Who Am I, Really? Script

Introduction (5 minutes)

Teacher: Good morning/afternoon, everyone! Welcome. Today, we're going to start an exciting journey into understanding ourselves better. Have you ever wondered why you react a certain way to things, or why you're really good at something but find other things challenging?

We're diving into something called 'self-awareness.' Before we get too deep, look at the first slide Who Am I, Really? Slides. If you had to describe yourself in three words, what would they be? Take a moment to think about it. You don't have to share out loud yet, but just ponder.

What is Self-Awareness? (10 minutes)

Teacher: Alright, let's move to our next slide Who Am I, Really? Slides. So, what is self-awareness? It's basically knowing yourself! It's understanding your own thoughts, your feelings, and why you do the things you do. It's like having a superpower that helps you navigate your own mind.

Think about it. When you know you get frustrated with complex math problems, that's self-awareness. It allows you to say, 'I might need to ask for help on this' or 'I should take a break and come back.' If you know you love drawing, that's self-awareness, and it helps you choose activities you enjoy.

Now, why is this superpower important? Look at the next slide Who Am I, Really? Slides. Self-awareness helps you make good choices, because you know what's best for you. It improves your relationships, because you understand your own reactions and can communicate better. It helps you manage big feelings, and it builds your confidence because you know your strengths!

Can anyone think of a time when knowing yourself helped you with something? (Allow 1-2 student responses).

Self-Awareness Activity (10 minutes)

Teacher: Great examples! Now, let's put this into practice. Everyone has strengths – things they're naturally good at or things they've worked hard to become good at. And everyone has 'growth areas' – things they want to get better at, or skills they're still developing. No one is perfect at everything, and that's okay!

Look at this slide Who Am I, Really? Slides. We're going to spend some time reflecting on our own strengths and growth areas. I'm going to hand out this Self-Awareness Reflection Activity sheet.

On your sheet, you'll see sections to write down your strengths, things you enjoy, and areas you want to improve. Take about 7-8 minutes to fill this out quietly. Don't worry about being perfect; just write down what comes to mind. If you need ideas, think about school subjects, sports, hobbies, or even how you are with friends and family. (Circulate and assist students.)

Share & Discuss / Cool Down (5 minutes)

Teacher: Alright, pencils down. Now, who would like to share one thing they discovered or reaffirmed about themselves today? You can share a strength, something you enjoy, or even an area you want to grow in. Remember, sharing is optional, and we respect everyone's thoughts. (Allow 2-3 student volunteers to share).

Wonderful job reflecting today, everyone. As we finish up, I want you to think about this question for our My Inner Compass Cool Down: 'How can being more aware of yourself help you in the next week?' Hold that thought, and maybe jot it down if you want to remember it. This is just the beginning of our journey to understanding ourselves better.

Self-Awareness Reflection Activity

Name: _________________________
Date: _________________________

Today, we're exploring who we are! Take some time to think about your unique qualities, what you're good at, and what you'd like to improve.

My Strengths

What are you good at? Think about school, hobbies, sports, or how you interact with others.

My Interests/Things I Enjoy

What activities make you feel happy, energized, or focused.

Areas for Growth

What is one skill or habit you would like to improve? This is a chance to learn and get better!

One Thing I Learned Today

What is one new insight you gained about yourself from this activity?

My Inner Compass

Name: _________________________
Date: _________________________

Think about what we discussed today about self-awareness.

Question: How can being more aware of yourself help you in the next week, either at school, at home, or with friends?

My Feeling Forecast Script

Introduction & Warm-Up (5 minutes)

Teacher: Good morning/afternoon, everyone! Welcome back. Last time, we started exploring "Who Am I, Really?" by thinking about our strengths and growth areas. Today, we're going to dive deeper into understanding ourselves by focusing on our feelings. Just like the weather outside, our feelings can change throughout the day and come in many different forms.

Look at our first slide, My Feeling Forecast Slides. If you had to describe the "weather" inside you right now, in one word, what would it be? Are you feeling sunny, cloudy, a little stormy, or perhaps a calm breeze? Take a moment to think about it. You don't have to share out loud yet.

Exploring the Emotion Spectrum (10 minutes)

Teacher: Great! Now, let's look at the next slide, My Feeling Forecast Slides. Often, when we talk about feelings, we just say "happy," "sad," or "angry." But there are so many more words to describe what's going on inside us! We can feel frustrated, excited, confused, calm, anxious, proud, or grateful. Can anyone think of another emotion word that's not on the slide?

(Allow 1-2 student responses and add them to the whiteboard if appropriate).

It's helpful to have lots of words because different emotions feel different. Let's look at the next slide, My Feeling Forecast Slides. Think about being scared. How does that feel in your body? Maybe your heart beats fast, or you get butterflies in your stomach. What about feeling calm? You might feel relaxed and peaceful. Knowing how an emotion feels physically and what thoughts come with it can help us understand ourselves even better.

Why do you think it's important to have a name for our feelings instead of just saying "good" or "bad"? (Allow 1-2 student responses, guiding them towards better communication and understanding.)

My Emotion Explorer Activity (10 minutes)

Teacher: Excellent points! Now we're going to become "emotion explorers" with an activity. Look at this slide, My Feeling Forecast Slides. I'm going to hand out the My Emotion Explorer Activity sheet. On this sheet, you'll see different scenarios or prompts to help you think about and name various emotions. Your task is to identify the emotion and maybe even describe a time you felt that way, or what it might feel like. Don't worry about being perfect; just explore your feelings!

(Distribute the activity sheets. Allow 7-8 minutes for students to work quietly. Circulate around the room to offer help and encouragement.)

Share & Reflect / Cool Down (5 minutes)

Teacher: Alright, explorers, pencils down. Would anyone like to share one emotion they explored today, or a situation they thought about? Remember, sharing is optional, and we respect everyone's feelings. (Allow 2-3 student volunteers to share if they feel comfortable).

Fantastic job today, everyone! Knowing your feelings is a huge step in understanding yourself. To wrap up, I want you to complete our Daily Emotion Snapshot Cool Down sheet. This will help you reflect on how recognizing emotions can help you in your daily life. Keep exploring those feelings!"

My Emotion Explorer Activity

Name: _________________________
Date: _________________________

Part 1: Emotion Match-Up

Read each scenario and write down the emotion you think the person might be feeling. Try to use a specific emotion word!

1. You studied really hard for a test and got an A! How do you feel?
   Emotion: _________________________
   
   
   
2. Your best friend got invited to a party, but you didn't. How might you feel?
   Emotion: _________________________
   
   
   
3. You've been trying to solve a tricky math problem for 15 minutes, and it's just not working! How do you feel?
   Emotion: _________________________
   
   
   
4. You're about to go on a really exciting roller coaster for the first time. How do you feel?
   Emotion: _________________________
   
   
   
5. You accidentally spilled paint on your brand new shirt. How might you feel?
   Emotion: _________________________
   
   
   

Part 2: Feeling Faces

Draw a face that shows each emotion. Then, briefly describe a time you felt this way.

Surprised

Draw:




I felt surprised when:

Content (peaceful/satisfied)

Draw:




I felt content when:

Curious

Draw:




I felt curious when:

Daily Emotion Snapshot

Name: _________________________
Date: _________________________

Reflect on today's lesson about emotions.

Question 1: List two new emotion words you learned or thought more deeply about today.

Question 2: How can being able to name your feelings help you deal with a challenging situation this week?

My Emotion Toolkit Script

Introduction & Warm-Up (5 minutes)

Teacher: Good morning/afternoon, everyone! Welcome back. In our last lesson, we became "emotion explorers" and learned to name a whole range of feelings. Today, we're taking the next big step: learning what to do with those feelings. It's one thing to know you're feeling frustrated, but what then?

Look at our first slide, My Emotion Toolkit Slides. Today, we're building our own personal "Emotion Toolkits." Think about this: When you're facing a tricky situation or a strong feeling, is it always easy to figure out how to respond? Sometimes it feels like those big feelings take over, right? We're going to learn some strategies to help us manage those moments.

Exploring Coping Strategies (10 minutes)

Teacher: Let's look at the next slide, My Emotion Toolkit Slides. Just like a carpenter has different tools for different jobs, we can have different tools for different feelings. Here are some healthy strategies, or "tools," we can use:

* Deep Breathing: When you feel overwhelmed, taking a few slow, deep breaths can really help calm your body and mind. Try it with me: inhale slowly through your nose, hold for a moment, and exhale slowly through your mouth. (Lead students through 2-3 deep breaths).

* Talk it Out: Sometimes, just sharing how you feel with a trusted adult, like a parent, teacher, or counselor, or even a good friend, can make a big difference. It helps to get it out.

* Move Your Body: If you're feeling restless or upset, physical activity can be a great way to release that energy. Go for a walk, stretch, dance, or play outside.

* Creative Expression: For some, drawing, writing in a journal, listening to music, or playing an instrument can be a powerful way to process feelings.

Now, let's look at the next slide, My Emotion Toolkit Slides. Do you think the same tool works for every feeling? Probably not! If you're feeling super frustrated with a homework problem, maybe a deep breath helps, or taking a short break to stretch. If you're feeling really sad, perhaps talking to someone or listening to comforting music is better. The key is to have a variety of tools.

Can anyone share a healthy way they already deal with a strong emotion? (Allow 1-2 student responses).

Build Your Emotion Toolkit Activity (10 minutes)

Teacher: Those are fantastic examples! Now it's your turn to build your own toolkit. Look at this slide, My Emotion Toolkit Slides. I'm going to hand out the My Emotion Toolkit Activity sheet. On this sheet, you'll brainstorm and choose a few strategies that you think would work best for you when you're experiencing different emotions. Think about what truly helps you feel better or calmer.

(Distribute the activity sheets. Allow 7-8 minutes for students to work quietly. Circulate around the room to offer help and encouragement, reminding them there are no right or wrong answers, just what works for them.)

Share & Apply / Cool Down (5 minutes)

Teacher: Alright, tool builders, pencils down. Would anyone like to share one tool they've added to their personal emotion toolkit and why they chose it? (Allow 2-3 student volunteers to share if they feel comfortable).

Excellent work today, everyone! Knowing how to manage your feelings is a superpower that will help you throughout your life. To wrap up, please complete our My Calm Corner Cool Down sheet. Think about how you might use one of your new tools this week to handle a challenging situation. Keep practicing using your toolkits!"

My Emotion Toolkit Activity

Name: _________________________
Date: _________________________

Everyone needs tools to help them manage their emotions! This activity is about building your personal emotion toolkit.

Part 1: Brainstorming Tools

Think about things you do that help you feel better when you are experiencing a strong emotion (like anger, sadness, frustration, or nervousness). These are your coping strategies or "tools."

• Physical Activities: (e.g., running, stretching, dancing)
  
  1. 
     
     
  2. 
     
     
• Calming Activities: (e.g., deep breathing, listening to music, reading)
  
  1. 
     
     
  2. 
     
     
• Creative Outlets: (e.g., drawing, writing, playing an instrument)
  
  1. 
     
     
  2. 
     
     
• Social Connections: (e.g., talking to a friend, spending time with family)
  
  1. 
     
     
  2. 
     
     

Part 2: My Top 3 Toolkit Items

From your brainstormed list (or new ideas!), choose three strategies that you think would be most helpful for you. Draw or describe them in the boxes below. Explain when and how you would use each tool.

Tool 1: _________________________

Draw/Describe:





I would use this tool when:

Tool 2: _________________________

Draw/Describe:





I would use this tool when:

Tool 3: _________________________

Draw/Describe:





I would use this tool when:

My Calm Corner

Name: _________________________
Date: _________________________

Reflect on today's lesson about managing emotions.

Question 1: Name one new coping strategy you learned today or chose for your toolkit.

_________________________

Question 2: Think about a time recently when you felt a strong emotion. How might using one of your new toolkit items have helped you in that situation?

Trigger Tracker Script

Introduction & Warm-Up (5 minutes)

Teacher: Good morning/afternoon, everyone! Welcome back. In our last lesson, we explored a whole world of emotions. We learned that feelings come in many shapes and sizes. But have you ever noticed that sometimes, a strong feeling seems to just pop up out of nowhere? Actually, most of the time, something specific sets it off! Today, we're going to become 'Trigger Trackers' to understand what makes our feelings start.

Look at our first slide, Trigger Tracker Slides. Think about it: What makes your 'emotional buttons' get pushed? What kinds of things, big or small, tend to make you feel a strong emotion? Just ponder for a moment.

What Are Emotional Triggers? (10 minutes)

Teacher: Great thoughts! Now, let's look at the next slide, Trigger Tracker Slides. The things that set off our strong feelings are called emotional triggers. A trigger can be almost anything! It could be a situation, like losing a game; a person, like someone saying something unkind; a thought, like worrying about a test; or even a physical feeling, like being really hungry or tired.

For example, maybe you notice that when you haven't eaten in a while, you get really irritable. Hunger is a trigger for irritability! Or perhaps when the classroom gets super loud and chaotic, you start to feel anxious. The loud noise is a trigger for your anxiety.

Now, let's look at the next slide, Trigger Tracker Slides. What are some common triggers you've noticed for feelings like frustration, anxiety, or feeling overwhelmed? Don't worry about naming specific people, just general situations. (Allow 2-3 student responses, guiding them to understand that triggers are personal and vary.) It's important to remember that knowing your triggers isn't about blaming; it's about understanding yourself better.

My Personal Trigger Tracker Activity (10 minutes)

Teacher: Excellent job identifying those common triggers! Now, it's time to become super detectives and track your own personal triggers. Look at this slide, Trigger Tracker Slides. I'm going to hand out the My Personal Trigger Tracker Activity sheet.

On this sheet, you'll brainstorm some of the things that tend to trigger your strong emotions. For each trigger, I want you to also think about what emotion it usually brings up for you. Take about 7-8 minutes to fill this out quietly. Be honest with yourself – there are no right or wrong answers, just your own insights. (Distribute activity sheets. Circulate and assist students, prompting them to think about specific recent situations if they're struggling.)

Share & Reflect / Cool Down (5 minutes)

Teacher: Alright, Trigger Trackers, pencils down. Would anyone like to share one type of trigger they identified today? Or one general situation that often triggers a strong feeling for them? Remember, sharing is optional. (Allow 2-3 student volunteers to share if they feel comfortable).

Fantastic work today, everyone! Just knowing what your triggers are can be a huge step towards managing your emotions. To wrap up, please complete our Trigger Reflection Exit Ticket Cool Down sheet. Think about how simply knowing one of your triggers might help you in the coming days. Keep tracking those feelings!"

My Personal Trigger Tracker Activity

Name: _________________________
Date: _________________________

Part 1: What Sets You Off?

Think about times when you've felt strong emotions (like anger, frustration, sadness, worry, or extreme excitement). What happened right before you felt that way? List at least three of your personal emotional 'triggers' and the emotion they usually cause.

1. My Trigger: _________________________
   
   The Emotion I Usually Feel: _________________________
   
   
   

2. My Trigger: _________________________
   
   The Emotion I Usually Feel: _________________________
   
   
   

3. My Trigger: _________________________
   
   The Emotion I Usually Feel: _________________________
   
   
   

Part 2: Trigger Scenario

Describe a time recently when you felt a strong emotion. What was the trigger for that emotion?

Part 3: First Thoughts on Managing

Now that you know one of your triggers, what's one small thing you might try to do next time you encounter it, or before it happens?

Trigger Reflection Exit Ticket

Name: _________________________
Date: _________________________

Reflect on today's lesson about emotional triggers.

Question 1: What is one personal emotional trigger you identified today?

_________________________

Question 2: How might just knowing this trigger help you in the future, either to prepare for it or to respond differently?

My Reaction Roadmap Script

Introduction & Warm-Up (5 minutes)

Teacher: Good morning/afternoon, everyone! Welcome back. In our last lesson, we became "Trigger Trackers" and learned to identify the things that can set off our strong emotions. Today, we're taking that knowledge a step further. We're going to learn how to create our own "Reaction Roadmap" – a plan for how we want to respond when those triggers happen.

Look at our first slide, My Reaction Roadmap Slides. Think about this: Can we always control what triggers us? (Pause for responses, guiding them to understand that often, we can't control external events). Exactly. But what can we control? (Guide them towards controlling their response or reaction). That's what our roadmap is all about!

From Trigger to Toolkit (10 minutes)

Teacher: Let's look at the next slide, My Reaction Roadmap Slides. This is so important: Triggers happen, feelings follow, but you get to choose your reaction! It's like someone accidentally bumps you in the hallway. You could get angry and yell, or you could take a deep breath and realize it was an accident. The bump (the trigger) happened, but how you responded was your choice. This is the power of self-regulation!

Now, how do we make those good choices? Look at the next slide, My Reaction Roadmap Slides. It's about matching the right tool to the right trigger and emotion. Let's try a quick scenario: Imagine you've been working on a group project, and one of your teammates isn't pulling their weight. What emotion might that trigger for you? (Allow responses like frustration, annoyance). Good! Now, thinking back to our "Emotion Toolkit" from our last lesson, what are some tools you could use to manage that frustration? (Allow responses like talking it out, deep breathing, taking a short break). Perfect! Different situations call for different tools, and it's smart to think about it ahead of time.

My Trigger Response Plan Activity (10 minutes)

Teacher: Excellent job brainstorming! Now, you're going to build your own personal "Reaction Roadmap." Look at this slide, My Reaction Roadmap Slides. I'm going to hand out the My Trigger Response Plan sheet. On this sheet, you'll think about some of your own triggers from our last lesson, the emotions they spark, and then choose 2-3 specific tools from your toolkit that you could use to respond in a healthy way. This is your chance to make a personal plan so you're prepared.

(Distribute the activity sheets. Allow 7-8 minutes for students to work quietly. Circulate around the room to offer help and encouragement, reminding them to think about what strategies feel most realistic and helpful for them.)

Share & Commit / Cool Down (5 minutes)

Teacher: Alright, roadmap designers, pencils down. Would anyone like to share one trigger they planned for and one tool they chose to use in response? Remember, sharing is optional, but it can help others get ideas too! (Allow 2-3 student volunteers to share if they feel comfortable).

Fantastic work creating your reaction roadmaps today! Knowing your triggers and having a plan empowers you to choose your reactions, rather than letting your emotions choose for you. To wrap up, please complete our My Prepared Path Cool Down sheet. Think about how having this roadmap might help you navigate a challenging situation this week. Keep practicing those healthy responses!"

My Trigger Response Plan

Name: _________________________
Date: _________________________

Today, we're building a "Reaction Roadmap" to help us respond to emotional triggers in healthy ways. Think back to your "Trigger Tracker" and your "Emotion Toolkit"!

Part 1: My Triggers and My Plan

Choose at least two of your personal emotional triggers. For each trigger, identify the emotion it usually causes, and then list 2-3 coping strategies from your toolkit that you could use to respond.

Trigger 1: _________________________

Emotion it usually sparks: _________________________

My Plan (Tools I will use):

Trigger 2: _________________________

Emotion it usually sparks: _________________________

My Plan (Tools I will use):

Trigger 3 (Optional): _________________________

Emotion it usually sparks: _________________________

My Plan (Tools I will use):

My Prepared Path

Name: _________________________
Date: _________________________

Reflect on today's lesson about creating a Reaction Roadmap.

Question 1: What is one emotional trigger you feel more prepared to handle now?

_________________________

Question 2: Briefly describe your plan (the tools you will use) for handling that trigger next time it comes up.

Stepping Into Their Shoes Script

Introduction & Warm-Up (5 minutes)

Teacher: Good morning/afternoon, everyone! Welcome back. In our previous lessons, we've done a great job exploring our own inner worlds – naming our feelings, understanding our strengths, and even building toolkits for when emotions get big. Today, we're going to take that understanding and extend it outwards, to the people around us. Look at our first slide, Stepping Into Their Shoes Slides. I want you to think about this: Is it always easy to know what someone else is feeling or why they act a certain way? (Pause for responses). Sometimes it's tricky, right? But understanding others is a super important skill.

What is Empathy? (10 minutes)

Teacher: So, how do we get better at understanding others? Let's look at the next slide, Stepping Into Their Shoes Slides. We're going to talk about empathy. Empathy is like a superpower that lets you feel or understand what someone else is going through, even if you haven't been in their exact situation. It's about putting yourself in their shoes.

For example, if your friend drops their lunch tray and spills everything, you might feel bad for them. That's sympathy. But if you remember a time you spilled your lunch and felt embarrassed and frustrated, and you can connect to those feelings your friend is having, that's empathy. You understand their experience from their perspective.

Now, let's look at the next slide, Stepping Into Their Shoes Slides. Why do you think empathy matters so much? (Allow 1-2 student responses, guiding them to ideas of friendship, conflict resolution, and being a kind person). Exactly! Empathy helps us build stronger friendships, because our friends feel understood. It helps us solve problems more peacefully, and it makes our classroom and community a kinder place.

Can you think of a time when someone showed you empathy, and how it made you feel? (Allow 1-2 student responses).

Empathy Scenario Activity (10 minutes)

Teacher: Those are wonderful examples! Now we're going to put our empathy skills to the test. Look at this slide, Stepping Into Their Shoes Slides. I'm going to give you some Empathy Scenario Cards. Each card describes a situation, and your job is to think about how different people in that situation might be feeling and why. Try to imagine yourself as each person. We'll work on this individually for a few minutes, then we can discuss. (Distribute the scenario cards. Allow 7-8 minutes for students to work quietly or in small groups. Circulate and guide their thinking.)

Share & Reflect / Cool Down (5 minutes)

Teacher: Alright, empathy explorers, let's bring it back together. Would anyone like to share one scenario and some of the different feelings and perspectives you identified? (Allow 2-3 student volunteers to share).

Fantastic job today, everyone! Practicing empathy is a skill that grows stronger the more you use it. To wrap up, please complete our Empathy Lens Cool Down sheet. Think about how you can use your new 'empathy lens' to understand someone better this week. Keep stepping into those shoes!"

Empathy Scenario Cards

Name: _________________________
Date: _________________________

Read each scenario below. For each one, imagine you are each person involved and answer the questions.

Scenario 1: The Group Project

You are working on a group project with three other classmates. One classmate, Alex, hasn't done any of their assigned work and the deadline is tomorrow. Your group is getting frustrated.

• How might YOU (as a frustrated group member) feel?
  
  
  
• How might Alex (the classmate who hasn't done the work) feel? (Think about why they might not have done it - maybe they're overwhelmed, confused, or shy.)
  
  
  
  
  
  
• What is one empathetic response you could have towards Alex?
  
  
  
  

Scenario 2: The New Kid

A new student, Maya, started at your school today. She sits alone at lunch and seems very quiet. You remember being new to a school once.

• How might Maya feel?
  
  
  
• How might you (remembering your own experience) have felt on your first day?
  
  
  
  
  
  
• What is one empathetic action you could take towards Maya?
  
  
  
  

Scenario 3: Broken Promise

Your friend, Sam, promised to help you with something important after school, but then changed their mind at the last minute because something more fun came up.

• How might YOU (feeling let down) feel?
  
  
  
• How might Sam (who wanted to do something fun) feel? (Think about their immediate desire vs. the impact on you.)
  
  
  
  
  
  
• What is one empathetic way to talk to Sam about this?
  
  
  
  

Empathy Lens Cool Down

Name: _________________________
Date: _________________________

Reflect on today's lesson about empathy.

Question 1: Define empathy in your own words.

_________________________

Question 2: Think about someone you interact with regularly (a family member, friend, or classmate). How could using your 'empathy lens' help you understand them better this week?

My Well-Being Blueprint Script

Introduction & Warm-Up (5 minutes)

Teacher: Good morning/afternoon, everyone! Welcome back. We've been on an amazing journey through our inner world, learning to name our feelings, build emotion toolkits, understand our triggers, plan our reactions, and even practice empathy. Today, we're bringing all of that together to create a 'Well-Being Blueprint' for ourselves. Look at our first slide, My Well-Being Blueprint Slides. Why do you think it's important to set goals, especially when it comes to how we feel and act?

Why Set Emotional Goals? (10 minutes)

Teacher: Great ideas! Let's look at the next slide, My Well-Being Blueprint Slides. Setting emotional goals helps us take charge of our feelings instead of feeling like they control us. It builds positive habits, makes us feel more confident, and even improves our relationships because we're better at communicating. For example, if you know you get frustrated when group work gets messy (a trigger!), a goal could be, 'Next time group work gets messy, I will use my deep breathing tool for 30 seconds before speaking.' See how it uses our previous lessons?

Now, what makes a good goal? Look at the next slide, My Well-Being Blueprint Slides. We can use the 'S.M.A.R.T.' way to think about it. Is your goal Specific – what exactly will you do? Measurable – how will you know if you're making progress? Achievable – is it something you can really do? Relevant – does it matter to you? And Time-bound – when will you try to achieve it by? For example, instead of 'I want to be happier,' a S.M.A.R.T. goal could be 'I will practice gratitude for 5 minutes every day this week to boost my mood.' Can anyone think of a S.M.A.R.T. goal for dealing with a trigger or practicing empathy? (Allow 1-2 student responses).

My Emotional Goal Setting Activity (10 minutes)

Teacher: Excellent examples! Now it's your turn to design your own Well-Being Blueprint. Look at this slide, My Well-Being Blueprint Slides. I'm going to hand out the My Emotional Goal Setting Activity sheet. You'll choose one area – maybe managing a specific emotion, using a coping tool more often, or practicing empathy – and set a S.M.A.R.T. goal for yourself. Then, you'll list the steps you'll take. Take about 7-8 minutes to work quietly. (Distribute activity sheets. Circulate and assist students, encouraging them to make their goals realistic and actionable.)

Share & Commit / Cool Down (5 minutes)

Teacher: Alright, blueprint designers, pencils down. Would anyone like to share one emotional goal they're setting for themselves, or perhaps one small step they plan to take? (Allow 2-3 student volunteers to share if they feel comfortable).

Fantastic work today, everyone! Setting these goals is a powerful way to take care of yourselves. To wrap up, please complete our My Progress Promise Cool Down sheet. Think about how you'll commit to your goal and track your progress. Keep building your well-being blueprint!

My Emotional Goal Setting Activity

Name: _________________________
Date: _________________________

We've learned a lot about ourselves and our emotions. Now, let's set a goal to help us grow even more!

Part 1: My Focus Area

What's one area of your emotional well-being you want to focus on improving? (e.g., managing frustration, being more empathetic, using coping tools more often, understanding my triggers better)

My Focus Area: _________________________

Part 2: My S.M.A.R.T. Emotional Goal

Using the S.M.A.R.T. guidelines, write one clear goal for your focus area.

My Goal: _________________________

• Specific: What exactly will I do?
  
  
  
• Measurable: How will I know I'm making progress?
  
  
  
• Achievable: Is this something I can realistically do?
  
  
  
• Relevant: Why is this goal important to me?
  
  
  
• Time-bound: By when will I work on this goal?
  
  
  

Part 3: Steps to Success

What are 2-3 small steps you can take to start working towards your goal?

• Step 1: _________________________
  
  
  
• Step 2: _________________________
  
  
  
• Step 3: _________________________