The Power of Storytelling: Teacher Script

Introduction & Warm-Up (10 minutes)

(Teacher displays the first slide: "The Power of Storytelling")

"Good morning/afternoon, everyone! Today, we're going to dive into something truly ancient and incredibly powerful: storytelling. We all love stories, don't we? Whether it's a book, a movie, a video game, or even a story someone in your family tells about 'the good old days' – stories are all around us.

Our goal today is to understand what makes a good story, why they are so important, and then you'll even get a chance to start crafting your own!"

(Teacher displays the second slide: "What's Your Story?")

"To get us thinking, I want you to participate in a quick Story Spark Warm-Up. On your sheet, I want you to think about your favorite story. It could be from a book, a movie, a video game, or even a real-life experience. What made it memorable? What hooked you in? Take about 2-3 minutes to jot down your thoughts."

(After 2-3 minutes)

"Alright, who would like to share what makes their favorite story memorable? Don't tell the whole story, just a few key things that made it stick with you."

(Call on a few students, encouraging brief responses and active listening.)

"Fantastic! You've already hit on some really important parts of what makes a story captivating. Let's explore those ideas further."

Exploring Story Elements (15 minutes)

(Teacher displays the third slide: "Building Blocks of a Story")

"Every great story, no matter how simple or complex, has a few key ingredients, or 'building blocks.' Think of them like the ingredients in a delicious recipe. Let's look at them together:

• Characters: Who are the people, animals, or even imaginary beings the story is about? What are they like? How do they change?
  • Can anyone give me an example of a famous character and describe them in one word?
    
    
    
• Setting: Where and when does the story take place? Is it a magical land? A busy city? A long time ago, or far in the future? The setting often impacts the mood of the story.
  • How does the setting in Harry Potter (Hogwarts) make the story more interesting?
    
    
    
• Plot: This is what happens in the story. It's the sequence of events, usually with a clear beginning, middle, and end. Things happen, characters react, and the story moves forward.
  • Think about a simple fairytale like 'Little Red Riding Hood.' What's the main plot point?
    
    
    
• Conflict: This is super important! A story isn't very interesting if everything is perfect all the time. Conflict is the problem or challenge the characters face. It could be an external struggle, like a dragon to fight, or an internal one, like a character battling their own fears.
  • What kind of conflict have you seen in stories you enjoy?
    
    
    
• Resolution: How is the conflict solved? How does the story end? It doesn't always have to be a 'happily ever after,' but there should be some sense of closure or change.
  • Even if a story has a sad ending, is there still a resolution? What does that look like?
    
    
    

"Great examples! You can see how these elements all work together to create a complete picture."

(Teacher displays the fourth slide: "Why Do Stories Matter?")

"So, why do we tell stories? Why are they so important to us, even today? Stories do so much more than just entertain us. They help us make sense of the world and our place in it.

• Connection: Stories help us connect with others. When we hear someone else's story, we can often see ourselves in their shoes, even if our experiences are very different. This builds empathy.
• Learning: We learn so much from stories – about history, about science, about different cultures, and even about ourselves. They teach us lessons without us even realizing it.
• Culture: Stories are how cultures pass down their history, traditions, and values from one generation to the next. Think about ancient myths or family legends.
• Creativity: Stories spark our imagination. They encourage us to think big, to envision new worlds, and to come up with innovative solutions."

Craft Your Own Story Activity (15-20 minutes)

(Teacher displays the fifth slide: "Your Turn: Craft Your Own Story!")

"Now that we've talked about what makes a story great and why they matter, it's your turn to be the storyteller! I'm going to hand out the Craft Your Own Story Activity worksheet. On this worksheet, you'll find some prompts to help you get started.

Your task is to begin developing your own short story. You don't have to finish it today, but I want you to really think about those story elements we just discussed: your main character, an interesting setting, a problem your character faces, and how they might solve it.

You can work quietly on your own, or if you prefer, you can brainstorm with a partner at your table. I'll be walking around to answer any questions and offer ideas. Let's take about 15-20 minutes for this."

(Circulate the room, offering guidance and encouragement. Prompt students with questions like: "What kind of personality does your character have?" or "What's the biggest challenge they might face in that setting?")

Reflection & Share (5-10 minutes)

(Teacher displays the sixth slide: "Reflect and Share")

"Time is flying when you're being creative! To wrap up our lesson today, I'd like you to complete a short Reflection Journal entry. This is your chance to think about what you learned about storytelling today and how it applies to the story you've started.

(Distribute the Reflection Journal)

"Take about 3-5 minutes to write down your thoughts. After that, we'll have a quick Story Share Cool-Down. A few of you will have the opportunity to share either something you learned or a small part of the story you've started. No pressure to share the whole thing, just a highlight!"

(After 3-5 minutes)

"Alright, let's hear from a few storytellers! Who would like to share a key takeaway from today's lesson, or perhaps a character or setting from the story you began?"

(Call on 2-3 volunteers for brief shares.)

"Wonderful work everyone! You've shown that everyone has a storyteller inside of them. Keep thinking about the power of stories, and maybe even keep working on your own! Thank you!"

Story Spark Warm-Up

Instructions: Think about your favorite story (it could be a book, movie, video game, or even a personal experience). In the space below, briefly describe what makes this story memorable or what hooked you in.

Bonus: What is one emotion this story made you feel?

Craft Your Own Story Activity

Instructions: It's time to become a storyteller! Use the prompts below to start developing your own short story. You don't have to finish it today, but try to brainstorm some exciting ideas!

1. Main Character

• Name:
  
  
  
• Who are they? (e.g., brave knight, curious scientist, shy alien, talking animal):
  
  
  
• One special thing about them:
  
  
  
  
  
  

2. Setting

• Where does your story take place? (e.g., a futuristic city, an enchanted forest, a pirate ship, a hidden cave):
  
  
  
• When does it take place? (e.g., long ago, tomorrow, during a thunderstorm):
  
  
  
• What does it look, smell, or sound like there? (Use 2-3 descriptive words):
  
  
  
  
  
  

3. The Problem (Conflict)

• What challenge or problem does your main character face? (e.g., they lost something important, they have to save someone, they discover a secret, they are afraid of something):
  
  
  
  
  
  
  
  
  
  
  

4. The Solution (Resolution - Brainstorm Ideas!)

• How might your character try to solve the problem? (Just brainstorm a few ideas – you don't need to pick one yet!):
  
  
  
  
  
  
  
  
  
  
  
  

Reflection Journal: My Story Journey

Instructions: Take a few minutes to reflect on today's lesson and the story you started creating.

1. What was the most interesting thing you learned about storytelling today?
   
   
   
   
   
   
   

2. Which of the story elements (character, setting, plot, conflict, resolution) do you think is the most important, and why?
   
   
   
   
   
   
   
   
   
   

3. What part of your own story idea are you most excited about right now? Why?
   
   
   
   
   
   
   
   
   
   

Story Share Cool-Down

Instructions: To wrap up, we'll have a quick share-out. You can choose to share one of the following:

• One new thing you learned about storytelling today.
• One word to describe your main character.
• One interesting detail about your story's setting.
• The biggest challenge your character faces.

Be prepared to share with the class! What insights or creative ideas will you bring to our storytelling circle?

Week 1: Teacher Script - Master Your Focus

Introduction & Hook (2 minutes)

(Teacher): "Hi [Student's Name]! Thanks for coming today. I'm really excited to talk about something super important: being the boss of you! You mentioned you want to work on staying focused and managing your feelings, especially when you get bored or angry. That's a fantastic goal!

"To start, can you tell me about a time you felt really 'in charge' of yourself? Maybe you finished a tough puzzle, or you waited patiently for something you really wanted? What did that feel like?"

(Teacher): "Now, what about a time when you felt like your body or your thoughts were doing their 'own thing,' almost like you weren't in control?"

(Teacher): "Great sharing! Today, we're going to talk about something called self-control. It's like having a superpower that lets you be the boss of your brain and body!" (Transition to Week 1: Self-Control Strategies Slide Deck - Slide 1)

What is Self-Control? (3 minutes)

(Teacher): "Look at our first slide, 'Welcome to Your Self-Control Journey!' Self-control is all about being able to choose what you do, even when it's hard. (Transition to Week 1: Self-Control Strategies Slide Deck - Slide 2)

"As you can see on the 'What is Self-Control?' slide, it means making smart choices, staying focused on what you need to do, and even calming down when you're feeling really big emotions like anger or frustration."

"Why do you think it's important to be the boss of your own brain and body? How do you think it could help you in school or with your friends?"

Spotlight on Distractions & Boredom (5 minutes)

(Teacher): "You mentioned that sometimes when you get bored, you start doing things that can get you or your friends in trouble. Let's talk about that. (Transition to Week 1: Self-Control Strategies Slide Deck - Slide 3)

"On our 'Distraction Detectives' slide, it says 'Distractions are like sneaky ninjas trying to steal your focus!' What kinds of 'sneaky ninjas' try to steal your focus when you're supposed to be working or listening?"

(Teacher): "Exactly! It's easy to get sidetracked. And when we're bored, our brains sometimes look for any excitement, even if it's not the best choice.

"So, how can we fight these sneaky ninjas and boredom? We can use a special power-up called 'Think-Stop-Do!' (Transition to Week 1: Self-Control Strategies Slide Deck - Slide 4)

"The 'Boredom Busters & The 'Think-Stop-Do' Power-Up!' slide shows us the steps:

1. THINK: What am I doing right now? Is it helping me or hurting me? Is it what I'm supposed to be doing?
2. STOP: Take a deep breath. Count to 3 in your head. Give your brain a chance to catch up.
3. DO: Choose a smart action! This could be focusing on your work, asking the teacher for help, or finding a quiet way to keep your hands busy if your work is done."

"Let's try a quick example. Imagine you're working on a math problem, and your friend next to you starts tapping their pencil really loudly. What would you THINK? Then STOP. Then DO?"

(Teacher): "That's a great example! Now, let's look at the Week 1: My Focus Tracker Worksheet. We'll use this to practice." (Hand out the Week 1: My Focus Tracker Worksheet.)

Practice: My Focus Tracker (5 minutes)

(Teacher): "On your 'My Focus Tracker' worksheet, you'll see places to write down when a distraction or boredom ninja attacks, and what your plan is to 'Think-Stop-Do.'

"Let's fill out the first box together. Think about a time recently when you got distracted or bored in class and it led to you doing something you shouldn't have. Describe what happened in the 'Situation' box."

(Guide the student to write down a specific situation.)

(Teacher): "Okay, now let's use our 'Think-Stop-Do' power-up for this situation. What could you have THOUGHT in that moment? What could you have done to STOP? And what smart action could you have DO-NE instead? Write your plan in the 'My Self-Control Plan' box."

(Provide support as the student writes. Offer suggestions if he struggles.)

Managing Anger: Calm-Down Corner (5 minutes)

(Teacher): "Self-control isn't just about distractions; it's also about managing big feelings, like anger. You mentioned you want to work on managing your anger. (Transition to Week 1: Self-Control Strategies Slide Deck - Slide 5)

"The 'Taming the Anger Tiger' slide asks, 'What makes you feel angry?' and 'What happens when you get angry?' Sometimes, when we feel angry, our bodies want to yell or throw things, right? But being the boss of our body means finding a calm way to deal with that anger.

"What are some things that make you feel angry? How does your body feel when you start to get angry?"

(Teacher): "Those are tough feelings! But guess what? You have 'Calm-Down Superpowers!' (Transition to Week 1: Self-Control Strategies Slide Deck - Slide 6)

"This slide gives us some ideas: deep breaths, counting to ten, getting a drink of water, or even drawing. These are all things we can do in a 'Calm-Down Corner' or with a 'Calm-Down Kit.' It's a special place or a set of tools to help you cool down.

"Now, let's do the Calm-Down Corner Activity Guide. I want you to draw or list at least three things you can do to calm down when you feel that anger tiger starting to roar." (Hand out the Calm-Down Corner Activity Guide and drawing materials.)

(Allow time for the student to complete the activity, offering encouragement and ideas if needed.)

Role-Playing & Discussion (3 minutes)

(Teacher): "Fantastic! You've got some great calm-down strategies. Now, let's try putting some of these ideas into action with a little role-playing. We'll use some scenarios from our Self-Control Scenarios Discussion Prompts."

(Choose one or two scenarios from the Discussion Prompts. Role-play with the student, guiding him to use 'Think-Stop-Do' or a calm-down strategy.)

(Teacher): "You did a great job trying out those strategies! Remember, practice makes perfect.

"To help us see how awesome you're doing, we have a Self-Control Rubric. It helps us understand what it looks like when you're really being the boss of your brain and body. We'll look at things like how well you stay focused, how you handle distractions, and how you manage your anger." (Briefly show the rubric and explain one or two key criteria.)

Wrap-Up & Motivation (2 minutes)

(Teacher): "Wow, we covered a lot today! You learned about your self-control superpower, how to use 'Think-Stop-Do' for distractions and boredom, and your amazing 'Calm-Down Superpowers' for anger.

"I know it takes practice, but I believe in you! To help keep you motivated, we have a special Self-Control Superpower Chart. Every time you use one of your self-control strategies, we can mark it on your chart, and you can earn awesome rewards!"

(Present the Self-Control Superpower Chart.)

(Teacher): "For this week, your goal is to try using one of your new self-control strategies one time when you feel distracted, bored, or angry. Can you choose which strategy you'll try first?"

"We'll check back in soon to see how you're doing and celebrate your successes! Great job today, [Student's Name]!"

Week 1: My Focus Tracker

Name: _________________________ Date: _____________

Being the boss of your brain and body is a superpower! Use this tracker to notice when those sneaky distractions or boredom ninjas try to steal your focus, and plan your "Think-Stop-Do" moves.

Self-Control Scenarios Discussion Prompts

Choose a few of these scenarios to discuss and role-play with [Student's Name]. Encourage him to use his "Think-Stop-Do" power-up and "Calm-Down Superpowers" to find a smart solution.

Scenarios:

1. The Chatty Neighbor: You are trying to finish your reading worksheet, but your friend next to you keeps whispering and tapping your arm. You really want to join in their fun. What do you do?

   • Think: What's happening? What am I supposed to be doing? What will happen if I join in the whispering?
   • Stop: How can I pause before reacting?
   • Do: What's a smart choice to make sure I finish my work and don't get distracted?

2. Boredom Strikes! It's independent work time, and you finished your main task quickly. Now you feel super bored, and you start looking around the room, making silly noises, and tapping your pencil loudly. What do you do?

   • Think: Am I being helpful right now? What could I be doing instead?
   • Stop: How can I stop the unhelpful behavior?
   • Do: What's a good way to use this extra time? (e.g., read a book, draw quietly, ask for another task, help a friend if allowed)

3. The Toy Trouble: You are playing with your favorite toy at recess. Another student grabs it right out of your hand! You feel your face get hot and your hands clench into fists. You want to yell at them. What do you do?

   • Think: How am I feeling? What do I want to happen? Is yelling going to help?
   • Stop: What can I do to calm my body down before I speak?
   • Do: What's a smart way to get your toy back or get help from an adult?

4. Frustration Station: You're trying to build a tall tower with blocks, but it keeps falling down. You feel really frustrated and want to kick the blocks or give up. What do you do?

   • Think: Why am I feeling frustrated? What's my goal? Is kicking the blocks going to help me reach my goal?
   • Stop: What calm-down superpower can I use?
   • Do: What's a smart action to try again, or ask for help, or take a short break?

5. The Waiting Game: You're waiting in line for the water fountain, and it feels like it's taking forever. You start poking the person in front of you or complaining loudly. What do you do?

   • Think: Am I being patient? Is this making the line go faster?
   • Stop: How can I keep myself from getting restless?
   • Do: What's a quiet way to wait? (e.g., count to ten, think of what you'll do next, look for something interesting nearby)

My Calm-Down Superpowers! (Calm-Down Corner Activity)

Name: _________________________ Date: _____________

Everyone feels big feelings sometimes – like anger, frustration, or sadness. When those feelings start to feel too big, it helps to have a special plan! This activity will help you think about your Calm-Down Superpowers!

Part 1: My Calm-Down Corner

Imagine you have a special, super-calm place just for you! It could be a real corner in the room, or even a pretend place in your mind. What would be in it? What would it look like? Draw or list at least 3 things that would help you feel calm and happy in your Calm-Down Corner.

(Draw your Calm-Down Corner and the items in it below!)

Part 2: My Calm-Down Moves

Now, think about different things you can do when you feel a big feeling starting to bubble up. These are your Calm-Down Superpowers!

List at least 3 things you can do to help yourself calm down.

Bonus Challenge: Pick one of your Calm-Down Moves and draw yourself doing it!

Self-Control Rubric: Master Your Focus

Student Name: _________________________ Date: _____________

This rubric helps us understand how well you are using your self-control superpowers! We will look at how you manage your focus, handle distractions, and calm down big feelings.

Teacher Notes/Comments:

My Self-Control Superpower Chart

Name: _________________________ Week Of: _____________

I am building my self-control superpowers! Every time I show great self-control (like staying focused, using "Think-Stop-Do", or calming down), I get to put a sticker or draw a star in a box! When I fill a row, I earn a reward!

My Superpower Goals:

• Stay Focused: I will try my best to keep my eyes and brain on my work.
• Think-Stop-Do: When I feel distracted or bored, I will THINK, STOP, and then DO a smart action.
• Calm-Down Superpower: When I feel angry or frustrated, I will use one of my calm-down moves.

My Tracker:

My Rewards!

When I get ______ stickers, I can choose:

Bonus Reward! When I fill up my whole chart, I get:

I did it!

Teacher/Parent Signature: _________________________ Date: _____________

Week 2: Teacher Script - Sharpening Your Focus

Check-in & Review Week 1 (3 minutes)

(Teacher): "Welcome back, [Student's Name]! How was your week? Did you get a chance to use your self-control superpowers, especially that 'Think-Stop-Do' move we talked about?"

"Let's look at your Self-Control Superpower Chart. Wow, I see you earned some stars/stickers! That's fantastic! Which self-control superpower did you use the most?"

"Remember, self-control is all about being the boss of your brain and body, and 'Think-Stop-Do' helps you pause and make a smart choice when you're distracted or bored."

Introduction: Inner & Outer Distractions (4 minutes)

(Teacher): "Last week, we talked about distractions being like 'sneaky ninjas.' Today, we're going to become even better 'Distraction Detectives!' Did you know distractions can come from two different places?" (Transition to Week 2: Sharpening Your Focus Slide Deck - Slide 2)

"Look at our 'Distraction Detectives: Inner & Outer' slide. Some distractions are outer distractions – things we can see or hear around us, like friends talking, or a noise outside. What are some outer distractions you notice when you're trying to work?"

"And then there are inner distractions. These are sneaky thoughts, worries, or daydreams that happen inside your head. Have you ever been trying to work, but your brain keeps thinking about playing video games or what's for lunch? Those are inner distractions!"

"Which kind of distraction do you think is harder to deal with, outer or inner, and why?"

Visualization: Seeing Success (7 minutes)

(Teacher): "Inner distractions can be tricky because they're inside our own heads! But guess what? Your brain is super powerful! We can train it to focus better. (Transition to Week 2: Sharpening Your Focus Slide Deck - Slide 3)

"Our 'Your Focus Vision: See it, Be it!' slide tells us if you can see yourself being focused and successful in your mind, it helps you do it in real life! It's like your brain is practicing even before you start the real thing."

"Let's try it! If you feel comfortable, gently close your eyes, or just look down at your lap. (Transition to Week 2: Sharpening Your Focus Slide Deck - Slide 4)

"I want you to imagine you are sitting at your desk in class. Your teacher has given you a worksheet to do. You pick up your pencil. Your brain feels calm and ready. You start to work on the first problem, and you stay focused. You keep your eyes on your paper, and you don't even notice other noises. You finish your work, and you feel super proud of yourself! You feel like the boss of your brain and body."

"Now, open your eyes. How did that feel to imagine? Do you think 'seeing' yourself focused can help you be focused? Why?"

Activity: My Focus Vision Board (8 minutes)

(Teacher): "That was awesome! We can make this 'seeing it' even stronger. (Transition to Week 2: Sharpening Your Focus Slide Deck - Slide 5)

"Today, we're going to create a special Week 2: Focus Vision Board Activity. This board will be a reminder of what focus looks like for you, what you want to achieve by being focused, and how you will beat those distractions. You can draw pictures, write words, or if we have magazines, you could cut out pictures."

"What would you draw or write on your board that shows you being focused? What does it feel like to be focused? What do you want to be able to do when you're focused? Remember our 'Think-Stop-Do' steps – you can draw those too!" (Hand out the Week 2: Focus Vision Board Activity and drawing materials. Guide the student as he works, asking questions to prompt his thinking.)

Wrap-Up & Goal Setting (3 minutes)

(Teacher): "This is an amazing Focus Vision Board! It's going to be a great reminder for you. (Transition to Week 2: Sharpening Your Focus Slide Deck - Slide 6)

"Remember, this week, your mission is to keep spotting those inner and outer distractions, and especially to try using your visualization superpower! Before you start a task, take a quick moment to 'see' yourself doing it successfully."

"Let's set a goal for your Self-Control Superpower Chart this week. How many times do you think you can try to use your visualization or 'Think-Stop-Do' strategy?"

"I'm so proud of your hard work, [Student's Name]! Keep practicing those superpowers!"

Week 2: My Focus Vision Board

Name: _________________________ Date: _____________

Your brain is super powerful! Today, we're going to make a special Focus Vision Board to help you see yourself being a self-control superhero!

This board will show:

• What it looks like when you are focused.
• What helps you stay on task (like using "Think-Stop-Do"!).
• What amazing things you can achieve when you control your focus!

Use this space to draw, write, or even glue pictures (if you have them!) that show your best focused self. Make it colorful and inspiring!

My Focus Vision Board Checklist:

• Did I show what I look like when I'm focused?
• Did I include tools or strategies that help me (like "Think-Stop-Do" or my calm-down moves)?
• Did I show something awesome I can do when I stay focused?

I will keep this board somewhere I can see it to remind me of my focus superpowers! ✨

Week 3: Teacher Script - Boredom Busters

Check-in & Review Previous Week (3 minutes)

(Teacher): "Welcome back, [Student's Name]! How was your week? Did you get a chance to use your visualization superpower before starting a task? How did that help you stay focused?"

"Let's look at your Self-Control Superpower Chart. Awesome! I see more stars/stickers! What was one time this week you felt really proud of your focus?"

"Great job! Remember, seeing yourself succeed in your mind helps you do it in real life."

Introduction: Boredom Signals (4 minutes)

(Teacher): "Today, we're going to tackle another sneaky ninja that tries to get us off track: boredom! You've told me before that when you get bored, you sometimes start doing things that can get you into trouble. We're going to make sure boredom doesn't win!" (Transition to Week 3: Boredom Busters Slide Deck - Slide 2)

"Look at our slide, 'Boredom is a Signal!' When you start to feel bored, what does that feel like in your body? Do you get wiggly? Do your eyes start to wander?"

"Exactly! Boredom is a signal from your brain telling you, 'Hey! I need something to do!' But that signal doesn't mean you have to do something that gets you in trouble. It means you get to make a smart choice about what to do next."

Brainstorming Boredom Busters (7 minutes)

(Teacher): "So, instead of looking for trouble when boredom strikes, what are some smart choices you can make? Think about things you can do quietly and independently when you're in the classroom and you've finished your work or just feel bored." (Transition to Week 3: Boredom Busters Slide Deck - Slide 3)

"The 'Boredom Buster Ideas!' slide gives us some ideas: read a book, draw a picture, help the teacher, or organize your desk. What other ideas do you have?" (Write down the student's ideas on a whiteboard or scratch paper as he shares.)

(Teacher): "These are awesome ideas! Now, some of these ideas are quick busters – things you can do for just a minute or two. And some are longer busters – things that take more time. (Transition to Week 3: Boredom Busters Slide Deck - Slide 4)

"For example, a quick buster could be taking a deep breath or counting to ten. A longer buster could be reading a book or drawing a detailed picture. Why do you think it's helpful to have both quick and longer options?"

Activity: My Boredom Buster Menu (8 minutes)

(Teacher): "That's a great point! Now we're going to make a special menu, just for you! It's called Week 3: My Boredom Buster Menu Worksheet! (Transition to Week 3: Boredom Busters Slide Deck - Slide 5)

"On this menu, you'll list your favorite boredom-busting ideas from our brainstorm. You can draw a picture next to each one to help you remember. This menu will be your go-to guide when boredom tries to sneak up on you."

(Hand out the Week 3: My Boredom Buster Menu Worksheet and drawing materials. Guide the student to fill in his menu, helping him categorize quick vs. longer busters if needed. Offer suggestions if he gets stuck.)

Wrap-Up & Goal Setting (3 minutes)

(Teacher): "Wow, this 'Boredom Buster Menu' is fantastic, [Student's Name]! You've got a great plan for when boredom strikes. (Transition to Week 3: Boredom Busters Slide Deck - Slide 6)

"This week, your mission is to use your new 'Boredom Buster Menu' whenever you start to feel that boredom signal. Try to pick a smart activity from your menu. We'll track your success on your Self-Control Superpower Chart."

"What's one thing from your menu you're excited to try this week?"

"Fantastic! I'm so proud of you for making such great choices. Keep being the boss of your boredom!"

Week 3: My Boredom Buster Menu

Name: _________________________ Date: _____________

Boredom is a signal that your brain needs something to do! Instead of getting into trouble, you can choose a Boredom Buster from your special menu.

Draw or write your favorite smart choices for when you finish early or feel bored in class. Remember to think about what you can do quietly and independently.

Quick Bites (1-2 minute activities)

Main Courses (5+ minute activities)

My Favorite Boredom Buster to Try This Week:

(Draw a picture of you using your favorite Boredom Buster below!)

Keep your menu where you can see it to remind you of your smart choices!

Week 4: Teacher Script - Taming the Anger Tiger

Check-in & Review Previous Week (3 minutes)

(Teacher): "Welcome back, [Student's Name]! How was your week? Were you able to use your awesome Boredom Buster Menu when you felt that 'nothing to do' feeling?"

"Let's look at your Self-Control Superpower Chart. Fantastic! More stars/stickers! What was a smart choice you made from your menu this week that you're proud of?"

"That's great! Remember, having a plan for boredom helps you stay the boss of your choices."

Introduction: Anger Triggers (4 minutes)

(Teacher): "Today, we're going to dive deeper into another big feeling we talked about in Week 1: anger. Remember we said anger is like a tiger, and we want to tame it? Well, to tame it, we first need to understand it!" (Transition to Week 4: Taming the Anger Tiger Slide Deck - Slide 2)

"On our slide, 'Anger is a Feeling, Not a Boss!', it reminds us that anger is a normal feeling everyone has. But it's super important to be the boss of how we show our anger."

"What are some things that usually make you feel angry?"

(Teacher): "Those things that make us angry are called anger triggers. (Transition to Week 4: Taming the Anger Tiger Slide Deck - Slide 3)

"Think of an anger trigger like a button being pushed. When someone says something, or something happens, click, and suddenly you start to feel angry. What are some of your 'anger buttons'?"

My Anger Triggers & Body Signals (7 minutes)

(Teacher): "Great thinking about your triggers! Now, your body is super smart. It often gives you clues, like a warning alarm, when anger is starting to grow before it gets too big. (Transition to Week 4: Taming the Anger Tiger Slide Deck - Slide 4)

"On the 'Your Body's Anger Alarms!' slide, it shows some examples: a hot face, tight fists, a fast heartbeat, or even a stomach ache. When you start to feel angry, what does your body usually do? What are your personal anger alarms?"

(Teacher): "Knowing your triggers and your body's alarms is like having a superpower! It helps you know when to use your calm-down strategies early, before the anger tiger gets too big to tame.

Activity: My Anger Trigger Tracker (8 minutes)

(Teacher): "Today, we're going to use a special tool called the Week 4: My Anger Trigger Tracker Activity. (Transition to Week 4: Taming the Anger Tiger Slide Deck - Slide 5)

"On this tracker, you'll draw or write about your anger triggers and what your body feels like when they happen. This will help you become an amazing 'Anger Detective' for yourself!"

(Hand out the Week 4: My Anger Trigger Tracker Activity and drawing materials. Guide the student to fill in his tracker, prompting him to think of specific examples and body sensations.)

Wrap-Up & Goal Setting (3 minutes)

(Teacher): "This is a fantastic Anger Trigger Tracker, [Student's Name]! You've learned so much about yourself today. (Transition to Week 4: Taming the Anger Tiger Slide Deck - Slide 6)

"Remember, this week, your mission is to be an 'Anger Detective.' Try to notice when an anger trigger happens and how your body starts to feel. And then, when you notice those alarms, choose one calm-down strategy from your Calm-Down Corner Activity Guide to use early."

"We'll track your success on your Self-Control Superpower Chart. What's one calm-down move you'll try to use this week?"

"Excellent choice! I'm so proud of you for understanding your feelings and making smart plans. Keep taming that anger tiger!"

Week 4: My Anger Trigger Tracker

Name: _________________________ Date: _____________

Be an Anger Detective! This tracker will help you understand what makes you feel angry (your triggers) and how your body tells you anger is starting to grow (your body alarms).

Knowing these things helps you use your Calm-Down Superpowers early!

Part 1: My Anger Triggers

What are 3 things that sometimes make you feel angry? Draw or write about them below.

1. Trigger 1: ____________________________________________________________________
   
   
   
   
   

2. Trigger 2: ____________________________________________________________________
   
   
   
   
   

3. Trigger 3: ____________________________________________________________________
   
   
   
   
   

Part 2: My Body's Anger Alarms

When you start to feel angry, what does your body do? Draw or write about your body's clues for each trigger.

My Superpower Plan: When I feel my body's anger alarm, I will choose one calm-down move from my Calm-Down Corner Activity Guide!

This week, I will focus on: ____________________________________________________________

Week 5: Teacher Script - Friendship Focus

Check-in & Review Previous Week (3 minutes)

(Teacher): "Welcome back, [Student's Name]! How was your week? Were you able to be an Anger Detective and notice your triggers or body alarms? Did you use any calm-down superpowers?"

"Let's look at your Self-Control Superpower Chart. Awesome! I see your superpowers growing! What was one time this week you used a calm-down strategy, and how did it help?"

"That's fantastic! Knowing your triggers and calming down early makes a huge difference."

Introduction: My Actions, My Friends (4 minutes)

(Teacher): "Today, we're going to talk about how our self-control superpowers don't just help us, they also help our friends! You mentioned sometimes getting your friends in trouble. We're going to learn how to be a 'Friendship Fixer' and make sure our actions build strong friendships." (Transition to Week 5: Friendship Focus Slide Deck - Slide 2)

"On our 'My Actions, My Friends' slide, it asks, 'How do your choices affect your friends?' Think about it: if you're distracted and poking a friend, or if you're angry and yell at them, how might that make them feel?"

"Exactly. Our choices have a big impact. What do you think makes someone a really good friend?"

Using "I Feel" Statements (7 minutes)

(Teacher): "Part of being a good friend and solving problems is using our words wisely, especially when something makes us upset. Sometimes when we're upset, we might say, 'You always do that!' or 'You made me angry!' But that can make our friends feel bad and not want to listen." (Transition to Week 5: Friendship Focus Slide Deck - Slide 3)

"Look at this special trick on the 'The Power of

Teacher Script: Master Your Focus

Introduction & Hook (2 minutes)

(Teacher): "Hi [Student's Name]! Thanks for coming today. I'm really excited to talk about something super important: being the boss of you! You mentioned you want to work on staying focused and managing your feelings, especially when you get bored or angry. That's a fantastic goal!

"To start, can you tell me about a time you felt really 'in charge' of yourself? Maybe you finished a tough puzzle, or you waited patiently for something you really wanted? What did that feel like?"

(Teacher): "Now, what about a time when you felt like your body or your thoughts were doing their 'own thing,' almost like you weren't in control?"

(Teacher): "Great sharing! Today, we're going to talk about something called self-control. It's like having a superpower that lets you be the boss of your brain and body!" (Transition to Self-Control Strategies Slide Deck - Slide 1)

What is Self-Control? (3 minutes)

(Teacher): "Look at our first slide, 'Welcome to Your Self-Control Journey!' Self-control is all about being able to choose what you do, even when it's hard. (Transition to Self-Control Strategies Slide Deck - Slide 2)

"As you can see on the 'What is Self-Control?' slide, it means making smart choices, staying focused on what you need to do, and even calming down when you're feeling really big emotions like anger or frustration."

"Why do you think it's important to be the boss of your own brain and body? How do you think it could help you in school or with your friends?"

Spotlight on Distractions & Boredom (5 minutes)

(Teacher): "You mentioned that sometimes when you get bored, you start doing things that can get you or your friends in trouble. Let's talk about that. (Transition to Self-Control Strategies Slide Deck - Slide 3)

"On our 'Distraction Detectives' slide, it says 'Distractions are like sneaky ninjas trying to steal your focus!' What kinds of 'sneaky ninjas' try to steal your focus when you're supposed to be working or listening?"

(Teacher): "Exactly! It's easy to get sidetracked. And when we're bored, our brains sometimes look for any excitement, even if it's not the best choice.

"So, how can we fight these sneaky ninjas and boredom? We can use a special power-up called 'Think-Stop-Do!' (Transition to Self-Control Strategies Slide Deck - Slide 4)

"The 'Boredom Busters & The 'Think-Stop-Do' Power-Up!' slide shows us the steps:

1. THINK: What am I doing right now? Is it helping me or hurting me? Is it what I'm supposed to be doing?
2. STOP: Take a deep breath. Count to 3 in your head. Give your brain a chance to catch up.
3. DO: Choose a smart action! This could be focusing on your work, asking the teacher for help, or finding a quiet way to keep your hands busy if your work is done."

"Let's try a quick example. Imagine you're working on a math problem, and your friend next to you starts tapping their pencil really loudly. What would you THINK? Then STOP. Then DO?"

(Teacher): "That's a great example! Now, let's look at the My Focus Tracker Worksheet. We'll use this to practice." (Hand out the My Focus Tracker Worksheet.)

Practice: My Focus Tracker (5 minutes)

(Teacher): "On your 'My Focus Tracker' worksheet, you'll see places to write down when a distraction or boredom ninja attacks, and what your plan is to 'Think-Stop-Do.'

"Let's fill out the first box together. Think about a time recently when you got distracted or bored in class and it led to you doing something you shouldn't have. Describe what happened in the 'Situation' box."

(Guide the student to write down a specific situation.)

(Teacher): "Okay, now let's use our 'Think-Stop-Do' power-up for this situation. What could you have THOUGHT in that moment? What could you have done to STOP? And what smart action could you have DO-NE instead? Write your plan in the 'My Self-Control Plan' box."

(Provide support as the student writes. Offer suggestions if he struggles.)

Managing Anger: Calm-Down Corner (5 minutes)

(Teacher): "Self-control isn't just about distractions; it's also about managing big feelings, like anger. You mentioned you want to work on managing your anger. (Transition to Self-Control Strategies Slide Deck - Slide 5)

"The 'Taming the Anger Tiger' slide asks, 'What makes you feel angry?' and 'What happens when you get angry?' Sometimes, when we feel angry, our bodies want to yell or throw things, right? But being the boss of our body means finding a calm way to deal with that anger.

"What are some things that make you feel angry? How does your body feel when you start to get angry?"

(Teacher): "Those are tough feelings! But guess what? You have 'Calm-Down Superpowers!' (Transition to Self-Control Strategies Slide Deck - Slide 6)

"This slide gives us some ideas: deep breaths, counting to ten, getting a drink of water, or even drawing. These are all things we can do in a 'Calm-Down Corner' or with a 'Calm-Down Kit.' It's a special place or a set of tools to help you cool down.

"Now, let's do the Calm-Down Corner Activity Guide. I want you to draw or list at least three things you can do to calm down when you feel that anger tiger starting to roar." (Hand out the Calm-Down Corner Activity Guide and drawing materials.)

(Allow time for the student to complete the activity, offering encouragement and ideas if needed.)

Role-Playing & Discussion (3 minutes)

(Teacher): "Fantastic! You've got some great calm-down strategies. Now, let's try putting some of these ideas into action with a little role-playing. We'll use some scenarios from our Self-Control Scenarios Discussion Prompts."

(Choose one or two scenarios from the Discussion Prompts. Role-play with the student, guiding him to use 'Think-Stop-Do' or a calm-down strategy.)

(Teacher): "You did a great job trying out those strategies! Remember, practice makes perfect.

"To help us see how awesome you're doing, we have a Self-Control Rubric. It helps us understand what it looks like when you're really being the boss of your brain and body. We'll look at things like how well you stay focused, how you handle distractions, and how you manage your anger." (Briefly show the rubric and explain one or two key criteria.)

Wrap-Up & Motivation (2 minutes)

(Teacher): "Wow, we covered a lot today! You learned about your self-control superpower, how to use 'Think-Stop-Do' for distractions and boredom, and your amazing 'Calm-Down Superpowers' for anger.

"I know it takes practice, but I believe in you! To help keep you motivated, we have a special Behavior & Reward Chart. Every time you use one of your self-control strategies, we can mark it on your chart, and you can earn awesome rewards!"

(Present the Behavior & Reward Chart.)

(Teacher): "For this week, your goal is to try using one of your new self-control strategies one time when you feel distracted, bored, or angry. Can you choose which strategy you'll try first?"

"We'll check back in soon to see how you're doing and celebrate your successes! Great job today, [Student's Name]!"

My Focus Tracker

Name: _________________________ Date: _____________

Being the boss of your brain and body is a superpower! Use this tracker to notice when those sneaky distractions or boredom ninjas try to steal your focus, and plan your "Think-Stop-Do" moves.

Self-Control Scenarios Discussion Prompts

Choose a few of these scenarios to discuss and role-play with [Student's Name]. Encourage him to use his "Think-Stop-Do" power-up and "Calm-Down Superpowers" to find a smart solution.

Scenarios:

1. The Chatty Neighbor: You are trying to finish your reading worksheet, but your friend next to you keeps whispering and tapping your arm. You really want to join in their fun. What do you do?

   • Think: What's happening? What am I supposed to be doing? What will happen if I join in the whispering?
   • Stop: How can I pause before reacting?
   • Do: What's a smart choice to make sure I finish my work and don't get distracted?

2. Boredom Strikes! It's independent work time, and you finished your main task quickly. Now you feel super bored, and you start looking around the room, making silly noises, and tapping your pencil loudly. What do you do?

   • Think: Am I being helpful right now? What could I be doing instead?
   • Stop: How can I stop the unhelpful behavior?
   • Do: What's a good way to use this extra time? (e.g., read a book, draw quietly, ask for another task, help a friend if allowed)

3. The Toy Trouble: You are playing with your favorite toy at recess. Another student grabs it right out of your hand! You feel your face get hot and your hands clench into fists. You want to yell at them. What do you do?

   • Think: How am I feeling? What do I want to happen? Is yelling going to help?
   • Stop: What can I do to calm my body down before I speak?
   • Do: What's a smart way to get your toy back or get help from an adult?

4. Frustration Station: You're trying to build a tall tower with blocks, but it keeps falling down. You feel really frustrated and want to kick the blocks or give up. What do you do?

   • Think: Why am I feeling frustrated? What's my goal? Is kicking the blocks going to help me reach my goal?
   • Stop: What calm-down superpower can I use?
   • Do: What's a smart action to try again, or ask for help, or take a short break?

5. The Waiting Game: You're waiting in line for the water fountain, and it feels like it's taking forever. You start poking the person in front of you or complaining loudly. What do you do?

   • Think: Am I being patient? Is this making the line go faster?
   • Stop: How can I keep myself from getting restless?
   • Do: What's a quiet way to wait? (e.g., count to ten, think of what you'll do next, look for something interesting nearby)

My Calm-Down Superpowers! (Calm-Down Corner Activity)

Name: _________________________ Date: _____________

Everyone feels big feelings sometimes – like anger, frustration, or sadness. When those feelings start to feel too big, it helps to have a special plan! This activity will help you think about your Calm-Down Superpowers!

Part 1: My Calm-Down Corner

Imagine you have a special, super-calm place just for you! It could be a real corner in the room, or even a pretend place in your mind. What would be in it? What would it look like? Draw or list at least 3 things that would help you feel calm and happy in your Calm-Down Corner.

(Draw your Calm-Down Corner and the items in it below!)

Part 2: My Calm-Down Moves

Now, think about different things you can do when you feel a big feeling starting to bubble up. These are your Calm-Down Superpowers!

List at least 3 things you can do to help yourself calm down.

Bonus Challenge: Pick one of your Calm-Down Moves and draw yourself doing it!

Self-Control Rubric: Master Your Focus

Student Name: _________________________ Date: _____________

This rubric helps us understand how well you are using your self-control superpowers! We will look at how you manage your focus, handle distractions, and calm down big feelings.

Teacher Notes/Comments:

My Self-Control Superpower Chart

Name: _________________________ Week Of: _____________

I am building my self-control superpowers! Every time I show great self-control (like staying focused, using "Think-Stop-Do", or calming down), I get to put a sticker or draw a star in a box! When I fill a row, I earn a reward!

My Superpower Goals:

• Stay Focused: I will try my best to keep my eyes and brain on my work.
• Think-Stop-Do: When I feel distracted or bored, I will THINK, STOP, and then DO a smart action.
• Calm-Down Superpower: When I feel angry or frustrated, I will use one of my calm-down moves.

My Tracker:

My Rewards!

When I get ______ stickers, I can choose:

Bonus Reward! When I fill up my whole chart, I get:

I did it!

Teacher/Parent Signature: _________________________ Date: _____________