Who Am I Becoming? Teacher Script

1. Introduction (5 minutes)

Teacher: “Good morning, everyone! I’m so glad you’re here today. We have an exciting question to explore: Who am I becoming?
When I ask that, I’m talking about our character—our values, our habits, and the choices we make every day. By the end of our lesson, each of you will know which qualities you care about most, practice making choices that reflect those qualities, and decide on one action you will take to become the person you want to be.

Teacher: “Let’s get started!”

2. Values Brainstorm (10 minutes)

Teacher: “First, let’s think about qualities we admire in others. I’m going to write a question on our chart paper.”
(writes: What qualities do you admire in others?)
Teacher: “Take a moment to think silently. Then I’ll invite volunteers to share. Ready? Think…”
(pause 10 seconds)

Teacher: “Who can share one quality they admire?”
(Student shares: “Honesty.”)

Teacher: “Honesty—great choice! What else?”
(Call on 4–5 more students, recording each response.)

Teacher: “Awesome list so far. Let’s see… [reads qualities on chart]—kindness, creativity, bravery, honesty. Those are all values. Keep thinking in your head; I’ll keep adding to our chart.”
(After several responses)

Teacher: “Thank you! I see some themes: caring for others, standing up for what’s right, and being true to yourself. Hold those ideas—next we’ll choose our own top values.”

3. My Top Values (15 minutes)

Teacher: “Now I’m handing out the Who Am I Becoming Reflection Worksheet. Please take one and get ready to write.”
(distribute worksheets)

Teacher: “On page 1, you’ll see a list of values. I want you to circle three values that matter most to you. Then, under each value, write one sentence explaining why you chose it. For example, if you pick ‘kindness,’ you might write, ‘I choose kindness because I like to help my friends when they’re sad.’”

Teacher: “You have 7 minutes for this. If you finish early, try to add more detail to your sentences.”
(Start timer; circulate to support students.)

(After 7 minutes)

Teacher: “Time’s up! Who’d like to share one of their chosen values and their sentence?”
(Select 2–3 volunteers; offer positive feedback.)

Teacher: “Great work! Your reasons are so thoughtful. Keep your worksheets handy—we’ll use them again soon.”

4. Scenario Decisions (15 minutes)

Teacher: “Next, we’ll practice making choices that reflect our values. Turn to page 2 of your worksheet. I’m going to pair you up and give each pair a set of Character Choice Scenario Cards.”
(Organize pairs; distribute cards.)

Teacher: “Here’s what to do:

1. Read your scenario together.
2. Talk about what choice shows good character—remember your top values.
3. On your worksheet, record the choice you made and a sentence explaining why it aligns with good character.

You have 8 minutes for this. Begin now!”
(Circulate; prompt struggling pairs: “What value might help you decide?”)

(After 8 minutes)

Teacher: “Alright, wrap up your thoughts and prepare to share. Let’s come back together in our circle.”

5. Group Character Reflection (10 minutes)

Teacher: “Let’s hear from each pair. Who would like to go first?”
(Pair 1 shares scenario, their choice, and why.)

Teacher: “Thank you! I like how you connected honesty to your choice. Does anyone have a question or idea about their reasoning?”
(Allow brief peer responses.)

Teacher: “Next, Pair 2?”
(Repeat until 3–4 pairs have shared.)

Teacher: “Notice how different scenarios called for the same values—and how the same value can guide many choices. Every decision we make helps shape who we are becoming.”

6. Personal Commitment Pledge (10 minutes)

Teacher: “To finish, let’s make a pledge. On page 3 of your worksheet, write:

• One character goal (for example, ‘I want to be more respectful’).
• One action you will take this week to support that goal (for example, ‘I will listen without interrupting during class discussions’).”

Teacher: “Take 5 minutes to write your pledge clearly.”
(Pause; circulate.)

(After 5 minutes)

Teacher: “Who’d like to share their pledge?”
(Invite 2–3 volunteers to read aloud.)

Teacher: “Thank you for sharing! Remember, you can keep this worksheet as a reminder. Small actions every day build strong character.”

7. Closing (2 minutes)

Teacher: “Today you reflected on what matters to you, practiced character-based decisions, and committed to growing in a new way. That shows real courage and self-awareness. Keep thinking about who you’re becoming, and let your values guide your actions. Have a wonderful rest of your day!”

Who Am I Becoming Reflection Worksheet

Page 1: My Top Values

Below is a list of values. Circle three that matter most to you.

Kindness   Honesty   Respect   Responsibility   Courage   Fairness
Empathy   Gratitude   Perseverance   Loyalty   Creativity   Compassion
Patience   Integrity   Teamwork

For each value you circled, write the name of the value and explain why it’s important to you.

1. Value: ________________________________
   
   
   
   Why I chose this value:
   
   
   
   
   
   
2. Value: ________________________________
   
   
   
   Why I chose this value:
   
   
   
   
   
   
3. Value: ________________________________
   
   
   
   Why I chose this value:
   
   
   
   
   
   

Page 2: Scenario Decisions

Use one card from Character Choice Scenario Cards.

1. Scenario Title or # ______________________
   Briefly describe what happened:
   
   
   
   
   
   
   
   
   
   
2. What choice did you make?
   
   
   
   
   
   
3. Why does this choice show good character?
   
   
   
   
   
   
   
   
   
   

Page 3: Personal Commitment Pledge

Think about the person you want to become. Complete your pledge below.

My character goal is:

One action I will take this week to support my goal:

Keep this worksheet as a reminder of who you’re becoming! You’ve taken important steps toward building strong character.

Character Choices Discussion

Purpose

This discussion helps students deepen their understanding of how values guide their decisions and shape their character. Through reflection and dialogue, students will connect personal values to real‐life choices and learn from peers’ perspectives.

Discussion Guidelines

1. Respectful Listening: Listen without interrupting when someone is speaking.
2. One Voice at a Time: Raise your hand or wait for a pause before sharing.
3. Build on Ideas: You can add to someone’s thought by saying, “I agree and I’d like to add…”
4. Be Honest and Kind: Share your true thoughts while being supportive of others.

Part 1: Individual Reflection (2 minutes)

Take a quiet moment to write your own answer to this prompt on a scratch sheet:

“Which of my top values guided my scenario choice, and why was it important?”

Part 2: Small-Group Discussion (8 minutes)

Form groups of 3–4. Share your scenario from the Who Am I Becoming Reflection Worksheet and discuss each question below. Each student should have a chance to speak.

1. Values Connection: How did your chosen values help you decide what to do in your scenario from the Character Choice Scenario Cards?
2. Alternative Choices: Could another value have led you to a different decision? What might that choice look like?
3. Biggest Challenge: Which part of making this choice was hardest for you, and why?
4. Impact on Character: How could making this choice every time shape who you are becoming?

Part 3: Whole-Class Share (10 minutes)

1. Invite one spokesperson from each group to summarize a key insight.
2. Ask the class: “What common themes are we noticing across different scenarios?”
3. Follow‐up question: “Did any group discover a new value they hadn’t considered before?”
4. Challenge: “How can we support each other in making character‐based choices outside of class?”

Extension Activity

For homework or a follow-up session, ask students to write a journal entry responding to:

“Describe a real situation you faced this week where you used a value from today’s lesson. What was the outcome? Would you do anything differently next time?”

Encourage students to revisit their entries before the next lesson to track their growth over time.

Character Choice Scenario Cards

Use one of the scenarios below to practice making character-based decisions. Read the situation, discuss with your partner, and choose the action that best reflects good character.

1. The Forgotten Homework
You realize you forgot to do tonight’s homework. The teacher is collecting assignments first thing in the morning. You could:

• Tell the teacher you left it at home and ask for extra time,
• Copy your friend’s work quickly before the teacher sees,
• Admit you forgot and accept the grade consequences.

2. The Lost Wallet
At recess, you find a wallet on the playground with money and an ID card inside. You could:

• Keep the money and throw away the wallet,
• Turn the wallet in to the office with everything inside,
• Give the wallet to a friend and ask them to decide what to do.

3. The Bullying Bystander
You see a classmate being teased by a group of students. No one else is stepping in. You could:

• Join the teasing so you’re not targeted next,
• Step in and tell the teaser to stop,
• Walk away and pretend you didn’t see anything.

4. The Group Project Slacker
Your team is working on a project due soon. One teammate isn’t contributing and asks you to do their part. You could:

• Do their work so the project is complete,
• Talk to the teammate privately and ask why they’re struggling,
• Exclude the teammate from the group and do the rest yourself.

5. The Team Captain Dilemma
You’re captain of the soccer team and notice a very skilled player who isn’t popular, so you’re tempted not to start them. You could:

• Leave them on the bench to avoid team drama,
• Start them because their skill helps the team win,
• Talk to both sides and try to improve team unity.

6. The Rumor Mill
You hear a rumor about a friend that isn’t true. People are talking about it in the hallway. You could:

• Spread the rumor because it’s exciting,
• Confront the person who started it and ask them to stop,
• Tell your friend so they can address it themselves.

7. The Cheating Temptation
During a quiz, you notice the student next to you cheating by using notes. They offer to share answers. You could:

• Take the answers and improve your grade,
• Refuse and report the cheating to the teacher,
• Ignore it and focus on your own work.

8. The Community Service Request
Your teacher asks for volunteers to help clean up the school garden after school. You’re tired and want to go home. You could:

• Volunteer because it’s helpful,
• Decline and relax at home,
• Ask a friend to volunteer in your place.

Choose one scenario per pair. On your worksheet, write the scenario title, describe what happened, then record your chosen action and explain why it reflects good character.