Lesson Plan

Goal Setting Lesson Plan

Students will be able to identify the components of a SMART goal and apply them to create personal goals.

Setting clear goals helps students achieve their aspirations, stay motivated, and develop essential life skills for future success.

Audience

High School Students

Time

45 minutes

Approach

Interactive discussion, guided practice, and individual reflection.

Materials

Slide Deck: Goal Setting Success, - Warm Up: My Future Self, - Worksheet: My SMART Goals, - Cool Down: Goal Reflection Ticket, - Pens/Pencils, and - Paper or Notebooks

Prep

Teacher Preparation

15 minutes

Review all generated materials: Lesson Plan: Goal Setting Lesson Plan, Slide Deck: Goal Setting Success, Warm Up: My Future Self, Worksheet: My SMART Goals, Cool Down: Goal Reflection Ticket.
Ensure projector/screen is working.
Print sufficient copies of the Worksheet: My SMART Goals (if not using digital copies).

Step 1

Introduction: My Future Self Warm-up

5 minutes

Begin by distributing the Warm Up: My Future Self. Instruct students to spend a few minutes reflecting on the prompt: "Imagine yourself five years from now. What is one thing you hope to have accomplished or changed in your life?" Encourage them to jot down their initial thoughts. Facilitate a brief, voluntary share-out of a few ideas.

Step 2

What Are Goals? Setting Our Sights

10 minutes

Transition to the Slide Deck: Goal Setting Success.

Display the first slide and open a discussion: "What does it mean to set a goal? Why do we set goals in school, in sports, or in our personal lives?" Guide students to understand that goals provide direction and motivation. Use the slide deck to introduce the general concept of goal setting.

Step 3

SMART Goals: Your Roadmap to Success

15 minutes

Continue with the Slide Deck: Goal Setting Success to introduce the SMART goal framework.

Go through each letter (Specific, Measurable, Achievable, Relevant, Time-bound), explaining what each means with clear examples. Encourage students to ask questions and provide their own examples for each component. Emphasize that SMART goals are a powerful tool for turning dreams into reality.

Step 4

Crafting My SMART Goals

10 minutes

Distribute the Worksheet: My SMART Goals.

Instruct students to choose one of the accomplishments or changes they thought of during the warm-up, or a new personal goal, and apply the SMART criteria to it. Walk them through the worksheet, ensuring they understand how to break down their goal using the SMART framework. Circulate around the room to provide individual support and answer questions.

Step 5

Wrap-up: Goal Reflection Ticket

5 minutes

Bring the class back together. Ask a few students (voluntarily) to share one component of their SMART goal, without revealing the full goal if they prefer.

Finally, distribute the Cool Down: Goal Reflection Ticket and ask students to complete it as an exit ticket. Collect these tickets to gauge understanding and provide future support.

Slide Deck

Dream Big, Plan Smart? Goal Setting Success!

Your roadmap to achieving your aspirations.

Welcome students, introduce the idea of dreams and goals. "Today, we're going to talk about turning those big dreams into actionable plans. How many of you have big dreams for the future?"

What Are Goals?

A goal is something you want to achieve or do.
They give us direction and help us stay focused.

So, what exactly is a goal? It's simply something you aim for. Think about a sport – the goal is to score. In school, a goal might be to get an A on a test. Why are goals important? They give us a target to aim for, right?

Why Set Goals?

Motivation 🚀
Focus 🎯
Achievement 🎉
Future Success ✨

Setting goals isn't just about wishing for things. It's about actively planning to make them happen. Goals help us stay motivated, focus our energy, and feel a sense of accomplishment when we reach them. They're also key to long-term success.

Introducing SMART Goals

A powerful tool to help you achieve your dreams!

Now, how do we set effective goals? We use a framework called SMART goals. This isn't just about being smart; it's an acronym that helps us make our goals clear and achievable.

S is for Specific

Specific: Clearly define what you want to achieve.
Who? What? Where? When? Why?

Example: "I want to improve my grades in Math" (Not Specific)
"I want to increase my Math test average by 10% by the end of the semester." (Specific)

First, 'S' stands for Specific. Your goal shouldn't be vague. Instead of 'I want to be good at something,' ask yourself: Who is involved? What exactly do I want to achieve? Where will it happen? When will I do it? And most importantly, why is this goal important to me? Let's look at the example.

M is for Measurable

Measurable: How will you know when you've reached your goal?
Quantify your progress!

Example: "I want to read more books" (Not Measurable)
"I want to read 5 books for pleasure this quarter." (Measurable)

Next, 'M' is for Measurable. How will you track your progress? How will you know when you've succeeded? You need a way to measure your success. If you can't measure it, how do you know if you're getting closer or if you've actually achieved it?

A is for Achievable

Achievable: Is your goal realistic and attainable?
It should challenge you, but not be impossible!

Example: "I want to learn to fly in a week" (Not Achievable)
"I want to learn to play three chords on the guitar in one month." (Achievable)

Then, 'A' is for Achievable. This means your goal should be something you can actually accomplish. It's great to aim high, but your goal needs to be within the realm of possibility. Is it too easy? Is it too hard? Find that sweet spot where it challenges you but is still possible.

R is for Relevant

Relevant: Does your goal matter to you?
Is it important and aligned with your values?

Example: "I want to learn to juggle fire" (Maybe not Relevant for a student)
"I want to join a club to develop my leadership skills." (Relevant for personal growth)

Now, 'R' is for Relevant. Is this goal important to you right now? Does it align with your values or other long-term aspirations? Setting a goal that doesn't truly matter to you makes it harder to stay motivated.

T is for Time-bound

Time-bound: Set a clear deadline for your goal.
When will you achieve it?

Example: "I want to save money" (Not Time-bound)
"I want to save $100 by December 31st." (Time-bound)

Finally, 'T' is for Time-bound. Every effective goal needs a deadline. This creates a sense of urgency and helps you prioritize. Without a deadline, a goal is just a wish. When do you want to achieve this by?

Your Turn!

Let's apply SMART goals to your aspirations.
Refer to your Worksheet: My SMART Goals.

Now that we've broken down SMART goals, it's your turn to put them into practice. You'll be using your worksheet to craft your own SMART goal.

Questions & Reflection

What did you learn about goal setting today?
How can SMART goals help you in your life?

Before we finish, what are your biggest takeaways from today's lesson? How do you see yourself using SMART goals moving forward?

Warm Up

My Future Self: Dreaming Big!

Instructions: Take a few minutes to think about your future. Imagine yourself five years from now.

What is one exciting thing you hope to have accomplished or changed in your life by then?
Why is this accomplishment or change important to you?

Worksheet

My SMART Goals: Turning Dreams into Plans!

Instructions: Choose one goal you want to work towards (you can use an idea from the Warm Up: My Future Self or come up with a new one!). Now, let's make it SMART!

My Goal Idea:

Breaking Down My SMART Goal:

S - Specific

What exactly do I want to achieve? (Be clear and detailed!)
Who is involved? (If applicable)
Where will it happen? (If applicable)
When will it happen? (Initial thought on timeline)
Why is this goal important to me?

M - Measurable

How will I know when I have reached my goal?
What numbers or indicators will show my progress?

A - Achievable

Is this goal realistic for me to achieve right now?
What resources or skills do I have that will help me?
What challenges might I face, and how can I overcome them?

R - Relevant

Why is this goal important to me personally?
How does it align with my values or other aspirations?

T - Time-bound

What is my specific deadline for achieving this goal?
What are some smaller milestones I can set along the way?

My Final SMART Goal Statement:

(Write your complete SMART goal here, combining all the specific, measurable, achievable, relevant, and time-bound elements.)

Cool Down

Goal Reflection Ticket

Instructions: Please answer the following questions to reflect on today's lesson.

What is one new thing you learned about goal setting today?
How will using the SMART goal framework help you achieve your goals in the future?
On a scale of 1 to 5 (1 = not confident, 5 = very confident), how confident do you feel now about setting your own SMART goals?
- 1 - Not confident
- 2 - Slightly confident
- 3 - Moderately confident
- 4 - Confident
- 5 - Very confident
Circle your answer.
Write down one question you still have about goal setting.

Lesson Plan

Week 1 Lesson Plan: What is Self-Confidence?

Students will be able to define self-confidence and identify at least two personal strengths.

Understanding self-confidence is the first step to building it. Recognizing personal strengths helps students appreciate their unique value and feel good about themselves.

Audience

6th Grade

Time

30 minutes

Approach

Discussion, self-reflection, and an interactive activity.

Materials

Week 1 Slide Deck, and - Strength Spotter Worksheet

Prep

Preparation

10 minutes

Review the Week 1 Lesson Plan: What is Self-Confidence? and Week 1 Slide Deck to familiarize yourself with the content.
- Print enough copies of the Strength Spotter Worksheet for each student.
- Ensure you have a projector or smartboard ready for the slide deck.

Step 1

Warm-Up & Introduction (5 minutes)

5 minutes

Display Slide 1: "Mind Power Mission: Level Up Your Confidence & Calm!"
- Greet students and introduce the 8-week program focusing on self-confidence and stress management.
- Ask: "What does 'confidence' mean to you? When do you feel confident?" Allow a few students to share.

Step 2

Defining Self-Confidence (7 minutes)

7 minutes

Display Slide 2: "What is Self-Confidence?" Read the definition.
- Display Slide 3: "Why is it Important?" Briefly discuss the benefits of feeling confident (trying new things, speaking up, handling challenges).
- Facilitate a brief discussion: "Can you think of a time when someone you know showed confidence? What did it look like?"

Step 3

Strength Spotter Activity (13 minutes)

13 minutes

Display Slide 4: "Identifying Your Strengths." Explain that everyone has strengths, and identifying them is a key part of confidence.
- Introduce the Strength Spotter Worksheet. Display Slide 5 with instructions.
- Distribute the Strength Spotter Worksheet. Give students 8-10 minutes to complete it, encouraging them to think broadly (e.g., academic, artistic, athletic, social, personality traits).
- Ask volunteers to share one strength they identified and why it makes them feel confident. Emphasize that it's okay if they don't want to share.

Step 4

Wrap-Up & Reflection (5 minutes)

5 minutes

Display Slide 6: "Mission Accomplished: Week 1!"
- Briefly recap the session: "Today we talked about what self-confidence is and started identifying our unique strengths."
- Assign a quick reflection: "Think about one new thing you learned about yourself today. How can you use that strength this week?"
- Thank students for their participation and look forward to the next session.

Slide Deck

Mind Power Mission: Level Up Your Confidence & Calm!

Welcome to Week 1: What is Self-Confidence?

Question: What does 'confidence' mean to you? When do you feel confident?

Welcome students to the Mind Power Mission program. Introduce yourself and the purpose of the 8-week group. Start with an engaging question to get them thinking about confidence.

What is Self-Confidence?

Self-confidence is believing in yourself and your abilities. It's knowing that you are capable, valuable, and can handle whatever comes your way, even if you make mistakes.

Present a clear, simple definition of self-confidence. Ask students to share examples of what it looks like.

Why is Self-Confidence Important?

Helps you try new things
- Makes it easier to speak up for yourself
- Allows you to learn from mistakes
- Helps you handle challenges
- Makes you feel good about yourself

Discuss why self-confidence is beneficial. Encourage students to think about how being confident helps them in school, with friends, and in new situations.

Identifying Your Strengths

Everyone has unique talents, skills, and positive qualities! These are your strengths.

Knowing your strengths helps you feel more confident and capable.

Think about:
- What are you good at?
- What do you enjoy doing?
- What do others say you're good at?

Explain that everyone has strengths. Give examples beyond academics, like being a good friend, creative, funny, organized, kind, or a good listener. Introduce the worksheet they will be completing.

Activity: Strength Spotter!

You'll receive a Strength Spotter Worksheet.

Your Mission:
1. Write down as many of your strengths as you can.
2. Think about different areas: school, hobbies, friends, family.
3. Be proud of what makes you, YOU!

Explain how to complete the 'Strength Spotter' Worksheet. Emphasize that there are no right or wrong answers, and to be honest with themselves.

Mission Accomplished: Week 1!

Today we:
- Defined self-confidence.
- Started to identify our personal strengths.

Keep thinking about your strengths this week! You'll be amazed at how many you have.

See you next time for more Mind Power!

Conclude the session, reminding students of the main takeaways and setting a positive tone for the next week.

Worksheet

Strength Spotter! 💪

Name: _____________
Date: _

Everyone has amazing strengths! This worksheet will help you discover and celebrate what makes you uniquely you. Knowing your strengths is a big step towards feeling more confident.

---

## Part 1: My Personal Strengths

Think about different parts of your life: school, hobbies, sports, friends, family, and just being yourself. List at least 5 of your strengths below.

Example strengths might be: creative, good listener, fast runner, kind, problem-solver, funny, organized, good at math, artistic, patient, brave, curious.

1.

2.

3.

4.

5.

6. (Optional)

---

## Part 2: How Do I Use My Strengths?

Choose two of your strengths from Part 1. For each strength, describe a time when you used it. How did it make you feel?

Strength 1: _
When did I use this strength?

How did it make me feel?

Strength 2: _____________
When did I use this strength?

How did it make me feel?

---

## Part 3: Share Your Strength! (Optional)

If you're comfortable, write down one strength you'd like to share with the group and why it's important to you.

Lesson Plan

Week 2 Lesson Plan: The Power of Positive Self-Talk

Students will understand the impact of their inner voice and practice positive self-talk.

Learning to challenge negative thoughts and replace them with positive ones is crucial for building resilience and self-esteem.

Audience

6th Grade

Time

30 minutes

Approach

Discussion, examples, and a journaling activity.

Materials

Week 2 Slide Deck, and - My Positive Power Journal

Prep

Preparation

10 minutes

Review the Week 2 Lesson Plan: The Power of Positive Self-Talk and Week 2 Slide Deck.
- Print enough copies of the My Positive Power Journal for each student.
- Ensure projector/smartboard is ready.

Step 1

Warm-Up & Introduction (5 minutes)

5 minutes

Display Slide 1: "The Power of Positive Self-Talk!"
- Ask: "Have you ever noticed the voice in your head? What kinds of things does it say?" Facilitate a brief discussion, explaining that this is 'self-talk'.

Step 2

Exploring Self-Talk (7 minutes)

7 minutes

Display Slide 2: "What is Self-Talk?" Explain that self-talk can be positive or negative.
- Display Slide 3: "Negative Self-Talk Examples." Discuss how these thoughts make us feel.
- Display Slide 4: "Positive Self-Talk Examples." Discuss how these thoughts can change our feelings and actions.

Step 3

Turning Negative to Positive (8 minutes)

8 minutes

Display Slide 5: "Turning Negative to Positive." Provide simple strategies like challenging the thought or replacing it.
- Give a few common negative thoughts and ask students how they could reframe them positively (e.g., "I'm bad at math" to "Math is challenging, but I can improve with practice").

Step 4

Journaling Activity (8 minutes)

8 minutes

Introduce the My Positive Power Journal. Display Slide 6 with instructions.
- Distribute the journals. Guide students to identify a common negative thought and reframe it.
- Encourage them to write a positive affirmation they can use daily.

Step 5

Wrap-Up & Challenge (2 minutes)

2 minutes

Display Slide 7: "Your Positive Power Challenge!"
- Ask students to try to notice their self-talk this week and practice turning negative thoughts into positive ones.
- Thank students for their participation.

Slide Deck

The Power of Positive Self-Talk!

Welcome back, Mind Power Missionaries!

Question: What kinds of things does the 'voice in your head' say to you?

Welcome students back. Start with a question to activate their thinking about their internal dialogue.

What is Self-Talk?

Self-talk is the inner voice inside your head. It's what you tell yourself about yourself and the world around you.

It can be: Positive (helpful, encouraging) or Negative (critical, discouraging).

Define self-talk simply. Emphasize that everyone has an inner voice and it's a normal part of how we think.

Negative Self-Talk Examples

"I can't do this."
"I'm not good enough."
"Everyone else is better than me."
"I'm going to fail."
"What's the point of even trying?"

Give examples of negative self-talk and briefly discuss how these thoughts can make us feel (sad, frustrated, give up).

Positive Self-Talk Examples

"I can try my best."
"I am capable and I am learning."
"I can ask for help if I need it."
"Mistakes are opportunities to learn."
"I believe in myself."

Now give examples of positive self-talk and discuss how these thoughts can empower us (feel hopeful, motivated, brave).

Your Positive Power Challenge!

For the rest of this week:

1. Notice your self-talk. Are you being kind to yourself?
2. Challenge negative thoughts. Is it really true? What's another way to look at it?
3. Use positive affirmations. Tell yourself, "I can do this!" or "I am learning and growing!"

Explain simple ways to shift from negative to positive. Use the

Journal

My Positive Power! ✨

Name: _
Date: _

Your inner voice is powerful! It can help you feel strong and capable, or it can make you feel down. This week, we're going to train our inner voice to be our biggest cheerleader!

---

## Part 1: Spotting Negative Self-Talk

Think about a time recently when you felt frustrated, worried, or upset. What kind of thoughts were running through your mind? Write down one common negative thought you sometimes have about yourself or a situation.

My Negative Thought:

---

## Part 2: Transforming My Thoughts

Now, let's turn that negative thought into a positive, empowering one! How can you rephrase it to be more helpful and encouraging?

Example: If your thought was "I'm bad at math," a positive reframe could be "Math can be tough, but I can learn and improve if I keep practicing!"

My Positive Reframe:

---

## Part 3: My Daily Affirmation

An affirmation is a positive statement you repeat to yourself. Choose one positive statement that makes you feel strong and confident. Write it here, and try to say it to yourself every day this week!

Examples: "I am capable and kind." "I can learn new things." "I believe in myself."

My Positive Affirmation:

---

## Part 4: How Did This Feel?

After trying to use your positive reframe and affirmation, how did it feel? Did you notice any changes in your mood or how you approached challenges?

Lesson Plan

Week 3 Lesson Plan: Body Language & Confidence

Students will understand how body language affects their own feelings of confidence and how others perceive them, and practice confident postures.

Non-verbal communication plays a significant role in how we present ourselves and how we feel internally. Learning confident body language can boost self-esteem.

Audience

6th Grade

Time

30 minutes

Approach

Discussion, observation, and interactive "power pose" activity.

Materials

Week 3 Slide Deck, and - Confident Stance Activity

Prep

Preparation

10 minutes

Review the Week 3 Lesson Plan: Body Language & Confidence and Week 3 Slide Deck.
- Ensure you have enough open space for students to try out different postures comfortably.
- Ensure projector/smartboard is ready.

Step 1

Warm-Up & Introduction (5 minutes)

5 minutes

Display Slide 1: "Body Language & Confidence!"
- Ask: "How can you tell if someone is feeling confident without them saying a word?" Lead a brief discussion about non-verbal cues. Introduce the topic of body language.

Step 2

Exploring Confident Body Language (8 minutes)

8 minutes

Display Slide 2: "What is Body Language?" Briefly explain it as communicating without words.
- Display Slide 3: "Confident Body Language." Show examples (standing tall, eye contact, open posture). Ask students to try these out briefly at their desks.
- Display Slide 4: "Unconfident Body Language." Show contrasting examples (slumped shoulders, avoiding eye contact, fidgeting). Discuss how these postures might make someone feel and how others might perceive them.

Step 3

Confident Stance Activity (12 minutes)

12 minutes

Introduce the concept of "power poses" - physical postures that make you feel more powerful and confident.
- Display Slide 5: "Power Poses." Explain the idea.
- Display Slide 6: "Confident Stance Activity" instructions. Guide students through the Confident Stance Activity, having them try a few poses and share how they feel.
- Facilitate a brief discussion: "Did you notice any change in how you felt when you tried a 'power pose' compared to a 'slumped pose'?"

Step 4

Wrap-Up & Challenge (5 minutes)

5 minutes

Display Slide 7: "Your Body Language Challenge!"
- Encourage students to notice their own body language this week and try out a confident stance when they need a little boost.
- Remind them that body language can influence how they feel inside.
- Thank students for their active participation.

Slide Deck

Body Language & Confidence!

Welcome back, Mind Power Missionaries!

Question: How can you tell if someone is feeling confident without them saying a word?

Welcome students. Begin by asking them to think about how people show confidence without words. This leads into the topic of body language.

What is Body Language?

Body language is how we communicate using our bodies instead of words. It includes:
- How you stand or sit (posture)
- How you move your hands (gestures)
- Your facial expressions
- Where you look (eye contact)

Define body language as non-verbal communication. Give simple examples like gestures, posture, and facial expressions.

Confident Body Language

Looks like:
- Standing or sitting tall (good posture)
- Making eye contact
- Open arms (not crossed)
- Smiling
- Relaxed but alert facial expression

Show examples of confident body language. Ask students to subtly try these at their desks and notice how they feel. Encourage them to observe these in others.

Unconfident Body Language

Looks like:
- Slumped shoulders
- Avoiding eye contact
- Fidgeting
- Crossed arms
- Looking down

Now show examples of unconfident body language. Discuss how these might make someone feel small or nervous, and how others might interpret them.

Power Poses: Feel Stronger from the Outside In!

Did you know your body language can actually change how you feel?

Power Poses are confident body positions that can make you feel more powerful and less stressed. It's like your body is telling your brain, "Hey, we got this!"

Introduce the idea of 'Power Poses' - how holding certain confident postures can actually make us feel more confident. It's a connection between body and mind.

Activity: Confident Stance!

Let's try some confident stances together!

We will practice different poses and notice how they make us feel.

Get ready to stand tall and feel powerful!

Explain the activity from the Confident Stance Activity material. Guide them through trying a few poses and reflecting.

Mission Accomplished: Week 3!

This week, we learned that our bodies can help us feel more confident!

Your Challenge: Try a power pose when you need a boost this week!

See you next time for more Mind Power!

Wrap up by encouraging students to use confident body language in their daily lives, especially when they need a confidence boost.

Activity

Confident Stance! 💪

Name: _
Date: _

Our body language speaks volumes, not just to others, but to ourselves! Let's explore how different stances can make us feel.

---

## Part 1: Trying Out Poses

Follow your teacher's instructions to try out these different stances. As you hold each pose for about 1 minute, pay attention to how you feel inside.

### Pose 1: The "I'm a Winner!" Pose
Stand with your feet shoulder-width apart, hands on your hips, chest open, and chin slightly up. Think of a superhero!

How do you feel when holding this pose? (e.g., strong, proud, a little silly, nervous)

### Pose 2: The "Thinking deeply" Pose
Sit with your elbows on your knees, head resting lightly on your hands, looking down or forward. You might be a little hunched over.

How do you feel when holding this pose? (e.g., thoughtful, tired, a bit closed off, relaxed)

### Pose 3: The "Ready for Anything!" Pose
Stand with your feet slightly apart, arms relaxed at your sides, shoulders back but not stiff, head held level, making soft eye contact.

How do you feel when holding this pose? (e.g., calm, ready, open, confident)

---

## Part 2: Reflection

1. Which pose made you feel the most confident or powerful? Why do you think that is?

2. Which pose made you feel the least confident or a bit closed off? What was different about it?

3. Think about a time this week when you might want to feel more confident (e.g., presenting in class, meeting new people, trying something challenging). How could you use one of these poses to help you?

Lesson Plan

Week 4 Lesson Plan: Identifying Stress & Its Triggers

Students will be able to define stress and identify at least two personal stress triggers and their physical/emotional signs of stress.

Recognizing what stress is and what causes it is the first step toward managing it effectively.

Audience

6th Grade

Time

30 minutes

Approach

Discussion, personal reflection, and a worksheet to identify triggers and signs.

Materials

Week 4 Slide Deck, and - Stress Detectives Worksheet

Prep

Preparation

10 minutes

Review the Week 4 Lesson Plan: Identifying Stress & Its Triggers and Week 4 Slide Deck to familiarize yourself with the content.
- Print enough copies of the Stress Detectives Worksheet for each student.
- Ensure you have a projector or smartboard ready for the slide deck.

Step 1

Warm-Up & Introduction (5 minutes)

5 minutes

Display Slide 1: "Stress Detectives: Uncovering Stress Triggers!"
- Greet students. Ask: "What does it mean to feel stressed? Can you describe how your body or mind feels when you're stressed?" Allow a few students to share.

Step 2

Defining Stress & Its Signs (7 minutes)

7 minutes

Display Slide 2: "What is Stress?" Read the definition.
- Display Slide 3: "How Does Stress Feel?" Discuss physical (headache, tummy ache, tense muscles) and emotional signs (cranky, worried, sad). Emphasize that everyone experiences stress differently.
- Facilitate a brief discussion: "What are some ways your body or feelings tell you you're stressed?"

Step 3

Understanding Stress Triggers (8 minutes)

8 minutes

Display Slide 4: "What are Stress Triggers?" Explain that triggers are things that cause stress.
- Give examples of common triggers for 6th graders (tests, friendships, homework, chores, trying new things).
- Ask students to think about their own triggers, without needing to share if they don't want to.

Step 4

Stress Detectives Activity (8 minutes)

8 minutes

Introduce the Stress Detectives Worksheet. Display Slide 5 with instructions.
- Distribute the Stress Detectives Worksheet. Give students 8-10 minutes to complete it, encouraging them to be honest about their experiences.
- Ask for volunteers to share general categories of triggers they identified (e.g., "schoolwork" or "friends") rather than specific personal situations.

Step 5

Wrap-Up & Reflection (2 minutes)

2 minutes

Display Slide 6: "Mission Accomplished: Week 4!"
- Briefly recap: "Today we became stress detectives, learning what stress feels like and what causes it."
- Preview next week: "Next week, we'll start learning tools to manage this stress!"
- Thank students for their participation.

Slide Deck

Stress Detectives: Uncovering Stress Triggers!

Welcome back, Mind Power Missionaries!

Question: What does it mean to feel stressed? How does your body or mind tell you you're stressed?

Welcome students and introduce the shift in focus to stress. Begin with an open-ended question to gauge their initial understanding of stress.

What is Stress?

Stress is your body's way of responding to demands or challenges. It's a feeling of being overwhelmed, worried, or tense. Everyone experiences stress!

Provide a simple, relatable definition of stress. Emphasize that it's a normal human experience.

How Does Stress Feel?

Physical Signs:
- Headaches or tummy aches
- Tense muscles
- Feeling tired
- Fast heartbeat

Emotional Signs:
- Feeling worried or anxious
- Being easily annoyed or cranky
- Feeling sad or overwhelmed
- Having trouble concentrating

Discuss both physical and emotional signs of stress. Ask students to share examples of what they feel without pressure to be too specific.

What are Stress Triggers?

Stress triggers are the things that cause you to feel stressed.

Common Triggers:
- School (tests, homework, grades)
- Friendships or social situations
- Family changes
- Trying new activities
- Too many activities

Explain what a stress trigger is and give common examples for their age group. Reinforce that these are normal and can be different for everyone.

Activity: Stress Detectives!

You'll receive a Stress Detectives Worksheet.

Your Mission:
1. Identify your personal signs of stress.
2. Think about what your common stress triggers are.
3. This helps us understand our stress so we can manage it!

Introduce the worksheet and explain its purpose. Encourage honest self-reflection.

Mission Accomplished: Week 4!

Today we became Stress Detectives!
- We defined stress.
- We identified how stress feels in our bodies and minds.
- We started to uncover our personal stress triggers.

Next week, we'll start learning how to deal with these feelings!

Summarize the key learning points and provide a hint for the next session's focus on stress management techniques.

Worksheet

Stress Detectives! 🕵️‍♀️🕵️‍♂️

Name: _____________
Date: _

Welcome, Stress Detective! Your mission this week is to investigate stress: what it feels like in your body and mind, and what usually causes it for you. Understanding your stress is the first step to becoming a stress-management superhero!

---

## Part 1: My Stress Signals

When you feel stressed, how does your body or mind usually react? Check all that apply and add any others you notice.

Physical Signs:
- [ ] Headache
- [ ] Upset stomach / "butterflies"
- [ ] Tense muscles (neck, shoulders)
- [ ] Feeling tired or sleepy
- [ ] Trouble sleeping
- [ ] Fast heartbeat
- [ ] Sweaty palms
- [ ] Other: _

Emotional/Mental Signs:
- [ ] Feeling worried or anxious
- [ ] Being easily annoyed or grumpy
- [ ] Feeling sad or overwhelmed
- [ ] Trouble concentrating
- [ ] Feeling restless or fidgety
- [ ] Feeling frustrated
- [ ] Other: _____________

---

## Part 2: My Stress Triggers

What kinds of situations or events usually make you feel stressed? List at least three common triggers.

Examples: Big tests, disagreements with friends, too much homework, trying out for a team, family arguments, presenting in class.

1.

2.

3.

4. (Optional)

---

## Part 3: Reflect and Prepare

1. Thinking about your triggers, which one do you think is the most common for you?

2. Just knowing what causes your stress can be helpful. How might knowing your triggers help you?

3. What is one positive thing you can tell yourself (self-talk!) when you start to feel stressed?

Lesson Plan

Week 5 Lesson Plan: Mindful Breathing for Calm

Students will learn and practice at least two simple mindful breathing techniques to calm their bodies and minds.

Breathing exercises are quick, accessible, and effective tools for immediate stress reduction and can be used anywhere.

Audience

6th Grade

Time

30 minutes

Approach

Introduction to mindfulness, guided breathing practices, and reflection.

Materials

Week 5 Slide Deck, and - Breathe & Be Calm Activity

Prep

Preparation

10 minutes

Review the Week 5 Lesson Plan: Mindful Breathing for Calm and Week 5 Slide Deck.
- Ensure a quiet and calm environment for practicing breathing exercises.
- Prepare a copy of the Breathe & Be Calm Activity for each student.
- Ensure projector/smartboard is ready.

Step 1

Warm-Up & Introduction (5 minutes)

5 minutes

Display Slide 1: "Mindful Breathing for Calm!"
- Greet students. Ask: "When you feel stressed or worried, what's one thing you wish you could do to feel better right away?" Introduce the idea of using breath to find calm.

Step 2

Introducing Mindful Breathing (7 minutes)

7 minutes

Display Slide 2: "What is Mindful Breathing?" Explain it as paying attention to your breath to calm your mind.
- Display Slide 3: "Why Breathing Helps Stress." Discuss how deep breaths send a signal to the brain to relax.
- Facilitate a brief discussion: "Has anyone ever tried to take a deep breath to calm down? Did it help?"

Step 3

Guided Breathing Practices (10 minutes)

10 minutes

Introduce "Balloon Breathing." Display Slide 4. Guide students through the exercise: "Place one hand on your belly. As you breathe in through your nose, imagine your belly is a balloon slowly filling with air, making your hand rise. As you breathe out slowly through your mouth, imagine the balloon deflating. Repeat 3-5 times."
- Introduce "Square Breathing." Display Slide 5. Guide students: "Imagine a square. Inhale for 4 counts as you go up one side, hold for 4 counts across the top, exhale for 4 counts down the other side, hold for 4 counts across the bottom. Repeat 3-5 times."
- Encourage gentle practice; it's okay if minds wander.

Step 4

Activity & Reflection (6 minutes)

6 minutes

Introduce the Breathe & Be Calm Activity. Display Slide 6 with instructions.
- Distribute the Breathe & Be Calm Activity. Give students a few minutes to reflect on which technique felt most helpful.
- Ask volunteers to share briefly about their experience, focusing on how their body felt.

Step 5

Wrap-Up & Challenge (2 minutes)

2 minutes

Display Slide 7: "Your Breathing Challenge!"
- Encourage students to try one of the breathing techniques this week when they feel stressed or just need a moment of calm.
- Thank students for their focused participation.

Slide Deck

Mindful Breathing for Calm!

Welcome back, Mind Power Missionaries!

Question: When you feel worried or stressed, what's one thing you wish you could do to feel better right away?

Welcome students. Begin by asking them about quick ways to feel better when stressed, leading into the idea of breathing techniques.

What is Mindful Breathing?

Mindful breathing is when you pay close attention to your breath – how it feels coming in and going out – to help calm your body and mind.

It's like giving your brain a mini-break!

Define mindful breathing simply. Emphasize paying attention to the breath.

Why Breathing Helps Stress

When you're stressed, your breathing often gets fast and shallow. Deep, slow breathing tells your brain:
- "Everything is okay!"

"Time to relax!"
It helps lower your heart rate and makes your body feel calmer.

Explain the physiological benefits of deep breathing in simple terms.

Technique 1: Balloon Breathing

How to do it:
1. Sit comfortably, place one hand on your belly.
2. Breathe in slowly through your nose, feeling your belly rise like a balloon.
3. Breathe out slowly through your mouth, feeling your belly fall.
4. Repeat 3-5 times, focusing only on your breath.

Guide students through the Balloon Breathing exercise. Demonstrate as you explain.

Technique 2: Square Breathing

How to do it:
1. Imagine a square in front of you.
2. Inhale for 4 counts (go up one side).
3. Hold for 4 counts (go across the top).
4. Exhale for 4 counts (go down the other side).
5. Hold for 4 counts (go across the bottom).
6. Repeat 3-5 times.

Guide students through the Square Breathing exercise. Demonstrate with hand gestures if helpful.

Activity: Breathe & Be Calm!

Let's reflect on our breathing practice!

You'll receive a Breathe & Be Calm Activity worksheet to:
1. Note how you felt before and after.
2. Identify which technique worked best for you.

Introduce the activity from the Breathe & Be Calm Activity material. Encourage reflection.

Mission Accomplished: Week 5!

Today we learned how our breath is a powerful tool for calm!
- We practiced "Balloon Breathing" and "Square Breathing."

Your Challenge: Try one of these breathing techniques this week when you feel stressed, or just need a calm moment!

See you next time for more Mind Power!

Summarize the lesson and give them a challenge to practice breathing during the week.

Activity

Breathe & Be Calm! 🌬️🧘‍♀️

Name: _____________
Date: _

Our breath is always with us, and it's a secret superpower for calming down! Let's reflect on how we can use it.

---

## Part 1: Before & After Breathing

After practicing the breathing techniques with your teacher, think about how you felt. Circle the words that best describe your feelings.

Before Breathing:
Anxious Tense Worried Energetic Calm Focused Stressed Restless

After Breathing:
Anxious Tense Worried Energetic Calm Focused Stressed Restless

In your own words, describe any change you noticed in your body or mind after practicing the breathing exercises.

---

## Part 2: My Favorite Breathing Technique

Which breathing technique (Balloon Breathing or Square Breathing) felt more helpful or easier for you to do? Why?

My favorite is: _____________________

Why I like it:

---

## Part 3: When Can I Use This?

Think about a time this week when you might feel stressed or need to calm down. When and where could you use your favorite breathing technique?

Example: Before a test, when I'm frustrated with homework, if I have an argument with a friend, before a big game.

Lesson Plan

Week 6 Lesson Plan: Problem-Solving & Stress

Students will learn and apply a simple problem-solving strategy to address stressful situations.

Feeling stuck or overwhelmed by problems can increase stress. Developing problem-solving skills empowers students to take action and reduce stress.

Audience

6th Grade

Time

30 minutes

Approach

Discussion of a problem-solving model, guided practice with scenarios, and a worksheet.

Materials

Week 6 Slide Deck, and - Stress Solutions Worksheet

Prep

Preparation

10 minutes

Review the Week 6 Lesson Plan: Problem-Solving & Stress and Week 6 Slide Deck.
- Print enough copies of the Stress Solutions Worksheet for each student.
- Ensure projector/smartboard is ready.

Step 1

Warm-Up & Introduction (5 minutes)

5 minutes

Display Slide 1: "Stress Solutions: Problem-Solving Power!"
- Greet students. Ask: "Have you ever had a problem that made you feel really stressed, and you weren't sure what to do?" Introduce that learning to solve problems can reduce stress.

Step 2

Introducing Problem-Solving Steps (8 minutes)

8 minutes

Display Slide 2: "Problems & Stress." Discuss how big problems can make us feel stuck.
- Display Slide 3: "Our Problem-Solving Steps." Introduce the 5-step model: Identify the Problem, Brainstorm Solutions, Choose the Best Solution, Act on It, Review.
- Briefly explain each step. Emphasize that it's okay if the first solution doesn't work.

Step 3

Guided Practice Scenario (7 minutes)

7 minutes

Display Slide 4: "Example Scenario." Present a simple, relatable stressful problem (e.g., "You have a big project due, and you don't know where to start.").
- Walk through the problem-solving steps as a group, using the scenario. Identify: "Project is due, I'm overwhelmed." Brainstorm: "Ask teacher, ask friend, break it into small steps." Choose: "Break it down." Act: "Write a to-do list." Review: "Did it help? What next?"

Step 4

Worksheet Activity (8 minutes)

8 minutes

Introduce the Stress Solutions Worksheet. Display Slide 5 with instructions.
- Distribute the worksheet. Give students 8-10 minutes to apply the problem-solving steps to a personal (or hypothetical) stressful situation. Remind them they don't have to share personal details.
- Encourage them to choose a problem they can actually try to solve this week.

Step 5

Wrap-Up & Challenge (2 minutes)

2 minutes

Display Slide 6: "Mission Accomplished: Week 6!"
- Recap: "Today we learned a step-by-step way to tackle stressful problems."
- Challenge: "Try using these steps on a small problem this week!"
- Thank students for their engagement.

Slide Deck

Stress Solutions: Problem-Solving Power!

Welcome back, Mind Power Missionaries!

Question: Have you ever had a problem that made you feel really stressed because you didn't know what to do?

Welcome students. Start by asking about feelings of being stuck with problems, connecting it to stress. Introduce problem-solving as a stress-reducing tool.

Problems & Stress

Sometimes, problems can feel like big mountains! When we don't know how to solve them, they can make us feel stressed, worried, or stuck.

Learning to solve problems helps us feel more in control and less stressed!

Explain that problems are a normal part of life, but feeling overwhelmed by them can lead to stress. Problem-solving helps regain control.

Our Problem-Solving Steps

Identify the Problem: What exactly is making me stressed?
2. Brainstorm Solutions: What are all the possible ways to fix or handle this? (No bad ideas!)
3. Choose the Best Solution: Which idea seems most helpful and realistic?
4. Act on It: Put your plan into action!
5. Review: Did it work? What did I learn?

Introduce the 5 clear steps. Explain each one briefly. Emphasize that it's a cycle – you might go back to a previous step if needed.

Example Scenario: "The Homework Mountain"

Scenario: You have a HUGE homework assignment due tomorrow, and you have no idea how to even start it. You feel super stressed.

Let's use our steps!
1. Problem:
2. Brainstorm:
3. Choose:
4. Act:
5. Review:

Walk through a simple, relatable scenario step-by-step with the students. Encourage their input for brainstorming and choosing.

Activity: Stress Solutions!

You'll receive a Stress Solutions Worksheet.

Your Mission:
1. Think of a small problem that makes you feel a little stressed.
2. Use our 5 steps to find a solution!
3. Remember, every step helps you feel more in control!

Introduce the worksheet. Explain that they will apply the steps to a problem they choose. Reassure them it doesn't have to be a major problem.

Mission Accomplished: Week 6!

Today we became problem-solving champions!
- We learned 5 steps to tackle stressful problems.
- We practiced finding solutions.

Your Challenge: Try to use these steps on a small problem you face this week!

See you next time for more Mind Power!

Summarize the lesson and give them a challenge to practice problem-solving during the week. Reinforce their agency.

Worksheet

Stress Solutions! 💡

Name: _
Date: _

Feeling stressed by a problem? Let's use our problem-solving steps to find some solutions and feel more in control!

---

## My Stressful Problem

Think of a problem you are currently facing, or a common one that makes you feel stressed. It doesn't have to be a huge problem, even small ones can cause stress!

What is the problem? (Be specific!)

---

## Step 1: Identify the Problem

In your own words, what exactly is making you feel stressed?

---

## Step 2: Brainstorm Solutions

What are all the possible ways you could try to solve or deal with this problem? Don't worry if an idea sounds silly – just write everything down!

1.
2.
3.
4.

---

## Step 3: Choose the Best Solution

Look at your list of solutions. Which one seems the most helpful and realistic for you to try right now?

My chosen solution:

---

## Step 4: Act on It!

What is the first step you will take to put your chosen solution into action? When will you do it?

My first step:

When will I do this?

---

## Step 5: Review (Check back later!)

After you try your solution, think about:
Did my solution help?

What did I learn?

What will I try next if needed?

Lesson Plan

Week 7 Lesson Plan: Building a Support Network

Students will recognize the importance of a support network and identify trusted individuals they can turn to when feeling stressed or needing a confidence boost.

Knowing who to reach out to for help or encouragement is a vital life skill that reduces feelings of isolation and provides practical support.

Audience

6th Grade

Time

30 minutes

Approach

Discussion, examples of support, and an activity to map out their personal support squad.

Materials

Week 7 Slide Deck, and - My Support Squad Activity

Prep

Preparation

10 minutes

Review the Week 7 Lesson Plan: Building a Support Network and Week 7 Slide Deck.
Print enough copies of the My Support Squad Activity for each student.
Ensure projector/smartboard is ready.

Step 1

Warm-Up & Introduction (5 minutes)

5 minutes

Display Slide 1: "Building Your Support Squad!"
- Greet students. Ask: "Who is someone you trust a lot? Why do you trust them?" Introduce the idea of having a 'support squad' for confidence and stress.

Step 2

Understanding Support Networks (8 minutes)

8 minutes

Display Slide 2: "What is a Support Network?" Explain it as people who care about you and can help you.
- Display Slide 3: "Who Can Be in Your Squad?" Discuss various people (family, friends, teachers, counselors, coaches).
- Display Slide 4: "Why is it important?" Discuss how support helps with sharing feelings, getting advice, encouragement, and feeling less alone.

Step 3

My Support Squad Activity (12 minutes)

12 minutes

Introduce the My Support Squad Activity. Display Slide 5 with instructions.
- Distribute the activity sheet. Give students 10-12 minutes to list people in their squad and describe how each person helps.
- Encourage them to think about different kinds of support (listening, advice, making them laugh, helping with school). Reassure them that their list is private unless they choose to share.

Step 4

Wrap-Up & Challenge (5 minutes)

5 minutes

Display Slide 6: "Mission Accomplished: Week 7!"
- Recap: "Today we recognized the importance of having a support network and started building our own squad."
- Challenge: "Reach out to someone in your support squad this week, even just for a quick chat!"
- Thank students for their thoughtful participation.

Slide Deck

Building Your Support Squad!

Welcome back, Mind Power Missionaries!

Question: Who is someone you trust a lot? Why do you trust them?

Welcome students. Start by asking about trusted people in their lives, leading into the concept of a support network.

What is a Support Network?

A support network is a group of people who care about you, listen to you, and can help you when you need it.

Think of them as your personal cheerleaders and problem-solvers!

Define a support network simply. Emphasize that it's a group of people who care and can help.

Who Can Be in Your Squad?

Your support squad can include:
- Family members (parents, guardians, siblings, grandparents)
- Friends
- Teachers or school counselors
- Coaches or club leaders
- Other trusted adults (aunt, uncle, neighbor)

Provide diverse examples of who can be in their support network. Encourage students to think broadly.

Why is a Support Network Important?

Having a support squad helps you to:
- Share your feelings (when you're happy or sad!)
- Get advice and different ideas
- Feel encouraged and understood
- Know you're not alone when facing challenges
- Build your confidence!

Discuss the benefits of having a support network – emotional, practical, and for building confidence.

Activity: My Support Squad!

You'll receive a My Support Squad Activity worksheet.

Your Mission:
1. List the people in your support network.
2. Write down how each person helps you or makes you feel good.
3. Remember, your squad is unique to you!

Introduce the activity. Explain that they will create their own support squad map. Reassure them it's private.

Mission Accomplished: Week 7!

Today we learned that we don't have to face challenges alone!
- We identified who is in our support network.
- We recognized how they help us.

Your Challenge: Reach out to someone in your support squad this week, even just to say hi!

One more week to go, Mind Power Missionaries!

Summarize the lesson and give them a challenge to connect with someone in their support network.

Dream Big, Plan Smart?

Christine Brouillard

Lesson Plan

Goal Setting Lesson Plan

Audience

Time

Approach

Materials

Prep

Teacher Preparation

Step 1

Introduction: My Future Self Warm-up

Step 2

What Are Goals? Setting Our Sights

Step 3

SMART Goals: Your Roadmap to Success

Step 4

Crafting My SMART Goals

Step 5

Wrap-up: Goal Reflection Ticket

Slide Deck

Dream Big, Plan Smart? Goal Setting Success!

What Are Goals?

Why Set Goals?

Introducing SMART Goals

S is for Specific

M is for Measurable

A is for Achievable

R is for Relevant

T is for Time-bound

Your Turn!

Questions & Reflection

Warm Up

My Future Self: Dreaming Big!

Worksheet

My SMART Goals: Turning Dreams into Plans!

My Goal Idea:

Breaking Down My SMART Goal:

S - Specific

M - Measurable

A - Achievable

R - Relevant

T - Time-bound

My Final SMART Goal Statement:

Cool Down

Goal Reflection Ticket

Lesson Plan

Week 1 Lesson Plan: What is Self-Confidence?

Audience

Time

Approach

Materials

Prep

Preparation

Step 1

Warm-Up & Introduction (5 minutes)

Step 2

Defining Self-Confidence (7 minutes)

Step 3

Strength Spotter Activity (13 minutes)

Step 4

Wrap-Up & Reflection (5 minutes)

Slide Deck

Mind Power Mission: Level Up Your Confidence & Calm!

What is Self-Confidence?

Why is Self-Confidence Important?

Identifying Your Strengths

Activity: Strength Spotter!

Mission Accomplished: Week 1!

Worksheet

Lesson Plan

Week 2 Lesson Plan: The Power of Positive Self-Talk

Audience

Time

Approach

Materials

Prep

Preparation

Step 1

Warm-Up & Introduction (5 minutes)

For the rest of this week:

1. Notice your self-talk. Are you being kind to yourself?
2. Challenge negative thoughts. Is it really true? What's another way to look at it?
3. Use positive affirmations. Tell yourself, "I can do this!" or "I am learning and growing!"