WTN Curriculum Catalog & Store

Dots, Lines, & Curves – Better Together

A picture book by Dawn McGrath and illustrated by Maggie Doben (audience: K-3)

Book Release Date: May 1, 2021

Dots, Lines, & Curves explores diversity, inclusion, and acceptance through the perspectives of these common objects.

Dots, Lines, & Curves live in their separate spaces. They are magnificent on their own. Still, something is missing. They see each other but don’t connect, despite their curiosity. Eventually, with a bit of courage, they decide to play together and find inclusion much more fun for everyone. They find creativity and strength in diversity.

The story addresses diversity and inclusion through a wide lens to invite all children to see themselves in the characters. These everyday objects come to life to show that we are all different and the same in varied ways. Through both similarities and differences, we forge meaningful and powerful connections. We can do more standing together than standing apart.

Dawn collaborated with her wife to create the illustrations for this book. Maggie is an artist and elementary educator. Her fun and simple collages link to an extension activity that encourages readers to become illustrators with their own collection of Dots, Lines, & Curves.


    Preview the book below.

    Back Cover

    A Peek Inside

    Meet the dots.

    A Peek Inside

    Meet the lines.

    A Peek Inside

    Curves imagine what it’s like to be…

    A Peek Inside

    For a while it’s quiet where they all exist.

    Dawn and Maggie are leading Better Together workshops for kids in the local communities. These 60-minute workshops include a read-aloud of Dots, Lines, & Curves and an extension activity (all supplies provided). Participants can also purchase a copy of the book signed by the author and illustrator.

    Email dawn@welltogethernow.com to learn more about hosting a workshop at your location.

    Contact Dawn for more information on other current WTN curriculum offerings.



    Checking In with The Mood Rings: An Emotional Awareness and Regulation Routine


    ExploRING • DiscoveRING • PrepaRING

    Checking In with The Mood Rings promotes emotional regulation by empowering students with language and mechanisms to shift as needed in response to daily demands. Students arrive with a backpack of experiences and emotions that they carry with them throughout the day. The weight varies from day to day and hour to hour, but it continually affects their availability for learning and social interaction. Checking In with The Mood Rings teaches students to acknowledge their emotional backpack and plan how to manage their energy levels, thereby supporting social, emotional, and academic engagement.

    Consistent practice of this routine allows students to explore their emotional world with curiosity and equanimity. Over time, students learn to respond and ADAPT in ways that suit their individual needs by developing:

    Decision-making skills
    Awareness of self and others
    Planning strategies
    Transition tools

    Checking In with The Mood Rings embeds a tool within a process.


    Tool: The Mood Rings

    The Mood Rings, developed by Dawn McGrath, is a tool for exploring and regulating emotion. Each Ring represents a range of emotions. The most intense, like depression and rage, live in or near the center of each Ring. Emotions decrease in intensity as they move toward the outer circle of the Ring, with emotions closer to neutral found along the outermost edge. The Rings are connected to show that emotions are fluid, and we may experience emotions within two Rings at the same time.

    In general, the Yellow and Green rings are associated with more comfortable and pleasing emotions. The Blue and Red Rings are associated with more uncomfortable or challenging emotions.

    The fading circles in each Ring also provide a visual reminder that intensity fades. This perspective is constructive for students experiencing emotions near the center of the Blue and Red Rings. The fading circles remind those students: “I feel this way right now, but I won’t always feel this way. And I have tools to help me while I am here.”

    Regular use of The Mood Rings cultivates emotional intelligence through a common language and emotional regulation.

    When students approach The Mood Rings, they think about how they feel and possibly consider why they feel that way. When students can count on adults to use The Mood Rings to co-norm and respond predictably, this fosters emotional safety. But common language means more than words.

    Teachers communicate the importance of student wellbeing when The Mood Rings are displayed prominently and referred to frequently. Teachers communicate expected behavior when they use these tools themselves in the presence of students. What’s more, The Mood Rings provide a visual tool for students who may not have a label for their emotion but want to communicate how they feel. When children can’t find a word, they can still point to where they are on the Mood Rings to explain their experience.

    Ultimately, this common language strengthens relationships and develops a sense of connectedness within the classroom and school community.

    Name it to tame it is a phrase and strategy coined by Dr. Daniel Seigel based on the science that shows the act of naming your emotions in and of itself serves as an emotional regulation tool. Studies of the brain show that naming our emotions triggers chemical reactions that help us to maintain control. Accurately labeling our emotions also makes it easier for us to get help if we need it.

    Ongoing lessons such as Mood of the Week support language development and emotional intelligence as students learn to label and describe various feelings.


    Process: Take Your STEPS

    Overall, Checking In with The Mood Rings supports the whole child. The routine helps students to monitor their feelings and energy levels and transition between settings, with the prime transition being arrival.

    As a daily arrival routine, Checking In with The Mood Rings places the learner before the learning with a welcome that shows you value their wellbeing. Students enter the setting understanding that the first 15 minutes belong to them. This is their time to reflect on their experience, feelings, and energy level.

    Using the STEPS to Check In:

    STEPS is a practical process for making good choices. Anytime students follow the STEPS, they support themselves through awareness, choice, and purposeful action. Here is what that looks like in the context of Checking In as an arrival routine:

    STOP: At this point, students identify how they feel and locate their emotions on The Mood Rings. They will record this color in their Mood Ring Journal.

    THINK: Here is where students begin to reflect on why they might be feeling this way.

    EXAMINE: Next, students consider if they want to stay within that Ring or move toward another Ring.

    PLAN: Then, students choose a strategy to support a shift or to stay within that Ring.

    START: Finally, students use that strategy for the remainder of the Check In period.

    Strategies are preorganized into areas to make choosing easier. Each Ring correlates to the experience of a particular range of emotions, and classroom areas reflect the Mood Rings. To stage the classroom and define each area, you will need the following:

    • The Mood Rings poster
    • The four individual Ring posters
    • The Take Your STEPS poster
    • The Classroom Toolbox poster
    • And one Mood Ring Journal template per student (kept in a folder or binder as part of student Mood Ring Journals)

    The classroom kit includes the poster set, master copies of the journal sheets, and a Teacher’s Guide with a suggested activity list, several lessons for introducing The Mood Rings tool and the Checking In process to students, as well as a collection of WTN Yoga for Youth and Mindful Moments practices.

    The Mood Rings poster

    Take Your STEPS poster

    Classroom Toolbox poster

    Sample Classroom Area posters

    Teacher's Guide TOC


    About WTN Routines for Applied SEL

    Professional Learning:

    Checking In with The Mood Rings: An Emotional Awareness and Regulation Routine

    Suggested Strategies for Classroom Areas

    Lesson Plans 1-5:

    Lesson One: Introduction to The Mood Rings
    Lesson Two: Introduction to The Mood Ring Journal
    Lesson Three: Introduction to Take Your STEPS
    Lesson Four: Checking In with The Mood Rings
    Lesson Five: Willpower is a Muscle

    Mood of the Week

    Reflect & Prepare

    Mood of the Week

    Sample Journal page

    Professional Development: Training with the author 

    The Teacher’s Guide includes professional learning articles to support the startup process. However, Dawn also offers live video and in-person PD as part of her consulting services. In these sessions, Dawn tours the tools and process for Checking In with the Mood Rings through guidance and group reflections. Live presentations allow participants to ask questions and receive advice specific to their setting and student population.

    Presentations options:

    • In-person (local communities on the North Shore of MA)
    • Live Zoom

    Contact Dawn to book a date for Professional Development.