The Interior — SEL · Room 12 ·Book 1 · The Foundation · Grades K–2
Room 12 · Scenario Cards
Every scenario card of the deck, by unit and lesson — a real situation and its discussion questions. Put one on the board and reveal the questions one at a time, deal a random card from a unit, tick the ones you have used, or print the deck two to a page.
Thirty-four discussion cards for Grades K–2 — two per lesson across four units. Each card carries a short, age-appropriate situation and simple discussion questions. Cards are color-coded by unit. Print, cut along the marked line, and laminate to reuse across classes and years.
Each page holds two scenario cards for a single lesson. Cut along the centre line and laminate for reuse. Read The Situation aloud or display it, then facilitate the Discussion Questions — adapting language as needed for your group.
Cards are color-coded by unit: Unit 1 · Knowing & Accepting Yourself; Unit 2 · Self-Compassion & Self-Forgiveness; Unit 3 · Empathy & Forgiving Others; Unit 4 · Grace & Generosity.
No child is ever required to share personal content in response to a scenario card.
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Unit 1
Knowing & Accepting Yourself
10 cards
Lesson 1
Who Am I?
1-A
Who Am I?
The situation
Mia drew a picture of her family and her dog on her Identity Web. A boy in her class said, “That's a baby thing to draw.” Mia felt embarrassed.
Discussion questions
Is Mia's family part of who she really is?
Why might someone say a mean thing about your drawing?
What would you say to Mia to help her feel proud?
1-B
Who Am I?
The situation
Jaylen couldn't think of anything to write on his Identity Web. He kept thinking, “I'm not good at anything.”
Discussion questions
Do you think Jaylen really isn't good at anything?
What might Jaylen's friends say he is good at?
Name ONE thing you noticed about Jaylen this week.
Lesson 2
My Feelings Are Friends
1-C
My Feelings Are Friends
The situation
During reading time, Sofia started feeling really worried about getting an answer wrong. Her tummy felt tight.
Discussion questions
What feeling was Sofia having?
Is that feeling trying to help her or hurt her?
What message was her worried feeling sending?
1-D
My Feelings Are Friends
The situation
After playing at recess, Marcus came in feeling really happy. But he didn't want to show it because he thought it looked “babyish.”
Discussion questions
Is it ever “babyish” to feel happy?
Why might someone want to hide a good feeling?
What are some OK ways to show a happy feeling?
Lesson 3
Everyone Makes Mistakes
1-E
Everyone Makes Mistakes
The situation
Amara accidentally knocked over Jaylen's block tower. She felt terrible and started saying, “I'm so clumsy. I always break things.”
Discussion questions
Is knocking over ONE tower proof that Amara “always” breaks things?
What's the difference between “I did something clumsy” and “I AM clumsy”?
What are the three steps Amara could do? Oops → Fix It → Try Again)
1-F
Everyone Makes Mistakes
The situation
Sam forgot his part of the class job and the whole table was messy. He kept saying, “I'm the worst helper ever.”
Discussion questions
Is forgetting ONE time the same as being the worst helper ever?
What would a kind friend say to Sam?
What is the FIX IT step Sam could do?
Lesson 4
My Inside Voice — Kind or Unkind?
1-G
My Inside Voice — Kind or Unkind?
The situation
Priya just got a spelling test back and missed 3 words. Her inside voice said, “See? You're terrible at spelling. You'll never get it right.”
Discussion questions
Is that the Kind Coach or Grumpy Gus talking?
Is “you'll NEVER get it right” true?
What would the Kind Coach say instead?
1-H
My Inside Voice — Kind or Unkind?
The situation
At PE, Marcus tripped and fell during the relay race. His inside voice said, “Everybody is laughing at you. You are the worst at PE.”
Discussion questions
Is Grumpy Gus attacking Marcus's BEHAVIOR or WHO HE IS?
What are the Three Kind Coach Questions? What happened? What can I learn? What is one next step?
What would the Kind Coach say to Marcus?
Lesson 5
Oops vs. I Am Bad
1-I
Oops vs. I Am Bad
The situation
Kenji told his friend's secret by accident. When his friend found out, Kenji started thinking, “I am a terrible person. I ruin everything.”
Discussion questions
Is “I am a terrible person” about a BEHAVIOR or about WHO Kenji IS?
Which column on our chart does that thought go in?
What is the OOPS version of what happened?
1-J
Oops vs. I Am Bad
The situation
After her teacher reminded her to be quiet, Lily started crying and said, “I'm always bad. I can't do anything right.”
Discussion questions
What did the teacher correct — a behavior or Lily's identity?
What column on our chart does Lily's thought go in?
Is “I'm always bad” an OOPS or an “I AM BAD”?
Unit 2
Self-Compassion & Self-Forgiveness
10 cards
Lesson 1
What Is Forgiveness, Really?
2-A
What Is Forgiveness, Really?
The situation
After bumping into someone and spilling their lunch, Sofia said, “If I forgive myself, that means it was OK that I did it.” She kept feeling bad for two whole weeks.
Discussion questions
What is Sofia confused about?
Does forgiving yourself mean the thing was OK?
If you've already said sorry and tried to fix it, what can you do next?
2-B
What Is Forgiveness, Really?
The situation
Elijah accidentally broke a classroom crayon. He fixed it right away and apologized. But every day for a month, he kept saying “I'm so bad.”
Discussion questions
Did Elijah already do the fix-it step?
What myth about forgiveness is Elijah believing?
What is one thing you would say to help Elijah let it go?
Lesson 2
Carrying Too Much
2-C
Carrying Too Much
The situation
Nadia got a math problem wrong on the board in front of everyone. Every time she thinks about math now, her tummy hurts and she doesn't want to try.
Discussion questions
Where in her body is Nadia carrying the heavy feeling?
Is getting ONE problem wrong proof that she's bad at math?
What would you put in Nadia's backpack to help her carry less?
2-D
Carrying Too Much
The situation
After pushing a classmate at recess (which he already apologized for), Diego didn't want to play with anyone anymore.
Discussion questions
Has Diego already done the FIX IT step?
What is the heavy feeling still doing to him?
What would you say to help Diego feel lighter?
Lesson 3
Saying Sorry and Meaning It
2-E
Saying Sorry and Meaning It
The situation
Isabella broke her neighbor's toy and told her mom right away. She used her allowance to help pay for a new one. But she keeps feeling terrible about it.
Discussion questions
Did Isabella do all three parts of a real sorry? Name what happened, name the hurt, name the change)
If you've done all three parts — what can you do next?
How do you know when a sorry is complete?
2-F
Saying Sorry and Meaning It
The situation
Marcus said “sorry” to a friend he had been mean to, but didn't say what he did or what he would do differently. His friend still felt sad.
Discussion questions
Which of the 3 parts of a real sorry did Marcus leave out?
Why might just saying “sorry” not be enough?
Practice: What would a COMPLETE sorry from Marcus sound like?
Lesson 4
Being Kind to Myself
2-G
Being Kind to Myself
The situation
After falling off her bike, Zara said to herself, “You are so stupid. You can't do anything.” Her friend was right there and heard it.
Discussion questions
Would Zara say that to her friend if HER friend had fallen?
What would Zara say to her friend instead?
Can you say that same kind thing to yourself?
2-H
Being Kind to Myself
The situation
When Liam got a low score on his art project, his mom said, “Don't worry, it doesn't matter at all!” But Liam still felt sad.
Discussion questions
Why didn't his mom's words help?
Is it OK to feel sad about something that matters to you?
What would a KIND and HONEST inside voice say?
Lesson 5
Letting Go — The Practice
2-I
Letting Go — The Practice
The situation
Three months ago, Kayla accidentally wrote on a library book. She told the teacher, paid for it from her allowance, and apologized. But she still feels terrible every time she goes to the library.
Discussion questions
Has Kayla done everything the fix-it step requires?
What does it mean to “put it down”?
What might you say to Kayla to help her let it go?
2-J
Letting Go — The Practice
The situation
Connor has been trying to let go of falling off the stage in a class play two years ago. Some days are fine. But sometimes the embarrassment comes back and feels brand new.
Discussion questions
Has Connor failed because the feeling keeps coming back?
What is the PRACTICE part of letting go?
What do you do when you've put it down and it comes back?
Unit 3
Empathy & Forgiving Others
8 cards
Lesson 1
Your Hurt Is Real
3-A
Your Hurt Is Real
The situation
Every day at lunch, a group of kids moved their chairs so Priya had to stand. Nobody said anything mean out loud.
Discussion questions
Is Priya's hurt real, even if no one said a mean word?
Does a hurt have to have words to count?
What does Priya need before she can even think about forgiveness?
3-B
Your Hurt Is Real
The situation
Two years ago, Marcus's best friend stopped inviting him to things. There was no fight, no explanation. Marcus is “mostly over it” but still sometimes feels sad.
Discussion questions
Can you be mostly over something AND still have a real hurt?
What would you want someone to say to Marcus first?
What does Marcus need acknowledged before anything else?
Lesson 2
Why Do People Hurt People?
3-C
Why Do People Hurt People?
The situation
During a class presentation, Tyler made a joke about Samira to make the class laugh. Samira felt hurt and embarrassed.
Discussion questions
Why do you think Tyler made the joke?
Does his reason make the hurt less real for Samira?
What's the difference between explaining WHY someone did something and saying it was OK?
3-D
Why Do People Hurt People?
The situation
After being left out of a group project, Chloe's teacher explained that one girl in the group was having a hard time at home. Chloe said, “So that means it's fine what she did?”
Discussion questions
Is Chloe right?
What's the difference between understanding why and excusing what happened?
How would you help Chloe understand the difference?
Lesson 3
Forgiving Is Not the Same as Trusting
3-E
Forgiving Is Not the Same as Trusting
The situation
After Jordan told Leila's secret, she apologized sincerely. Their teacher suggested they “make up and be best friends again.” Leila said she forgave Jordan but wasn't ready to be best friends again.
Discussion questions
Is Leila's response OK?
What are the two separate decisions in this story?
Can you forgive someone and still choose not to be close to them?
3-F
Forgiving Is Not the Same as Trusting
The situation
Nico was left out by a group of kids many times. His counselor encouraged him to forgive them. Nico said, “Does that mean I have to play with them again?”
Discussion questions
What's your answer to Nico's question?
Which column is forgiveness in on our chart? Which is trust?
Help Nico understand: he can forgive AND still choose to play with other friends.
Lesson 4
Forgiveness Takes Time
3-G
Forgiveness Takes Time
The situation
Mia decided three months ago to forgive her friend for spreading a rumour. She said the words. But this week, she felt angry all over again. She thinks, “I'm not a forgiving person.”
Discussion questions
Is Mia right that she's not a forgiving person?
Where on the Forgiveness Path do you think Mia is right now?
What does it mean when the feeling comes back?
3-H
Forgiveness Takes Time
The situation
Ben's best friend moved away without saying goodbye. Eight months later, Ben is still angry sometimes — but other days he feels fine.
Discussion questions
Is it wrong to still feel angry eight months later?
What does it mean that SOME DAYS ARE BETTER?
Where on the Forgiveness Path do you think Ben is?
Unit 4
Grace & Generosity
6 cards
Lesson 1
What Does Grace Look Like?
4-A
What Does Grace Look Like?
The situation
When Mateo joined the class mid-year and sat alone at lunch for many days, Ryn walked over and sat with him. Ryn didn't know Mateo at all.
Discussion questions
What made Ryn's action an act of grace?
Did Mateo do anything to earn Ryn's kindness?
What's the difference between grace and just being polite because you're supposed to?
4-B
What Does Grace Look Like?
The situation
During an argument, Omar said something unkind to his friend Darius. The next day, Darius chose to be friendly to Omar anyway, even though Omar hadn't apologized yet.
Discussion questions
What did Darius choose to give that Omar hadn't earned?
Is grace a weakness or a strength?
How is what Darius did different from being a doormat?
Lesson 2
Giving the Benefit of the Doubt
4-C
Giving the Benefit of the Doubt
The situation
Sofia texted her friend group that she couldn't come to a birthday party. Nobody wrote back. Her first thought was, “They're ignoring me on purpose and they're mad.”
Discussion questions
Was that the most likely reason nobody wrote back?
What are some other possible explanations?
What would the PAUSE PRACTICE say to do next?
4-D
Giving the Benefit of the Doubt
The situation
Marcus walked past his classmate Deja without saying anything. Deja's first thought was, “He's still mad at me about something.”
Discussion questions
What is a kinder explanation for why Marcus didn't say hi?
What does Step 3 of the Pause Practice say to ask?
Practice saying the charitable interpretation out loud.
Lesson 3
Small Acts, Big Difference
4-E
Small Acts, Big Difference
The situation
Ms. Abuelo learned every student's name by the second week of school and used it every single day. Years later, students still remembered it.
Discussion questions
Was learning names a big or small act?
What made it meaningful?
What's one small act of grace YOU could do in class this week?
Lesson 4
Grace With Hard People
4-F
Grace With Hard People
The situation
Everybody knows Brennan is prickly. He doesn't say thank you or smile. But Kiara decided to keep being kind to him anyway — not because he earned it, but because she chose to.
Discussion questions
Is Kiara being a doormat or practicing grace?
What is she basing her choice on?
What's the difference between a hard person and an unsafe person?
For the teacher
The cards are the Book 1 deck word for word. “Put on the board” opens one card large, with the questions hidden until you reveal them; Listen reads the situation and the questions aloud; a tick marks a card used on this device only. Print gives the deck two cards to a page, one lesson per sheet.