circles, use the questions below to discuss what your child has experienced through this activity.
How have your feelings changed about the person and situation?
What positive aspects of the relationship and person do you now remember?
What, if anything, might you want to say to the other person?
What, if anything, do you want to do about the situation?
I hope this works as well for you as it has for me. It definately puts things in perspective. It can even been used by adults/parents - maybe it will help you let goe of grudges.
http://fishfulthinking.repnation.com/Log.ashx?a=2&i=413&r=4763d707-5829-405d-b922-d8a3310fd862
Here is what the activity entails:
On a piece of blank paper, draw a circle in the center of the page and record a few words that capture the essence of the situation that caused your child to hold the grudge (e.g. Maggie went to Sarah’s house instead of coming with me to the movies.) Then, fill the rest of the page with blank circles – 15 or more. The object is for your child to fill each of these circles with a word or phrase that describes:
something about the person for which your child is grateful – something he/she said, did, etc.
something important to your child about the relationship – small things, big things, current things, historical things
something about the person or relationship that brings your child happiness
After you and your child have filled in each of the circles, use the questions below to discuss what your child has experienced through this activity.
How have your feelings changed about the person and situation?
What positive aspects of the relationship and person do you now remember?
What, if anything, might you want to say to the other person?
What, if anything, do you want to do about the situation?
I hope this works as well for you as it has for me. It definately puts things in perspective. It can even been used by adults/parents - maybe it will help you let goe of grudges.
http://fishfulthinking.repnation.com/Log.ashx?a=2&i=413&r=4763d707-5829-405d-b922-d8a3310fd862
Nesquik Mad Libs- Give them a try!
Give these Nesquik Mad Libs a try and relive your childhood. They are so much fun.
NESQUIK MAD LIB ONE
Early one (INSERT NOUN), (INSERT NAME) opened the gate to (HIS/HER) house and unknowingly embarked upon a (INSERT ADJECTIVE) adventure to find (HIS/HER) Happy Place. Barely out the yard, (INSERT NAME) saw perched on top of a big (INSERT NOUN) a particularly cheerful NESQUIK Bunny.
"(INSERT VERB) with me, I will lead you to your Happy Place!" said the NESQUIK Bunny (INSERT ADVERB).
(INSERT NAME) and the NESQUIK Bunny followed a (INSERT ADJECTIVE) path through a (INSERT ADJECTIVE) forest. Birds were chirping in the (INSERT PLURAL NOUN) (INSERT VERB) along a neat dirt path.
As they were walking, (INSERT NAME) grew thirsty and asked the NESQUIK Bunny to help (HIM/HER) find a (INSERT ADJECTIVE) stream to drink from. “Never fear, I have just the thing to make you feel better!” exclaimed the NESQUIK Bunny.
The Bunny (INSERT VERB) an ice-cold NESQUIK, and (INSERT NAME) drank the delicious drink and immediately felt refreshed. (HE/SHE) had reached (HIS/HER) Happy Place!
(INSERT NAME) and the NESQUIK Bunny spent the rest of the day (INSERT VERB) through the forest, and upon returning home, (INSERT NAME) fell sound asleep.
NESQUIK MAD LIB TWO
(INSERT NAME) was (INSERT VERB) though the (INSERT NOUN) one day when (HE/SHE) (INSERT VERB) upon a (INSERT ADJECTIVE) flock of (INSERT NOUN).
(HE/SHE) (INSERT VERB) and looked up at the (INSERT NOUN) and declared “I will one day be the (INSERT ADJECTIVE) (INSERT NOUN) on Earth!”
A (INSERT NOUN) swooped out of the (INSERT NOUN) and announced (HIS/HER) (INSERT NOUN). Suddenly, the NESQUIK Bunny appeared on the (INSERT NOUN). Was this a mirage? (INSERT NAME) could hear a (INSERT ADJECTIVE) voice (INSERT VERB) though the (INSERT NOUN).
It called out to (HIM/HER) in a (INSERT ADJECTIVE) tone: “Why did you choose to (INSERT VERB) here when you could have (INSERT VERB) (INSERT NOUN) in comfort and enjoyed a delicious NESQUIK?”
(INSERT NAME) was dumbfounded. How was (HE/SHE) to respond to such a (INSERT ADJECTIVE) question? Regardless, (HE/SHE) countered by (INSERT VERB) “It is true that I absolutely love (INSERT NOUN). I do wish that I had (INSERT VERB).”
The (INSERT ADJECTIVE) NESQUIK Bunny burst into (INSERT NOUN) and (INSERT NAME) woke up with a start.
“What a (INSERT ADJECTIVE) dream,” (HE/SHE) thought!
NESQUIK MAD LIB ONE
Early one (INSERT NOUN), (INSERT NAME) opened the gate to (HIS/HER) house and unknowingly embarked upon a (INSERT ADJECTIVE) adventure to find (HIS/HER) Happy Place. Barely out the yard, (INSERT NAME) saw perched on top of a big (INSERT NOUN) a particularly cheerful NESQUIK Bunny.
"(INSERT VERB) with me, I will lead you to your Happy Place!" said the NESQUIK Bunny (INSERT ADVERB).
(INSERT NAME) and the NESQUIK Bunny followed a (INSERT ADJECTIVE) path through a (INSERT ADJECTIVE) forest. Birds were chirping in the (INSERT PLURAL NOUN) (INSERT VERB) along a neat dirt path.
As they were walking, (INSERT NAME) grew thirsty and asked the NESQUIK Bunny to help (HIM/HER) find a (INSERT ADJECTIVE) stream to drink from. “Never fear, I have just the thing to make you feel better!” exclaimed the NESQUIK Bunny.
The Bunny (INSERT VERB) an ice-cold NESQUIK, and (INSERT NAME) drank the delicious drink and immediately felt refreshed. (HE/SHE) had reached (HIS/HER) Happy Place!
(INSERT NAME) and the NESQUIK Bunny spent the rest of the day (INSERT VERB) through the forest, and upon returning home, (INSERT NAME) fell sound asleep.
NESQUIK MAD LIB TWO
(INSERT NAME) was (INSERT VERB) though the (INSERT NOUN) one day when (HE/SHE) (INSERT VERB) upon a (INSERT ADJECTIVE) flock of (INSERT NOUN).
(HE/SHE) (INSERT VERB) and looked up at the (INSERT NOUN) and declared “I will one day be the (INSERT ADJECTIVE) (INSERT NOUN) on Earth!”
A (INSERT NOUN) swooped out of the (INSERT NOUN) and announced (HIS/HER) (INSERT NOUN). Suddenly, the NESQUIK Bunny appeared on the (INSERT NOUN). Was this a mirage? (INSERT NAME) could hear a (INSERT ADJECTIVE) voice (INSERT VERB) though the (INSERT NOUN).
It called out to (HIM/HER) in a (INSERT ADJECTIVE) tone: “Why did you choose to (INSERT VERB) here when you could have (INSERT VERB) (INSERT NOUN) in comfort and enjoyed a delicious NESQUIK?”
(INSERT NAME) was dumbfounded. How was (HE/SHE) to respond to such a (INSERT ADJECTIVE) question? Regardless, (HE/SHE) countered by (INSERT VERB) “It is true that I absolutely love (INSERT NOUN). I do wish that I had (INSERT VERB).”
The (INSERT ADJECTIVE) NESQUIK Bunny burst into (INSERT NOUN) and (INSERT NAME) woke up with a start.
“What a (INSERT ADJECTIVE) dream,” (HE/SHE) thought!
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