Lesson Plan

Unmasking Your Talent Session 1

Students will learn the difference between fixed and growth mindsets, define coping skills, apply growth mindset concepts in a paired activity, and practice reframing weaknesses as strengths.

Adding a dedicated growth‐mindset activity deepens understanding of persistence and reframing, boosting resilience and self‐awareness.

Audience

Grades 5–8

Time

30 minutes

Approach

Interactive games, mini‐lecture, paired reflection, guided exercises

Materials

Unmasking Your Talent Session 1 Slide Deck, Mindset Slide Deck: Fixed vs Growth, Unmasking Weaknesses Worksheet, Mindset Reflection Worksheet, and Notepads and pens

Prep

Teacher Preparation

10 minutes

Review the Unmasking Your Talent Session 1 Slide Deck and the Mindset Slide Deck: Fixed vs Growth.
Print copies of the Unmasking Weaknesses Worksheet and the Mindset Reflection Worksheet for each student.
Arrange seating in a circle to facilitate movement and discussion.

Step 1

Warm-Up

2 minutes

Pair up and share a fun fact (favorite hobby, pizza topping, etc.).
Explain that each rock–paper–scissors round will include a new prompt on the slide.

Step 2

Rock–Paper–Scissors Cheering Game

6 minutes

Play Rock–Paper–Scissors in pairs: winners move on; losers follow and cheer “You got this!”
Winners ask their new partner the prompt shown on the slide, then play again.
After 2–3 rounds, reconvene and invite 2–3 volunteers to share insights.

Step 3

Mindset Mini-Lesson

4 minutes

Display the Mindset Slide Deck: Fixed vs Growth.
Define a fixed mindset (“abilities are static”) vs. a growth mindset (“abilities improve with effort”).
Explain that a coping skill is a strategy to manage stress, strong emotions, or challenges.
Discuss how growth mindset helps us spot and practice coping skills (e.g., breathing to calm nerves).
Hand out the Mindset Reflection Worksheet and have students write one coping skill they’ll use.

Step 4

Growth Mindset Activity

6 minutes

Ask students to recall a time they tried something new and struggled at first.
In pairs, share how persistence or reframing helped them improve.
Each pair crafts one sentence using growth‐mindset language (e.g., “I can learn if I keep practicing.”).
Invite 2–3 pairs to share their sentence with the class.

Step 5

Self-Reflection Activity

7 minutes

Distribute the Unmasking Weaknesses Worksheet.
Students list two personal weaknesses, describe how each shows up, and brainstorm how each can become a strength.
Circulate to support and prompt deeper reflection.

Step 6

Group Discussion

3 minutes

Invite 3–4 volunteers to share a weakness, their reframed strength, and chosen coping skill.
Peers respond with supportive, growth‐minded language (e.g., “I appreciate how you turned that into a strength by…”).

Step 7

Cool-Down

2 minutes

Lead a breathing exercise: inhale for 4 counts, hold for 2, exhale for 6.
Encourage students to use this tool when they feel anxious.
Preview next session: exploring personal talents and linking to these strengths.

Slide Deck

Unmasking Your Talent

Session 1: Discovering Your Weaknesses as Strengths

Welcome students. Introduce the unit and today’s focus. Set a positive, supportive tone.

Today’s Objectives

• Build awareness of personal weaknesses
• Practice reframing weaknesses as strengths
• Share reflections with peers to foster empathy

Read each objective aloud. Emphasize why understanding weaknesses and reframing them matters for mental health.

Warm-Up Activity

Pair up and share a fun fact (favorite hobby, pizza topping, etc.)
Listen actively and cheer your partner on

Explain that students will pair up, share fun facts, then move into the cheering game.

Icebreaker Game Instructions

• Play Rock–Paper–Scissors in pairs.
• On “shoot,” the winner moves to a new partner while the loser cheers “You got this!”
• Winners ask their new partner the prompt shown on the slide, then play again.

Explain the game flow and let students know prompts appear on the slide. No cards needed.

Round 1 Prompts

• When did you feel nervous trying something new?
• Describe a time you felt shy in front of others.
• Share a moment you doubted yourself.

Use this slide for the first round. After a few minutes, switch to Round 2.

Round 2 Prompts

• Name a challenge you’ve kept to yourself.
• Talk about something you wish you could improve.
• Recall a time you felt left out.

Rotate prompts to deepen sharing.

Growth vs. Fixed Mindset

Fixed Mindset: Belief that abilities are static and unchangeable.
Growth Mindset: Belief that abilities can improve with effort and practice.

Benefits of Growth Mindset:
• Encourages learning from mistakes
• Promotes resilience
• Helps us view challenges as opportunities

Define fixed vs. growth mindsets and discuss why growth-mindset supports resilience.

Defining Coping Skills

A coping skill is a strategy we use to manage stress, strong emotions, or challenges.

Examples & Scenarios:
• Deep Breathing: When your heart races before speaking, take 5 slow breaths to calm down.
• Positive Self-Talk: If you get stuck on a test, say “I can learn this” to stay motivated.
• Taking a Break: When you feel frustrated with homework, step away for a 2-minute stretch.

How Growth Mindset Helps:
• View each coping skill as practice for resilience
• Use challenges as opportunities to try new strategies

Hand out the Mindset Reflection Worksheet and write one coping skill you’ll use when facing a challenge.

Explain coping skills with concrete scenarios so students see real-life applications.

Self-Reflection Activity

• On your worksheet, list two personal weaknesses
• Describe how each shows up in your life
• Brainstorm how each can become a strength

Guide students through each step and support deeper reflection.

Example Reflection

Weakness: Perfectionism
Strength: Attention to detail
Talent Idea: Organizing and decorating events

Model with the example of perfectionism reframed as attention to detail.

Group Discussion

• 3–4 volunteers share a weakness and reframed strength
• Peers respond: “I appreciate how you turned that into a strength by…”
• Reinforce that everyone has challenges

Invite volunteers to share. Encourage growth-mindset language.

Cool-Down: Breathing Exercise

Inhale for 4 counts
Hold for 2 counts
Exhale for 6 counts
Practice whenever you feel anxious

Lead the breathing exercise together and reinforce its use when anxious.

Looking Ahead

• Next: Explore your talents and link them to these strengths
• Continue developing your mental health PSA as homework

Preview next session and remind students about the ongoing PSA.

Worksheet

Unmasking Weaknesses Worksheet

Name: _________________________

Date: _________________________

Instructions

Reflect on two personal weaknesses and practice reframing each as a strength. Write your answers in the spaces provided.

Weakness 1

Weakness:

How it feels or shows up in your life:

Reframed Strength:

Weakness 2

Weakness:

How it feels or shows up in your life:

Reframed Strength:

Reflection

Choose one of the strengths you identified above. How might this strength help you shine in the upcoming talent show?

Keep this worksheet for our next session as you continue developing your mental health PSA and explore your talents.

Discussion

Session 1 Discussion Prompts

Discussion Guidelines (5 minutes)

• One speaker at a time. Actively listen without interrupting.

• Respond with supportive language, such as:

“I appreciate how you turned that into a strength by…”
“That example helps me understand because…”

• Be respectful: ask clarifying questions, build on classmates’ ideas, and normalize that everyone has challenges.

Prompt 1: Naming Our Weaknesses (5 minutes)

What does the word “weakness” mean to you? Why might it feel uncomfortable to share our weaknesses in a group?

Follow-Up Questions:

How does talking about a weakness help you understand yourself better?
What is one positive outcome that can come from naming a challenge?

Prompt 2: Reframing into Strengths (8 minutes)

Think about one of the weaknesses you wrote on your Unmasking Weaknesses Worksheet. How did you reframe it into a strength? Explain your thought process.

Follow-Up Questions:

Did hearing someone else’s example make you think differently about your own? How?
What emotions came up when you first tried to turn that weakness into a strength?

Prompt 3: Connecting Strengths to Talents (7 minutes)

Choose one reframed strength. How might this strength help you shine in the upcoming talent show or in everyday life? Give a specific example.

Follow-Up Questions:

Can someone else suggest another way this strength could be a talent?
How could you practice or develop this talent before the show?

Reflection & Wrap-Up (5 minutes)

Round-Robin Reflection: Each student names one new insight they gained today.
Growth Mindset Reminder: Recall our breathing exercise and growth mindset language when you feel nervous about sharing or performing.
Homework Check: Continue developing your mental health PSA and bring any questions to the next session.

Activity

Reframe Your Weakness Activity

Objective

Students will practice transforming a personal weakness into a genuine strength by reflecting, collaborating, and planning a real-world application.

Time

25 minutes

Materials

• Notecards or paper
• Pens or pencils
• (Optional) Chart paper or whiteboard for group brainstorming

Instructions

Identify & Reflect (5 minutes)

Hand out a notecard or sheet of paper.
Prompt students to write down one personal weakness (e.g., "I get nervous speaking in front of people").
Underneath, ask them to answer:
- Why do I feel or act this way?

Peer Exchange (5 minutes)

Pair up students.
Each student shares their weakness and “why” answer.
The listening partner asks a follow-up question: “What does that feeling tell you about what you care about?”

Brainstorm the Reframe (8 minutes)

In the same pairs or small groups of 3–4, students:
1. Flip the language (e.g., “nervous” → “caring”)
2. Identify the hidden strength (e.g., “I value clear communication and empathy.”)
3. Write a concise “Reframe Statement”:
  • “Because I care so much about getting it right, I’m a clear communicator who values accuracy.”
(Optional) Record each group’s statement on chart paper or the board.

Application & Commitment (5 minutes)

Individually, students write one concrete action to practice their new strength:
e.g., “Today I will ask one question in class to improve my confidence.”

Debrief & Share (2 minutes)

Invite 2–3 volunteers to read their Reframe Statement and commitment.
Highlight how shifting language changes our mindset from “weak” to “empowered.”

Follow-Up Questions & Prompts

How did it feel to identify the positive side of your challenge?
What surprised you in your partner’s reframe?
How can you remind yourself of this new strength when you feel that old weakness?

Lesson Plan

Unmasking Your Talent Session 2

Students will identify personal talents by reflecting on their reframed strengths, collaboratively explore how these talents support mental health, and begin weaving them into their ongoing PSA projects.

Linking self-understanding to personal talents builds confidence, reinforces a growth mindset, and empowers students to share authentic mental health messages.

Audience

Grades 5–8

Time

30 minutes

Approach

Reflective carousel and guided brainstorming

Materials

Unmasking Your Talent Session 2 Slide Deck, Talent Discovery Worksheet, Mental Health PSA Planner, Sticky notes, Chart paper or whiteboard, and Pens or pencils

Prep

Teacher Preparation

10 minutes

Review the Unmasking Your Talent Session 2 Slide Deck.
Print enough copies of the Talent Discovery Worksheet and Mental Health PSA Planner for each student.
Prepare 4–5 chart-paper stations around the room, each labeled with a talent theme (e.g., Creativity, Leadership, Empathy, Organization).
Provide sticky notes and markers at each station.

Step 1

Review Reframed Strengths

5 minutes

Display 2–3 student examples of reframed strengths on the slide.
Invite 3–4 volunteers to share their reframed strength and how it felt to shift perspective.
Emphasize how each strength hints at an underlying talent.

Step 2

Talent Brainstorm Carousel

10 minutes

Divide the class into small groups and assign each group to a chart-paper station.
At each station, students read the talent theme (e.g., “Empathy”) and write on a sticky note:
• One way their strength could show up as that talent.
After 2 minutes, groups rotate clockwise to the next station, adding new notes or building on others’ ideas.
Continue until each group has visited all stations.

Step 3

Group Share

5 minutes

Reconvene as a whole class.
Invite each group to select one sticky-note idea from any station and explain why it resonated.
Encourage peers to ask clarifying questions and celebrate each other’s talents.

Step 4

Connect to PSA Development

7 minutes

Hand out the Mental Health PSA Planner.
Guide students to choose one talent they’d like to highlight in their PSA.
On their planner, students brainstorm:
1. A central message linking this talent to positive mental health.
2. One visual or script idea that showcases their talent.
Circulate to support connections and prompt deeper thinking.

Step 5

Wrap-Up & Next Steps

3 minutes

Pair up students and have them share one PSA idea focusing on their talent.
Preview Session 3: storyboarding and drafting the PSA.
Remind students to keep their Talent Discovery Worksheet and planner together for reference.

Slide Deck

Unmasking Your Talent

Session 2: Discovering Your Talents

Welcome back! Remind students this is Session 2 of Unmasking Your Talent. Explain that today they’ll link their reframed strengths to real talents and begin planning their mental health PSA.

Today’s Objectives

• Review reframed strengths from Session 1
• Explore personal talents through a carousel activity
• Begin integrating a chosen talent into your PSA

Read the objectives aloud and clarify how each ties to mental health awareness and PSA development.

Review Reframed Strengths

• Example 1: Careful listener → Empathy in action
• Example 2: Detail-oriented planner → Organizational talent
• Example 3: Thoughtful communicator → Creative writing skills

Show two or three anonymized student examples. Invite volunteers to share how reframing felt and point out how each strength hints at a talent.

Talent Brainstorm Carousel

Form small groups at chart-paper stations.
Read the station’s talent theme.
Write one way your strength shows up as that talent.
Rotate every 2 minutes and add or build on ideas.

Explain the carousel process: small groups rotate through talent-themed stations, jotting ideas on sticky notes.

Carousel Talent Themes

• Creativity
• Leadership
• Empathy
• Organization

List the themes around the room so students know what to expect.

Group Share

• Each group picks one sticky note to explain.
• Class asks clarifying questions and celebrates each talent.

After the carousel, bring everyone together and spotlight a few standout ideas from each group.

Connect to PSA Development

• Choose a talent to highlight.
• Draft your central message linking talent & mental health.
• Sketch one visual or script idea that shows this talent.

Hand out the PSA planner worksheet. Guide students to choose one talent and brainstorm how to showcase it for positive mental health.

Wrap-Up & Next Steps

• Pair up to share your PSA talent idea.
• Next: Storyboarding and drafting your PSA in Session 3.
• Keep your Talent Discovery Worksheet and PSA Planner together.

Have students pair-share their PSA ideas briefly, then preview the next session’s focus on storyboarding and drafting.

Worksheet

Mindset Reflection Worksheet

Name: _________________________

Date: _________________________

Instructions

Review the Mindset Slide Deck: Fixed vs Growth if you need a reminder. Reflect thoughtfully and use complete sentences.

Part 1: Understanding Mindsets

In your own words, what is a fixed mindset?
In your own words, what is a growth mindset?
How can a growth mindset help you face challenges?

Part 2: Defining Coping Skills

What is a coping skill? Provide your own definition.
List three examples of coping skills (e.g., deep breathing, positive self-talk):
• Example 1: _________________________

• Example 2: _________________________

• Example 3: _________________________

Part 3: Personal Coping Skill Plan

Think of a challenge you often face. Describe it below:
Which coping skill from your list will you use when you face this challenge? Explain why you chose it.

Reflection

How will practicing this coping skill help you grow and build resilience?

Keep this worksheet for our Session 1 discussion and for reference in future sessions.

Lesson Plan

Introducing Your Mental Health PSA

Students will understand what a mental health PSA is, brainstorm topics and target audiences, and outline a project timeline to guide their PSA development.

Introducing PSAs with clear topics and audiences ensures students create focused, relevant messages that resonate. Establishing a timeline builds accountability and scaffolds future sessions.

Audience

Grades 5–8

Time

30 minutes

Approach

Interactive mini‐lesson, brainstorming, partner work

Materials

Mental Health PSA Introduction Slide Deck, PSA Topic Brainstorm Worksheet, PSA Audience Identification Worksheet, PSA Project Planner, Chart paper, Sticky notes, Markers, and Pens or pencils

Prep

Teacher Preparation

10 minutes

Review the Mental Health PSA Introduction Slide Deck labeled Session 4 in Voices for Wellness
Print copies of the PSA Topic Brainstorm Worksheet, PSA Audience Identification Worksheet, and PSA Project Planner
Set up 2–3 chart-paper stations for exit‐ticket and timeline posting
Provide sticky notes, markers, pens or pencils for all students

Step 1

Warm-Up: Coping Strategy Quick Share

3 minutes

Ask students to turn to a neighbor and name one coping skill they use when stressed
Invite 2–3 volunteers to share their strategy with the whole class
Emphasize how these strategies could become PSA topics

Step 2

Mini-Lesson: What Is a PSA?

5 minutes

Display the Mental Health PSA Introduction Slide Deck
Define a public service announcement (PSA): short message to inform or persuade
Highlight key elements: clear message, target audience, call to action
Show 1–2 brief examples (video or slide screenshots) of effective PSAs

Step 3

Brainstorm PSA Topics

7 minutes

Distribute the PSA Topic Brainstorm Worksheet
Instruct students to list 3 mental health or coping‐strategy topics they’re passionate about
Circulate and prompt deeper thinking: “Why does this topic matter?”

Step 4

Identify Your Audience

5 minutes

Pair up students and hand out the PSA Audience Identification Worksheet
In pairs, choose a target audience (peers, parents, teachers, community)
Discuss how the message might change based on that audience

Step 5

Plan Your PSA Project

7 minutes

Introduce the PSA Project Planner
Guide students to select one topic and audience combination
On their planner, they outline:
• Project milestones (topic selection, script draft, storyboard, rehearsal, final recording)
• Suggested deadlines over the next session and beyond
Encourage students to note any resource needs (props, images, music)

Step 6

Exit Ticket

3 minutes

Give each student 1 sticky note
Students write their chosen topic and target audience in one sentence
Post sticky notes at the chart-paper station
Quickly review posts to confirm clarity and diversity of topics

Slide Deck

Mental Health PSA Introduction

Voices for Wellness: Crafting Your Message for Mental Health Awareness

Welcome students. Introduce Voices for Wellness and explain that today they’ll learn what a PSA is and begin planning their own mental health message.

Today’s Objectives

• Define a PSA and its key elements
• Review examples of effective PSAs
• Brainstorm topics and target audiences
• Outline our PSA project timeline

Read each objective aloud and emphasize how they build toward the final PSA project.

Warm-Up: Coping Strategy Quick Share

Turn to a neighbor and share one coping skill you use when stressed.
Consider how that strategy could become a PSA topic.

Prompt students to share quickly and make connections. Invite 2–3 volunteers to report out.

What Is a PSA?

Public Service Announcement: A short message designed to inform or persuade.

Key Elements:
• Clear message
• Target audience
• Call to action

Define PSA and unpack each key element with brief examples.

PSA Examples

Example 1: Mindfulness PSA (video clip)
Example 2: Stress-Management Poster (image)

What elements stand out to you?

Play the first video clip and show the screenshot image. Then ask: “What PSA elements do you notice here?”

Brainstorming PSA Topics

Take the PSA Topic Brainstorm Worksheet.
List three mental health or coping-strategy topics you’re passionate about.
For each, write a brief sentence: Why does this topic matter to you?

Distribute the worksheet. Circulate and ask each student: “Why is this topic important to you?”

Identifying Your Audience

Pair up and grab the PSA Audience Identification Worksheet.
Choose a target audience: peers, parents, teachers, or community.
Discuss how your message might change based on that audience.

Encourage pairs to think about tone, language, and examples that fit their chosen audience.

Planning Your PSA Timeline

Milestones:
• Topic & Audience Selection (Today)
• Script Draft (Session 2)
• Storyboard (Session 3)
• Rehearsal & Feedback (Session 4)
• Final Recording & Presentation (Session 5)

Write tentative dates on your PSA Project Planner.

Guide students as they transfer these dates to their planners. Prompt them to note any props, images, or music they’ll need.

Exit Ticket

On a sticky note, write one sentence with your chosen topic and audience.
Post it on the chart paper before you leave.

Collect and quickly scan sticky notes for topic clarity and variety.

Next Steps

Tomorrow we’ll dive into script writing.
Review your topic and bring any ideas or questions.

Preview that next session will focus on writing a strong script. Encourage students to think about their opening hook.

Lesson Plan

Unmasking Your Talent Session 3

Students will translate their PSA ideas into a visual storyboard, draft a concise script showcasing their talent, and provide peer feedback to refine their message.

Storyboarding and scripting structure students’ messages for clarity and impact, while peer feedback fosters collaboration and strengthens communication skills.

Audience

Grades 5–8

Time

30 minutes

Approach

Mini-lesson, hands-on storyboarding, peer review

Materials

Unmasking Your Talent Session 3 Slide Deck, PSA Storyboarding Worksheet, PSA Script Draft Worksheet, Peer Feedback Form, Notepads or paper, and Pens or pencils

Prep

Teacher Preparation

10 minutes

Review the Unmasking Your Talent Session 3 Slide Deck, the PSA Storyboarding Worksheet, and the PSA Script Draft Worksheet.
Print copies of the PSA Storyboarding Worksheet, PSA Script Draft Worksheet, and Peer Feedback Form for each student.
Arrange seating in pairs and ensure students have notepads or paper and pens.

Step 1

Warm-Up: Revisiting PSA Ideas

3 minutes

Ask students to turn to a partner and briefly share their chosen talent-based PSA topic.
Invite 2–3 volunteers to report one unique idea to the class.

Step 2

Mini-Lesson: Storyboarding Basics

5 minutes

Display the Unmasking Your Talent Session 3 Slide Deck slide on storyboarding.
Define a storyboard: a sequence of sketches or frames mapping out visuals and text.
Explain key elements: scene description, dialogue/script snippets, and visual cues.

Step 3

Storyboarding Activity

10 minutes

Hand out the PSA Storyboarding Worksheet.
Students sketch 4–6 frames outlining their PSA’s key moments (opening hook, talent showcase, coping strategy, call to action).
Circulate to support visual clarity and alignment with their message.

Step 4

Drafting the PSA Script

7 minutes

Distribute the PSA Script Draft Worksheet.
Students draft concise scripts for each storyboard frame, focusing on clear language and persuasive tone.
Encourage them to include their talent and related coping strategy in the script.

Step 5

Peer Feedback Session

4 minutes

Pair up students and exchange storyboards and script drafts.
Use the Peer Feedback Form to provide one Praise, one Question, and one Suggestion for improvement.
Encourage respectful, constructive language.

Step 6

Wrap-Up & Next Steps

1 minute

Invite students to reflect on feedback and note one revision they’ll make in the next session.
Preview Session 4: polishing scripts and beginning rehearsals.

Slide Deck

Unmasking Your Talent – Session 3

Developing Your Mental Health PSA: Storyboard & Script

Welcome students to Session 3. Remind them we’re building on their PSA planning by creating storyboards and scripts today.

Today’s Objectives

• Translate your PSA ideas into a visual storyboard
• Draft a concise script showcasing your talent and coping strategy
• Provide constructive peer feedback to refine your message

Read each objective aloud and highlight how today’s work will bring clarity and impact to their PSAs.

Warm-Up: Revisiting PSA Ideas

Turn to a partner and share your chosen talent-based PSA topic and central message
Invite 2–3 volunteers to report a unique idea to the class

Prompt students to share briefly. Invite volunteers to show how their talent ties to coping strategies.

Storyboarding Basics

• A storyboard is a sequence of sketches or frames mapping out visuals and text
• Key elements in each frame:
– Scene description (setting and action)
– Dialogue or script snippet
– Visual cues (camera angle, props, expressions)

Explain what a storyboard is and why it’s useful for planning visuals and dialogue.

Storyboarding Activity

Hand out the PSA Storyboarding Worksheet
Sketch 4–6 frames outlining your PSA’s key moments:
• Opening hook
• Talent showcase
• Coping strategy demonstration
• Call to action
Use brief notes to describe visuals and text in each frame

Distribute the storyboard worksheet. Circulate to support framing and pacing of each scene.

Drafting the PSA Script

Distribute the PSA Script Draft Worksheet
For each storyboard frame, draft a concise script:
• Clear language
• Persuasive tone
• Inclusion of your talent and chosen coping strategy
Keep lines brief—aim for impact

Encourage clear, persuasive language. Remind students to highlight their talents and coping strategies in the script.

Peer Feedback Session

Pair up and exchange storyboards and script drafts
Use the Peer Feedback Form to give:
• One Praise (what works well)
• One Question (for clarification)
• One Suggestion (to improve impact)
Speak respectfully and focus on the message

Model one Praise/Question/Suggestion with a sample. Reinforce respectful, growth-minded feedback.

Wrap-Up & Next Steps

• Reflect on today’s feedback and jot one revision you’ll make
• Next session: polish your script, rehearse delivery, and integrate visuals
• Bring your revised storyboard and script draft

Ask students to note one concrete revision. Preview that next time they’ll polish scripts and begin rehearsals.

Worksheet

PSA Storyboarding Worksheet

Name: _________________________

Date: _________________________

Instructions

Use this worksheet to plan your PSA visually. For each frame, sketch your idea in the box provided (or describe it), then note key visual elements, a short script snippet, and the mood you want to convey.