Brain Superpowers Script

Introduction: What are Brain Superpowers? (5 minutes)

(Teacher): "Good morning, Super Learners! Today, we're going on an exciting adventure to discover some amazing superpowers we all have! And guess what? These superpowers live right inside your brain! Has anyone ever heard of 'brain superpowers' before? What do you think that might mean?"

(Teacher): "That's right! Our brains are incredible! They help us think, learn, play, and grow. And just like superheroes have special powers, our brains have special skills called 'executive functions' that help us be awesome learners. We're going to call them 'Brain Superpowers'!"

"For one of our friends in class, these superpowers are especially important. We're all going to learn about them together to become the best learners we can be!"

(Teacher): "Let's start with a quick 'Brain Check-In.' Take a moment to think: How is your brain feeling right now? Is it super ready to learn, a little sleepy, or full of questions? You can give me a thumbs up for ready, a sleepy head for sleepy, or a question mark for questions!"

(Teacher): "Great! It's good to know how our brains are feeling. Sometimes learning feels easy, and sometimes it feels a little tricky. Today we're going to learn some superpowers that help us when things get tricky!"

Exploring Self-Advocacy: Using Your Voice (7 minutes)

(Teacher): "Our first Brain Superpower is called Self-Advocacy. That's a big word, but it just means using your voice to ask for what you need! Think about it: Have you ever been confused about an assignment? Or maybe you didn't understand a word I said?"

(Teacher): "When that happens, your self-advocacy superpower kicks in! It means you know when to raise your hand, ask a friend nicely, or come quietly talk to me. It's so important to let someone know when you need help or don't understand. It helps you learn and helps me be a better teacher!"

(Teacher): "Let's try our Self-Advocacy & Self-Monitoring Activity now! I'm going to give you some scenarios, and I want you to tell me how you would use your self-advocacy superpower."

(Facilitate the Self-Advocacy & Self-Monitoring Activity as outlined in its material.)

Self-Monitoring & Careful Work: Be a Detective! (8 minutes)

(Teacher): "Our next Brain Superpower is like being a Learning Detective! It's called Self-Monitoring, and it means checking your understanding as you go along. It's also about doing Careful Work and not rushing!"

(Teacher): "Imagine you're building a tall tower with blocks. If you rush, what might happen?"

(Teacher): "Exactly! It might fall down! The same thing can happen with our schoolwork. If we rush, we might miss something or make mistakes. But if we take our time and check our work, we can build a strong, correct answer!"

(Teacher): "Being a learning detective means asking yourself: 'Do I really understand these directions?' 'Does this answer make sense?' 'Did I check my spelling?' These questions help your brain superpower make sure your work is super good!"

(Teacher): "Now, let's put our detective hats on! I'm going to give you a Careful Work Practice Worksheet. Your mission is to take your time, read the instructions carefully, and be a learning detective by checking your work before you decide you're finished. Remember, no rushing!"

(Distribute the worksheet and guide students as they work, reminding them to check their work.)

Wrap-Up & Superpower Pledge (5 minutes)

(Teacher): "Wow, Super Learners! You've been amazing at using your new brain superpowers today! Who can remind me what our three superpowers were?"

(Teacher): "Fantastic! Self-Advocacy (asking for help!), Self-Monitoring (being a learning detective!), and Careful Work (no rushing!).

(Teacher): "To celebrate our new superpowers, we're going to make a 'Superpower Pledge'! I'm handing out a Cool Down: My Superpower Pledge. I want you to think about which superpower you are going to practice the most this week and write or draw it on your pledge. Then, we can all make our pledge together!"

(Distribute the Cool Down and allow students to complete it. Then, lead a class pledge.)

(Teacher): "Alright everyone, repeat after me! 'I, [Your Name], pledge to use my brain superpowers every day to be a super learner! I will ask for help when I need it, I will check my understanding, and I will take my time to do careful work!'"

(Teacher): "Excellent! Keep practicing your brain superpowers, and you'll all be learning champions!"

Warm Up: Brain Check-In

Instructions: Let's take a moment to check in with our amazing brains!

Think about these questions. You can close your eyes for a moment if that helps you think.

1. How is your brain feeling right now? (Circle one or draw a picture!)

   • Ready to learn and super focused!
   • A little sleepy and needs to wake up!
   • Full of questions and curious!

   
   
   
   
   
   
   

2. What is one thing that helps your brain get ready to learn? (Like a good breakfast, a stretch, or a quiet moment.)

   
   
   
   
   
   
   

3. Draw a picture of your brain today! (Is it shining bright, taking a nap, or wondering about something?)

   
   
   
   
   
   
   
   
   
   
   
   
   

Self-Advocacy & Self-Monitoring Activity: Superpower Scenarios!

Instructions: Listen to the scenarios your teacher reads. Think about how you would use your Self-Advocacy and Self-Monitoring superpowers!

Scenario 1: Tricky Directions!

Your teacher gives you instructions for a drawing activity, but you didn't quite hear the last part. You're not sure if you should use crayons or markers.

What superpower will you use?

What will you do or say?

Scenario 2: A Confusing Word!

You are reading a story, and you come across a word you've never seen before. You don't know what it means, and it's making it hard to understand the story.

What superpower will you use?

What will you do or say?

Scenario 3: Checking Your Math!

You've finished your math worksheet, and you're about to turn it in. But wait! Your Self-Monitoring superpower reminds you to check your work.

What superpower will you use?

What will you do?

Scenario 4: Not Sure About the Answer!

You are working on a problem, and you have an answer, but you feel a little unsure if it's correct. You think you might have made a small mistake.

What superpower will you use?

What will you do?

Careful Work Practice: Be a Learning Detective!

Instructions: Put on your detective hat! Take your time, read carefully, and check your work. No rushing, Super Learner!

Part 1: Spot the Difference!

Look at the two pictures below. Circle all the differences you can find! Take your time and check them twice!

(Imagine two simple, almost identical drawings here, e.g., two houses with minor differences like one missing a window, one with a different colored door, etc.)

Part 2: Read and Draw!

Read the sentences carefully. Then, draw exactly what the sentences tell you in the box below. Double-check your drawing to make sure it matches every word!

1. Draw a big red apple on a green tree.
2. Draw three small yellow birds flying near the apple.
3. Draw a happy blue worm crawling out of the apple.

Part 3: Finish the Pattern!

Look at the pattern. Take your time to figure out what comes next. Draw the missing pictures to complete the pattern.

(Imagine a simple pattern here, e.g., circle, square, triangle, circle, square, ___, circle, ___, triangle)

Careful Work Practice Answer Key

Part 1: Spot the Difference!

(Teacher Note: The exact differences will depend on the images used. Here's an example of what to look for if the images were as described in the worksheet.)

Thought Process: The goal is to carefully compare each element of the two pictures, one by one, to identify discrepancies. Encourage students to scan systematically.

Possible Differences (Example based on prompt):

• One house might be missing a window.
• The color of a door might be different (e.g., red vs. blue).
• A cloud might be missing in one picture.
• A flower might be in a different spot or a different color.
• The sun might have different rays.

Part 2: Read and Draw!

Thought Process: Students must break down each sentence and ensure every detail is included in their drawing. This tests reading comprehension and attention to detail.

Expected Drawing:

1. A tree (green leaves/brown trunk).
2. A large red apple on the tree.
3. Three small yellow birds flying somewhere near the apple.
4. A happy blue worm (with a smile) coming out of the red apple.

(Teacher Note: Look for all elements to be present and correctly colored/positioned as described. For instance, if the apple is green or the worm is sad, it's a difference.)

Part 3: Finish the Pattern!

Thought Process: Students need to identify the repeating sequence in the pattern and then fill in the missing elements based on that sequence.

Pattern: Circle, Square, Triangle, Circle, Square, Triangle, Circle, Square, Triangle

Missing Pictures:

1. The third missing shape is a Triangle.
2. The second missing shape is a Square.

(Teacher Note: Ensure students have correctly identified and drawn the triangle and square in the appropriate blank spaces.)

Cool Down: My Superpower Pledge!

Instructions: Today, you learned about some amazing Brain Superpowers! Which superpower are you going to practice the MOST this week? Draw a picture or write about it below, then make your pledge!

My Superpower Choice!

I choose to practice my ______________________ superpower this week!

(Circle or draw a picture of the superpower you choose!)

• Self-Advocacy (Asking for Help!)
• Self-Monitoring (Being a Learning Detective!)
• Careful Work (No Rushing!)

My Superpower Pledge!

I, ______________________________, pledge to use my brain superpowers every day to be a super learner! I will:

Signed: ____________________________ Date: __________________