The Worksheets
Knowing & Accepting Yourself
How to Use the Closed-Loop Routing Tables
1 · Screen. Run the Grace Compass check-in. It scores three domains — A (Regulation & Well-Being), B (Self-Compassion & Growth), C (Social Competency & Repair).
2 · Route to the lowest domain. A student’s lowest-scoring domain is where support is needed most. Find that domain on the unit’s crosswalk; the rows beneath it are this unit’s targeted lessons, novel scenes, and anchor charts.
3 · Run the Teacher Move. The last column gives a one-line, low-prep way to deliver the row — usually a scaffold so students fill content, not structure.
4 · Mind the red flag. A red ★ (elevated) or ★★ (highest-sensitivity) badge means safety steps apply: counselor co-facilitation, posted crisis resources, and — for ★★ — pre/post consultation. Never route a flagged row without them.
Doing well? If all three domains score 75+, use the ◆ enrichment row — an integration capstone — instead of a support row.
Important: deliver lessons in order. The crosswalk tells you where a student’s need is met within the unit — it is not a license to reorder the curriculum. The same routing logic runs the Grace Compass digital screener, so print and screen always agree.
Score → Intervention Crosswalk
Run the Grace Compass check-in. The student’s lowest-scoring domain routes first. Use the Teacher Move to run the row with minimal prep, and watch the red safety flag when routing. (All domains 75+ → ◆ enrichment row.)
| A Emotional Regulation & Well-Being | B Self-Compassion & Growth | C Social Competency & Repair |
| DOMAIN | LESSON / ACTIVITY | NOVEL SCENE | ANCHOR CHART | TEACHER MOVE |
| A | U1·L2 Emotions Are Information | Ch. 2 · My Feelings Are Friends Sofia’s stomach hurts before reading. | Four-Face Feelings Chart | Replace abstract feeling-words with body locations: “stomach tight = the worry feeling.” Use a feelings-thermometer… |
| B | U1·L1 Who Am I? | Ch. 1 · Who Am I? First circle on the carpet. | Identity Web | Pre-build the “Identity Web” skeleton on the board; students add their own content only. |
| B | U1·L3 Everyone Makes Mistakes | Ch. 3 · Everyone Makes Mistakes The class learns that mistakes are part of being a person — adults make them, teachers make them,… | EVERYBODY OOPSES | Pre-build the “EVERYBODY OOPSES” skeleton on the board; students add their own content only. |
| B | U1·L4 Inner Critic vs. Inner Coach (K-2) | Ch. 4 · My Inside Voice — Kind or Unkind? | KIND COACH vs. GRUMPY GUS | Pre-build the “KIND COACH vs. GRUMPY GUS” skeleton on the board; students add their own content only. |
| B | U1·L5 Guilt vs. Shame (Oops vs. I Am Bad) | Ch. 5 · Oops vs. I Am Bad Kenji (another classroom) says “I am a TERRIBLE person.” Marcus writes the first card on the Mistake Wa… | OOPS vs. I AM BAD | Pre-build the “OOPS vs. I AM BAD” skeleton on the board; students add their own content only. |
| B | U1·L6 I Am More Than My Worst Moment (K-2) | Ch. 6 · I Can Change and Grow The classroom plants seeds and watches them sprout. | I AM GROWING | Use a literal growth chart on the wall; mark the child’s height monthly |
Domain A (regulation) is light here — it is carried by the recurring Regulation Toolkit; pair any row with the Right-Now tools.
★ counselor co-facilitation + posted crisis resources · ★★ pre/post counselor consultation · ◆ enrichment (all 75+). Mirrors the Grace Compass digital screener.
Who Am I?
Students name at least two things about themselves and understand every person in the class is unique.
Self-Awareness · identifying personal qualities and positive self-concept
who I am · special · unique · strength · different
Drawing paper · crayons · large identity web poster · Sammy puppet
Goal 1 — Self-Awareness & Self-Management
1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges.
Goal 2 — Social Awareness & Interpersonal Skills
2B.1a Describe the ways that people are similar and different.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
Before class: Confirm Sammy is in his permanent spot. Practice the Kind Coach voice once. This is the first lesson — the tone you set today shapes the rest of the year.
“I want to know all about YOU! Can you tell me one thing that makes you special?”
Scripted teaching sequence · 5 STEPS · read aloud or in your own words
Take two minutes to introduce Sammy before any content. Let students meet the puppet and feel the tone. Sammy says hello to each student by name. The classroom learns to anticipate Sammy as a regular presence.
After Sammy greetings: scan the room. Any child who did not respond may need a gentle individual check-in. Note for Teacher Reflection — do not address publicly.
Draw a large web on the board — center circle says "ME." Five branches: Things I Love · Things I’m Good At · Things That Make Me Happy · Something Special About My Family · Something People Might Not Know About Me. Build one branch at a time. Model with your own answers first.
Students draw their own mini identity web on paper. Circulate with warmth — every web is valid, every answer is right.
While circulating: any student staring at blank paper for more than 2 minutes — crouch down: "Tell me one thing you love, I’ll write it for you." Do not press publicly.
Each student holds up their paper and shares ONE thing of their choosing. They never have to share more than they want to. Sammy responds warmly to each share.
After the share circle: begin the Classroom Compact. "What do we need to feel safe in this space?" Collect 3–5 answers, post permanently. See Section 1.6 for the full Compact protocol.
GRADES 1–2
Students write simple labels independently. Encourage specifics: not "I like animals" but "I like my dog Max." Share one favorite branch.
“Thumb up if you feel like the class knows one true thing about you today.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students struggled to name anything — defaulting to silence? This is early data about self-perception that will matter all year. Note quietly.
POST-LESSON CLOSE-OUT · Any child who did not engage at all — flag for a gentle individual check-in before Lesson 2.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we began the year by celebrating who your child is. Ask at home: "What is one thing you would put on YOUR identity web?" Listen without correcting. Every answer is right.
My Feelings Are Friends
Students identify and name at least four basic emotions and understand that all feelings are okay — every feeling carries a message.
Self-Awareness · recognizing and naming emotions
happy · sad · angry · scared · proud · worried · feelings are messengers
Feeling face cards · Sammy puppet · feelings anchor chart paper · open floor space
Goal 1 — Self-Awareness & Self-Management
1A.1a Recognize and accurately label emotions and how they are linked to behavior.
1A.1b Demonstrate control of impulsive behavior.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“I am feeling something right now. Can you help me figure out what I am feeling?”
Scripted teaching sequence · 5 STEPS · read aloud or in your own words
Hold up feeling face cards one by one. As each is named, Sammy mirrors the face. "Sammy is feeling SAD. What might be happening for Sammy?" Take 2–3 short answers per feeling. Do not rush.
Watch for any child who physically mimics Sammy’s distressed pose and does not come out of it. These children may be showing you something real. Note privately.
Deliver the core teaching: "Feelings are not problems. Every feeling has a message. Sad means something we love is hurt. Angry means something feels unfair. Scared means something feels unsafe. Feelings help us know what we need."
Move to open floor space. Teacher calls out feelings; students show the feeling with their whole body — face, posture, hands. "Show me proud." "Show me worried." "Show me brave." End with "show me calm."
During movement: any child frozen, covering face, or refusing to participate may be experiencing something real. Do not press. Note for reflection.
Build the Feelings Anchor Chart together. As students name each feeling, Sammy adds the face and one short message. The chart becomes the permanent reference for the year.
Sammy asks: "What is the most important thing about feelings?" Sample from class. Land on: "All feelings are okay. They tell us something."
GRADES 1–2
Add proud, worried, lonely. Students write one sentence describing what each feeling tells us. Pair-share before whole-group.
“Show me on your face: one feeling you felt today. Sammy mirrors the emotion back to the child.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students showed the broadest emotional vocabulary? Which could only name "happy" or "mad"? Note for differentiated support.
POST-LESSON CLOSE-OUT · Any child who became unusually distressed during the movement activity — note for a brief individual check-in before Lesson 3.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we learned that feelings are messengers — not problems. Try this at home: when a big feeling comes up, ask "What is this feeling trying to tell us?" rather than trying to fix it right away.
Everyone Makes Mistakes
Students articulate that mistakes are normal and universal, and that a mistake does not mean they are bad.
Self-Awareness · growth mindset; separating actions from identity
mistake · oops · learning · try again · normal · everyone
Mentor text: Beautiful Oops! by Barney Saltzberg · Sammy puppet · sticky notes · Mistake Wall space
Goal 1 — Self-Awareness & Self-Management
1A.1a Recognize and accurately label emotions and how they are linked to behavior.
Goal 3 — Responsible Decision-Making
3B.1b Make positive choices when interacting with classmates.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“Wait — did I make a mistake… or AM I a mistake? Are those the same thing?”
Scripted teaching sequence · 5 STEPS · read aloud or in your own words
Deliver the distinction: An Oops is something you DID. "I am bad" is about WHO YOU ARE. They are not the same. "Has anyone here ever made a mistake? Does that mean everyone here is bad?" Wait for the laugh.
Read Beautiful Oops! by Barney Saltzberg with enthusiasm. After each page: "What happened? Did that turn out to be a bad thing or something surprising?"
During the read-aloud: watch for children whose body language shifts at the word "mistake." Clenching or looking down can indicate shame at home. Do not address publicly. Note for the Teacher Reflection.
Distribute sticky notes. Each student draws or dictates ONE mistake. Post on the Mistake Wall. "Look at ALL these mistakes — every one made by the amazing people in this room. Mistakes are NORMAL."
Sammy picks up what was knocked over: "Oops. I made a mistake. I will fix it." Students practice as a chant with body movements: OOPS → FIX IT → TRY AGAIN. Repeat three times with growing energy.
GRADES 1–2
Students write their mistake AND what they learned on the sticky note. Grade 2: identify an Oops they’ve caught themselves saying recently.
“Raise your hand if you know that making a mistake does not make you bad.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students seemed to genuinely believe a mistake means they are bad? Note for Unit 2 — these students will need extra support during the Real Sorry and Self-Compassion lessons.
POST-LESSON CLOSE-OUT · Review the Mistake Wall. Any note describing something witnessed rather than done warrants a quiet follow-up conversation — not in front of peers.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we learned that mistakes are normal — everyone makes them. At home, try sharing one of YOUR recent mistakes (something small). Modeling makes it safe for children to do the same.
My Inside Voice — Kind or Unkind?
Students identify the difference between a Kind Coach and a Grumpy Gus inner voice, and practice replacing unkind self-talk.
Self-Awareness · recognizing self-talk; Self-Management: regulating internal narrative
inside voice · Kind Coach · Grumpy Gus · self-talk · kind · unkind
Sammy puppet (with TWO voices ready) · Kind Coach / Grumpy Gus anchor chart paper · red and green markers
Goal 1 — Self-Awareness & Self-Management
1A.1a Recognize and accurately label emotions and how they are linked to behavior.
1A.1b Demonstrate control of impulsive behavior.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“I have TWO voices that talk inside my head. One is kind. One is grumpy. Today we are going to meet them both.”
Scripted teaching sequence · 5 STEPS · read aloud or in your own words
Read 6–8 statements. Class sorts each into Kind Coach (green) or Grumpy Gus (red). Examples: "I made a mistake — I can fix it." (Kind) / "I always ruin everything." (Grumpy) / "What can I learn from this?" (Kind) / "Nobody likes me." (Grumpy). Add to anchor chart as you go.
During the sort: any child who consistently sides with Grumpy Gus statements ("but they’re true though") may be carrying heavy self-talk. Note for follow-up. Do not correct in front of peers.
Teacher reads a Grumpy Gus statement. Class together flips it to Kind Coach. "I always mess up" becomes "I made a mistake — I can try again." Repeat three times with different statements.
GRADES 1–2
Students write one Grumpy Gus statement they’ve heard themselves say (anonymous, on a slip), then write the Kind Coach version. Pair-share before whole-group.
“Show me with your fingers: how many voices live inside your head? (Hold up two.) Which one are you going to listen to?”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students could not generate a Kind Coach reframe? Which seemed surprised the kind voice was even an option? These students need extra support before Unit 2.
POST-LESSON CLOSE-OUT · Any student whose Grumpy Gus statements felt unusually harsh or specific to their identity — note for counselor awareness. Do not press publicly.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we learned about two inside voices: Kind Coach and Grumpy Gus. At home, when you hear your child being hard on themselves, ask gently: "Was that your Kind Coach or your Grumpy Gus?"
Oops vs. I Am Bad
Students distinguish between an Oops (a behavior) and "I am bad" (an identity statement), and articulate that the second is never true.
Self-Awareness · separating action from identity (foundational distinction of the curriculum)
Oops · behavior · identity · I AM · I DID · shame · growth
Sammy puppet · Oops vs. I Am Bad anchor chart · scenario sorting strips
Goal 1 — Self-Awareness & Self-Management
1A.1a Recognize and accurately label emotions and how they are linked to behavior.
1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“Grumpy Gus told me two things today. He said ‘You made a bad CHOICE.’ And he said ‘You ARE bad.’ Are those the same thing?”
Scripted teaching sequence · 5 STEPS · read aloud or in your own words
Build the anchor chart side by side. Left column: OOPS — "What I DID. One moment. Can be fixed. Sounds like: I made a bad CHOICE." Right column: "I AM BAD" — DANGER — "Who I AM. Never true. Sounds like: I am a bad PERSON." Color the danger side red.
Read scenario strips one at a time. Class decides: Oops or "I Am Bad"? Examples: "I forgot my homework." (Oops) / "I am stupid." (I Am Bad — never true) / "I bumped into someone." (Oops) / "Nobody likes me." (I Am Bad — never true). Discuss why.
A student who calls "I AM BAD" statements TRUE about themselves — even hypothetically — may be carrying internalized shame. Note for counselor awareness. Do NOT correct publicly.
Sammy: "I will mess up sometimes. That is okay. I will fix it. I will try again. I am NOT my mistakes." Class repeats together as a closing chant.
GRADES 1–2
Students write one Grumpy Gus statement they’ve heard themselves think, then identify whether it was a behavior comment or an identity comment. Discuss: how did each one make them feel?
“"Is this about my BEHAVIOR or my IDENTITY?" — say it together with me, three times.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
This is the most important distinction in the curriculum. Which students could state it back? Which seemed to genuinely understand "I am not my mistakes"? Which still seemed unsure?
POST-LESSON CLOSE-OUT · Any student who voiced a strong identity statement about themselves ("I AM bad") — even if they later corrected it — note for counselor awareness.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we practiced separating what we DID from who we ARE. At home, when redirecting your child, try replacing "you are…" with "what you DID was…" — e.g., not "you are messy" but "what you did was leave the mess."
I Can Change and Grow
Students articulate that they have grown since the start of the year and identify one specific way they have changed.
Self-Awareness · recognizing growth; identifying capacity for change
grow · change · before · now · practice · better at · still learning
Sammy puppet · Then-and-Now drawing paper · crayons · optional photos from start of year
Goal 1 — Self-Awareness & Self-Management
1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges.
1C.1b Identify goals for academic success and classroom behavior.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“When I started this year, I did not know how to do a lot of things. Now I can do some of them! I am still learning others. That is what GROWING is.”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Sammy shares a small growth story: "When I started this year, I used to say ‘I AM bad’ when I made a mistake. Now I say ‘I made an OOPS — I can fix it.’ I am still learning! But I have GROWN."
Students fold paper in half. On the BEFORE side: draw something that used to feel hard or scary. On the NOW side: draw the same thing — but with how they handle it now. Optional: add a Kind Coach speech bubble showing what they say to themselves now. See the polished Drawing Activity reference.
Students who cannot identify any growth may be feeling stuck. Crouch down warmly: "Even noticing one tiny thing counts. Want me to help?" Do not pressure.
Voluntary share. Each student who wants to holds up their drawing and describes ONE thing that has changed. Sammy responds warmly to each share. Land: "Growing is small — and real."
GRADES 1–2
Students add a sentence below each drawing: "Before, I…" / "Now, I…" Discuss: what helped you change? Was it practice? A safe adult? Time?
“Hold up your drawing if you found one way you have grown. Sammy bows to each held-up drawing.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students struggled to identify any growth? These students may be carrying a fixed sense of self. Pair them with growth-focused responses going forward.
POST-LESSON CLOSE-OUT · A student whose BEFORE drawing depicts something concerning — a real hurt, an ongoing situation — should be noted for counselor follow-up.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we celebrated growth. At home, share with your child one way YOU have grown this year — something you used to find hard that is easier now. Modeling growth makes it visible.
Unit 1 Celebration — This Is Me!
Students celebrate the work of Unit 1 and articulate one core insight from the unit. The classroom community is reinforced.
Self-Awareness · consolidation; Social Awareness: belonging in community
celebrate · community · belonging · proud · together
Sammy puppet · identity webs (from Lesson 1) · growth drawings (from Lesson 6) · celebration materials · the Mistake Wall (still posted)
Goal 1 — Self-Awareness & Self-Management
1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges.
Goal 2 — Social Awareness & Interpersonal Skills
2B.1b Describe positive qualities in others.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“I have learned so much from your class. You have taught me that I am not my mistakes. You have taught me that all feelings are messengers. You have taught me that we GROW. Thank you.”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Visit each anchor chart in turn. At each, ask: "What did we learn here?" Take 1–2 student responses per chart. Land on the through-line: "Every chart in this room is something WE built together."
Each student chooses ONE thing they want to remember from Unit 1. Options: I am unique · All feelings are okay · Mistakes are normal · My Kind Coach helps me · I am not my mistakes · I can grow. Students draw or write their chosen insight on a slip of paper.
String all the slips together with yarn or tape into a classroom garland. Hang it where everyone can see. "This is what WE know now — together."
Sammy lays the foundation for Unit 2: "We have learned about ourselves. Next, we will learn what to do when we make a mistake — how to say sorry, how to be kind to ourselves, how to let go. Unit 2 starts next week."
GRADES 1–2
Add a sentence: "The most important thing I learned in Unit 1 is…" Encourage specifics. Discuss: what surprised you? What felt hardest?
“Touch your hand to your heart and say: "I am ME. I am growing. I am not my mistakes."”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students chose insights that mirror their own struggle? (e.g., a student who often hides chooses "All feelings are okay"). These choices reveal what each child needed most. Note for Unit 2 differentiation.
POST-LESSON CLOSE-OUT · No specific risk this lesson. A general check: any student who appeared disconnected from the celebration may be carrying something unrelated. Note for counselor awareness.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
We finished Unit 1 today. Ask your child: "What is one thing you want to remember from Unit 1?" Listen to their answer — it tells you what stuck.
Self-Compassion & Self-Forgiveness
Score → Intervention Crosswalk
Run the Grace Compass check-in. The student’s lowest-scoring domain routes first. Use the Teacher Move to run the row with minimal prep, and watch the red safety flag when routing. (All domains 75+ → ◆ enrichment row.)
| A Emotional Regulation & Well-Being | B Self-Compassion & Growth | C Social Competency & Repair |
| DOMAIN | LESSON / ACTIVITY | NOVEL SCENE | ANCHOR CHART | TEACHER MOVE |
| B | U2·L2 The Weight We Carry (K-2) | Ch. 9 · Carrying Too Much Ms. Calloway puts on the blue backpack with the torn strap and drops stone after stone in until she is… | MY BACKPACK | USE THE LITERAL BACKPACK |
| B | U2·L4 Kind Coach Practice | Ch. 11 · Being Kind to Myself The class practices saying to themselves the kind things they would say to a friend. | TALK TO YOURSELF LIKE A FRIEND | Pre-build the “TALK TO YOURSELF LIKE A FRIEND” skeleton on the board; students add their own content only. |
| B | U2·L5 The Letting-Go Practice | Ch. 12 · Letting Go — The Practice Each child takes the stone from their desk and, at day’s end, places it in a basket at the doo… | PUTTING DOWN STONES | Pre-build the “PUTTING DOWN STONES” skeleton on the board; students add their own content only. |
| C | U2·L3 Real Sorry (Three Parts) | Ch. 10 · Saying Sorry and Meaning It Marcus role-plays a real apology with Sammy. | REAL SORRY HAS THREE PARTS | Pre-build the “REAL SORRY HAS THREE PARTS” skeleton on the board; students add their own content only. |
| C | U2·L6 When Self-Forgiveness Is Hard | Ch. 13 · When It’s Hard to Forgive Yourself Marcus brings up something he has told no one — a thing he said to Aaliyah, his three… | SOME STONES ARE HEAVY | Provide a “holding box” with a lid: “It is still here |
Domain A (regulation) is light here — it is carried by the recurring Regulation Toolkit; pair any row with the Right-Now tools.
★ counselor co-facilitation + posted crisis resources · ★★ pre/post counselor consultation · ◆ enrichment (all 75+). Mirrors the Grace Compass digital screener.
What Is Forgiveness, Really?
Students name what forgiveness is NOT (myth-busting) and what it IS — letting go of angry feelings to free themselves from carrying the weight.
Self-Awareness · recognizing emotional load; Self-Management: introduction to release
forgiveness · myth · weight · carry · let go · for me — not for them
Sammy puppet · empty backpack · 4 books or weighted objects · Forgiveness Myth Busters anchor chart
Goal 2 — Social Awareness & Interpersonal Skills
2D.1a Identify problems and conflicts commonly experienced by peers.
2D.1b Identify approaches to resolving conflicts constructively.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
Some students may have ongoing harmful situations at home or with peers. Forgiveness is NEVER required when someone is still hurting them. If a student shares such a situation, follow the Disclosure Protocol — do not coach them toward forgiveness.
“Today I am going to bring something to school. It is heavy. Watch.”
Scripted teaching sequence · 5 STEPS · read aloud or in your own words
Hold up the empty backpack. "This is the inside of us when something hurts. It is light when nothing has gone wrong." Add the first weighted book. "When something hurts — we carry it." Wear the backpack for the rest of the lesson.
GRADES 1–2
Students name a small thing they have been carrying (anonymous, on a slip). Discuss: what would it feel like to put that down? Do not require sharing.
“When you walk out today — feel your back. Is there anything you would like to put down before tomorrow?”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students seemed surprised that forgiveness is NOT about the other person? Which seemed relieved? Which resisted? Each reaction is meaningful data.
POST-LESSON CLOSE-OUT · Any student who shared a current harmful situation — follow the Disclosure Protocol immediately. Do NOT coach toward forgiveness when someone is currently being hurt.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we learned that forgiveness is NOT forgetting and NOT saying-it-was-okay. It is choosing to let go for our OWN peace. Reinforce at home: forgiveness is a gift you give YOURSELF.
Carrying Too Much
Students identify where they carry emotional weight in their bodies and name simple ways to ask for help when feelings get too heavy.
Self-Awareness · somatic awareness; Self-Management: help-seeking
heavy · body · tight · busy · drooping · ask for help · safe adult
Sammy puppet · body outline drawing handouts · crayons · optional color key
Goal 1 — Self-Awareness & Self-Management
1A.1a Recognize and accurately label emotions and how they are linked to behavior.
1A.1b Demonstrate control of impulsive behavior.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“I am feeling something heavy today. My tummy feels busy. My shoulders feel tight. My body is telling me something. Can your bodies tell you things too?”
Scripted teaching sequence · 5 STEPS · read aloud or in your own words
Sammy points to different parts of his body. "When I am angry — my hands feel hot. When I am sad — my chest feels heavy. When I am scared — my tummy feels jumpy. Your body might feel different. Both are okay."
Distribute the body outline handout. "Show me where YOUR body feels things." Students color or mark the areas that feel tight, heavy, or busy. They can label or leave the marks without words. See the polished Drawing Activity reference for the complete protocol and privacy rules.
Watch for any student who marks the entire body or who hesitates entirely. Do not press. Note privately. A student who cannot mark anything may be disconnected from their body — important data for counselor coordination.
Sammy: "If your body is talking to you and the feeling is too big, you do not have to carry it by yourself. Strong people ask for help."
GRADES 1–2
Add a color key: blue = sad, red = angry, yellow = worried, purple = heavy. Students identify ONE safe adult they can tell when the feelings are too big.
“"My body talks to me" — say it together. Touch the place on YOUR body that talks the most.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students could not name a safe adult? This is critical data — these students need a clear named adult identified for them by tomorrow. Coordinate with counselor.
POST-LESSON CLOSE-OUT · Any student whose body drawing showed widespread heaviness, whose markings concerning specific areas (e.g., excessive marking, distressing symbols), or who could not name a safe helper — flag for counselor today.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we noticed how feelings live in our bodies. At home, when your child seems overwhelmed, ask: "What does your body feel like right now?" Naming the body sensation helps the feeling become workable.
Saying Sorry and Meaning It
Students learn the three parts of a real apology and practice saying sorry in a way that means something.
Relationship Skills · authentic repair; Self-Management: accountability without self-punishment
sorry · apology · real sorry · name what happened · name the hurt · name the change
Sammy puppet · Three-Part Real Sorry anchor chart paper · scenario practice strips
Goal 2 — Social Awareness & Interpersonal Skills
2D.1b Identify approaches to resolving conflicts constructively.
Goal 3 — Responsible Decision-Making
3A.1a Explain why unprovoked acts that hurt others are wrong.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“I bumped into someone yesterday and I said sorry really fast. But I do not think they believed me. What makes a sorry REAL?”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
GRADES 1–2
Discuss: what makes a sorry feel FAKE? (rushing, "if," blaming the other person). Practice distinguishing real from fake sorrys in pairs.
“"My sorry has three parts" — say it together. Hold up three fingers. One: name what happened. Two: name the hurt. Three: name the change.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students struggled with Part Two (naming the hurt)? This part requires perspective-taking and empathy — a key Unit 3 prerequisite. Note for Unit 3 differentiation.
POST-LESSON CLOSE-OUT · Any student who refused to engage with apology language at all — may be carrying something. Do not press. Note for counselor awareness.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we learned that a real sorry has three parts: name what happened, name the hurt, name the change. Try modeling at home: when YOU make a small mistake, deliver all three parts visibly. Children learn what they see.
Being Kind to Myself
Students articulate that they deserve the same kindness they give a friend, and practice turning kind words inward toward themselves.
Self-Management · self-compassion (adapted from Dr. Kristin Neff’s framework)
self-compassion · kindness · good friend · common humanity · notice the feeling
Sammy puppet · Three Parts of Being Kind to Yourself anchor chart · card-fold paper for the kind message
Goal 1 — Self-Awareness & Self-Management
1A.1a Recognize and accurately label emotions and how they are linked to behavior.
1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
PPRA-designated lesson. Family notification confirmed. Standard opt-out protocols apply. See Section 4, Legal & Clinical Compliance.
Counselor briefed in advance. Counselor on standby — reachable same-day.
During the kind-message activity, some students who are heavily critical of themselves may become quietly emotional. This is healthy — they may be receiving permission they have never been given. Do not draw class attention. Acknowledge privately.
“I have a question that surprised me. If a friend made a mistake — I would be kind to them. But when I make a mistake — I am MEAN to myself. Why?”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
GRADES 1–2
Add the language of all three parts. Students complete the Drawing Activity card with their own kind message. Pair-share what they wrote (optional).
“Look at your own hand. Make the Sammy thumbs-up. Say to yourself: "I care about you. Everyone goes through hard things. I am noticing this feeling."”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students could not generate ANY kind words for themselves — even when prompted with what they would say to a friend? These students need extra support. Note for counselor.
POST-LESSON CLOSE-OUT · Students who became quietly emotional during the Kind Message activity — likely receiving permission they have never been given. Acknowledge privately. Counselor follow-up if pattern continues.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we learned the three parts of being kind to ourselves: self-kindness, common humanity, mindfulness. Adapted from Dr. Kristin Neff’s research on self-compassion. At home, model kind self-talk audibly: "I made a mistake — it is okay — I will try again."
Letting Go — The Practice
Students practice the symbolic act of "putting it down" — releasing one small piece of weight they have been carrying.
Self-Management · symbolic release; emotional regulation
put it down · release · practice · again and again · heavy · light
Sammy puppet · smooth stones (one per student) · small basket or bowl · optional substitute object for tactile-sensitive students
Goal 1 — Self-Awareness & Self-Management
1A.1b Demonstrate control of impulsive behavior.
Goal 2 — Social Awareness & Interpersonal Skills
2D.1b Identify approaches to resolving conflicts constructively.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
PPRA-designated lesson. Family notification confirmed. Standard opt-out protocols apply.
Counselor briefed in advance. Counselor on standby — reachable same-day.
The stone practice may activate students carrying significant weight. They may become quietly emotional. This is the practice working. Do not draw class attention. Acknowledge privately.
Substitute object available for tactile-sensitive students (e.g., a small piece of fabric, a folded paper).
“I have been carrying something for a while. Today I want to try — just try — putting it down.”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Each student receives a stone (or substitute object). They hold it in their hand. "Feel the weight. Notice how it feels in your hand."
Hold up the basket. "When you are ready — walk up and put your stone in the basket. That is your way of saying: ‘I am putting this down for today.’" One at a time, with quiet music if helpful, students place their stones. Sammy goes first. No commentary required.
Watch for any student who seems unable to put the stone down, who places it and immediately takes it back, or who becomes very emotional during the placement. These are meaningful signals. Do not press. Note privately.
GRADES 1–2
After the placement, students draw a small picture: their stone in the basket. Optional caption: "I put down my…" (private — never shared without invitation).
“Touch your hand to your heart and say: "I can put it down. I can put it down again."”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students returned for the stone? Which placed it without hesitation? Which became visibly emotional during the placement? Each pattern is meaningful. Note privately for counselor.
POST-LESSON CLOSE-OUT · Any student who became significantly emotional during the placement, who could not place the stone at all, or who shared a heavy specific item afterward — brief the counselor today.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we practiced putting something heavy down — not forgetting it, just choosing to set it down for now. At home, you might use the same image: "What is one thing you would like to put down before bed tonight?"
When It's Hard to Forgive Yourself
Students articulate that self-forgiveness is a practice, not a destination, and identify trusted adults they can talk to when self-forgiveness feels too hard.
Self-Management · managing persistent self-criticism; help-seeking
self-forgiveness · practice · stuck · trusted adult · support web · not alone
Sammy puppet · When Self-Forgiveness Feels Hard anchor chart · Support Web drawing paper · COUNSELOR PHYSICALLY ON-SITE FULL LESSON
Goal 1 — Self-Awareness & Self-Management
1A.1a Recognize and accurately label emotions and how they are linked to behavior.
1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
★★ HIGHEST RISK — COUNSELOR PHYSICALLY ON-SITE THE FULL LESSON. NO EXCEPTIONS. NO SUBSTITUTES.
This lesson surfaces persistent self-criticism. A small number of students may show signs of significant emotional load — stuck rumination, intense self-blame, or signs they cannot let something go on their own.
An empty Support Web (a student who cannot name any trusted adult) is a HIGH-CONCERN safety signal. Brief the counselor on-site immediately.
Crisis resources visible: 988 Suicide & Crisis Lifeline · Crisis Text Line: HOME to 741741.
“I keep putting something down. And it keeps coming back. Sometimes it feels too hard to put down. What do I do?”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
GRADES 1–2
Build a fuller Support Web with at least 3–4 trusted adults. Discuss: how do you know an adult is trusted? Sample answers — they listen, they don’t make fun, they don’t share my secrets.
“Hold up your Support Web. The counselor and teacher both bow to the Webs. "These are the people who can help you carry the heavy things."”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
CRITICAL: any student whose Support Web is empty, includes only an unsafe person, or is named a person already known to be unsafe — brief the counselor BEFORE end of day. This is the most important reflection of the year.
POST-LESSON CLOSE-OUT · Empty Support Webs and signs of acute self-blame — counselor follow-up TODAY. This is not optional. This lesson exists to surface these students. The follow-up is the work.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we built a Support Web — the trusted adults a child can talk to when something is too heavy. Ask your child to show you their Support Web. If they could not name anyone, contact the school counselor today.
Unit 2 Wrap-Up — I Put It Down
Students consolidate the work of Unit 2 and write a future-self letter — a sealed message about what they are putting down today, to be opened in Unit 4.
Self-Management · consolidation; symbolic future-anchoring
put down · practice · kind · future me · letter
Sammy puppet · envelope per student · letter paper · pens · storage box (for sealed letters) · the four Unit 2 anchor charts
Goal 1 — Self-Awareness & Self-Management
1A.1a Recognize and accurately label emotions and how they are linked to behavior.
Goal 2 — Social Awareness & Interpersonal Skills
2D.1b Identify approaches to resolving conflicts constructively.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“I have learned a lot this unit. I have learned that I can put things down. I have learned that I am not alone. Today I want to write a letter to ME — the me who lives in May.”
Scripted teaching sequence · 3 STEPS · read aloud or in your own words
Distribute paper. Each student writes (or dictates, or draws) a letter to themselves — the version of themselves they will be in May. Prompts: "One thing I am putting down today is… · One kind thing I want to say to my May-self is… · One thing I want to remember is…" Sammy writes one too.
Watch for any student who cannot generate any content. They may be carrying too much to even name it. Crouch down warmly: "Want help getting started?" Do not pressure. Note for counselor follow-up.
Each student folds their letter, places it in their envelope, and seals it. Write their name on the outside. Sammy seals his too. The teacher places all sealed envelopes in the storage box. "We will open these in May, in Unit 4. They will be a surprise — from the YOU of today, to the YOU of then."
Sammy: "We have learned about ourselves. We have learned how to be kind to ourselves and put things down. Next, we learn how to forgive others — when someone has hurt US. That is Unit 3. It starts in January."
GRADES 1–2
Letters should include all three prompts. Encourage at least one full sentence per prompt. Students may decorate the outside of their envelope.
“Touch your hand to the storage box and say: "Future me — I will see you in May."”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Did students engage with the future-self frame? Who could not write a letter at all? Who sealed it casually? Who sealed it carefully? Each speaks to how seriously they took the unit.
POST-LESSON CLOSE-OUT · STORE THE LETTERS SECURELY. They MUST be retrievable for U4 L7. Loss of letters is a significant breach of student trust.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we ended Unit 2 by writing letters to our future selves — sealed messages to be opened in May. Ask your child: "What is one thing you put down today?" Listen. Do not solve.
Empathy & Forgiving Others
Score → Intervention Crosswalk
Run the Grace Compass check-in. The student’s lowest-scoring domain routes first. Use the Teacher Move to run the row with minimal prep, and watch the red safety flag when routing. (All domains 75+ → ◆ enrichment row.)
| A Emotional Regulation & Well-Being | B Self-Compassion & Growth | C Social Competency & Repair |
| DOMAIN | LESSON / ACTIVITY | NOVEL SCENE | ANCHOR CHART | TEACHER MOVE |
| C | U3·L1 Your Hurt Is Real | Ch. 15 · Your Hurt Is Real Mia, whose feelings were hurt by something her cousin said, learns that hurts are real even when adult… | YOUR HURT IS REAL | Pre-build the “YOUR HURT IS REAL” skeleton on the board; students add their own content only. |
| C | U3·L3 Forgiveness vs. Reconciliation (K-2) | Ch. 17 · Forgiving Is Not the Same as Trusting Sammy explains: you can forgive someone in your heart and still not be best friend… | FORGIVING vs. BEING FRIENDS AGAIN | Pre-build the “FORGIVING vs. BEING FRIENDS AGAIN” skeleton on the board; students add their own content only. |
| C | U3·L5 Narrative Identity (K-2) | Ch. 19 · My Story Is Not the Whole Me Maya, whose story includes living with her grandmother instead of her mom, learns that her… | I AM MORE THAN MY STORY | Pre-build the “I AM MORE THAN MY STORY” skeleton on the board; students add their own content only. |
Domain A (regulation) is light here — it is carried by the recurring Regulation Toolkit; pair any row with the Right-Now tools.
★ counselor co-facilitation + posted crisis resources · ★★ pre/post counselor consultation · ◆ enrichment (all 75+). Mirrors the Grace Compass digital screener.
Your Hurt Is Real
Students articulate that real hurt deserves to be named, and that forgiveness begins with acknowledging the hurt — not skipping over it.
Social Awareness · validation of emotional experience; Self-Awareness: naming hurt
hurt · real · name it · acknowledge · validate · feelings count
Sammy puppet · chart paper · scenario cards (Unit 3 Lesson 1 cards)
Goal 1 — Self-Awareness & Self-Management
1A.1a Recognize and accurately label emotions and how they are linked to behavior.
Goal 2 — Social Awareness & Interpersonal Skills
2A.1b Use listening skills to identify the feelings and perspectives of others.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
STANDING SAFETY NOTE — ALL UNIT 3 LESSONS: This unit never asks students to forgive anyone who is currently harming them. If a student’s responses suggest an ongoing harmful situation, pause the lesson and follow the Disclosure Protocol immediately.
“When something hurts — sometimes people say ‘it’s no big deal’ or ‘get over it.’ But the hurt is REAL. Today we say so.”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Sammy shares (with appropriate distance): "Last week, a friend said something mean about me to other friends. I heard about it. It hurt. People kept telling me ‘just forget it.’ But I could not. I needed to NAME it first. ‘What they said hurt me.’ Once I said that out loud — I could start thinking about what to do."
Build a small chart together: words children can use to name real hurt. Examples: "That hurt me." / "I felt left out." / "Those words made me feel small." / "I did not deserve that." Discuss: who can you say these words TO? (a trusted adult, a journal, a friend, yourself.)
GRADES 1–2
Students name (anonymously, on a slip) one small hurt they remember. They write the words: "What they did was… It made me feel…" Discuss: how does it feel to NAME it?
“"My hurt is real" — say it together, three times. Sammy bows to each saying.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students could not name any hurt — even hypothetically? Which named hurts that suggest current ongoing harm? Each is meaningful. Note for counselor coordination.
POST-LESSON CLOSE-OUT · Any student whose named hurt suggests ongoing harm — follow the Disclosure Protocol. Do NOT coach toward forgiveness when someone is currently being hurt.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we learned that real hurt deserves to be named — not skipped. At home, when your child shares a hurt, try first: "That sounds like it really hurt. Tell me more." Validation BEFORE problem-solving.
Why Do People Hurt People?
Students explore the gap between intent and impact, and articulate that understanding WHY someone hurt them does not mean what they did was okay.
Social Awareness · perspective-taking; intent vs. impact
why · reason · intent · impact · understanding · not the same as okay
Sammy puppet · chart paper · scenario cards (Unit 3 Lesson 2 cards)
Goal 2 — Social Awareness & Interpersonal Skills
2A.1a Recognize that others may experience situations differently from oneself.
2A.1b Use listening skills to identify the feelings and perspectives of others.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“Sometimes when someone hurts me, I want to know WHY. Did they mean to? Did they have a hard day? Did they not know? Does the WHY matter?”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Tell two short stories using scenario cards: one where the person meant to hurt, one where they did not. Discuss: was the hurt the same? (yes.) Did the WHY make a difference in how to respond? (yes — a little.) Did the WHY make it okay? (no.)
GRADES 1–2
Discuss: when someone hurts you, is it more important to KNOW WHY, or to know IT HURT? (Both matter. Different times.) Practice saying both truths together.
“"I can understand AND still feel hurt" — say it together. Hold up two fingers — both truths.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students collapsed into one truth (only the WHY matters) or the other (only the HURT matters)? Holding both is the developmental work. Note for differentiated support.
POST-LESSON CLOSE-OUT · Any student who insisted "they did not mean to" about an ongoing harmful situation — may be making excuses for someone who is currently hurting them. Counselor follow-up.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we practiced holding two truths: "they may not have meant to" AND "the hurt was real." At home, when your child reports a hurt, validate first: "That hurt. That is real." Understanding the why can come AFTER.
Forgiving Is Not the Same as Trusting
Students distinguish between forgiveness (an inner choice for their own peace) and trust (a between-people thing that must be earned), and articulate that forgiving someone does not mean staying close to them.
Social Awareness · relationship judgment; Relationship Skills: discernment about closeness
forgive · trust · earn · inside · between people · not the same · never owed
Sammy puppet · Forgiveness vs. Trust anchor chart · scenario cards (Unit 3 Lesson 3 cards) · COUNSELOR PHYSICALLY ON-SITE FULL LESSON
Goal 2 — Social Awareness & Interpersonal Skills
2D.1a Identify problems and conflicts commonly experienced by peers.
Goal 3 — Responsible Decision-Making
3A.1b Identify social norms and safety considerations that guide behavior.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
★★ HIGHEST RISK — COUNSELOR PHYSICALLY ON-SITE THE FULL LESSON. NO EXCEPTIONS.
This lesson explicitly affirms students do NOT have to be close to people who have hurt them. Some students may be in situations where this affirmation comes as new information — and may be relieved or distressed.
CRITICAL: forgiveness is NEVER required when someone is still hurting them. State this explicitly multiple times.
Crisis resources visible: 988 Suicide & Crisis Lifeline · Crisis Text Line: HOME to 741741.
“Someone hurt me. I am thinking about forgiving them — for ME. But I do not feel safe being close to them anymore. Is that okay?”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Build the anchor chart together. FORGIVENESS column: Inside · For your own peace · Can happen alone · Needs nothing from the other person · A gift you give yourself. TRUST column: Between people · For the safety of the relationship · Needs both people to be ready · Earned through real change · Never owed — you don’t have to give it.
GRADES 1–2
Discuss scenarios: a friend who keeps being mean, a sibling who broke a trust, a peer who teased then apologized. For each: should you forgive? Should you trust again? Discuss WHY.
“"Forgiveness is for me. Trust must be earned." — say it together, twice. The counselor and teacher both bow.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
CRITICAL: any student who insisted they MUST forgive AND trust someone who is still hurting them — brief the counselor immediately. They may be receiving harmful messages elsewhere.
POST-LESSON CLOSE-OUT · Counselor coordinates same-day debrief with teacher. Identify all students whose responses suggested ongoing harmful situations. Disclosure Protocol for any direct disclosures.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we learned that forgiveness and trust are two different things. We can forgive AND not be close again. AND — forgiveness is never required when someone is still hurting us. Reinforce at home: your child does NOT have to forgive someone who is still being unkind.
Forgiveness Takes Time
Students articulate that forgiveness is not a straight line — setbacks are normal and not failure.
Self-Management · patience with self; Self-Awareness: noticing emotional progress
path · not a straight line · setback · practice · okay where you are
Sammy puppet · The Forgiveness Path anchor chart · sticky dots (one per student)
Goal 1 — Self-Awareness & Self-Management
1A.1a Recognize and accurately label emotions and how they are linked to behavior.
Goal 2 — Social Awareness & Interpersonal Skills
2D.1b Identify approaches to resolving conflicts constructively.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“I thought I had forgiven someone. Then yesterday — I felt mad about it again. Did I do it WRONG?”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Walk through the six stations on the anchor chart: 1. STILL HURTING. 2. STARTING TO UNDERSTAND. 3. SOME DAYS ARE BETTER. 4. CHOOSING TO PUT IT DOWN TODAY. 5. THE HURT IS GETTING SMALLER. 6. I AM OKAY. At each: "What might it feel like here? What might it sound like to YOU?"
Distribute one sticky dot per student. "Place your dot on the station where YOU are today — about a hurt you are working on. This is anonymous — nobody has to know which dot is yours. Wherever you are — it is OKAY." Quiet music. No commentary required.
Watch for any student who places at Station 1 with intensity, who refuses to place at all, or who places multiple dots. These are meaningful signals. Note privately.
GRADES 1–2
Discuss after placement: "Did anyone place where they did NOT expect to? What does that tell you?" Optional journal entry: "Today I am at…"
“"Wherever I am on the path — it is okay" — say it together. Touch the dot you placed (without showing others).”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Where did the dots cluster? Did dots cluster at "Still Hurting"? At "I Am Okay"? Did anyone place dots in scattered places? The pattern reveals the unit’s emotional weight.
POST-LESSON CLOSE-OUT · A student who placed at Station 1 with significant emotional intensity — brief the counselor for awareness. Repeated placement at Station 1 across lessons may indicate ongoing harm.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we learned that forgiveness is a PATH, not a straight line. At home, when your child seems to "go backward" on something they had moved past, normalize: "That happens. Even grown-ups have setbacks. You are practicing."
My Story Is Not the Whole Me
Students articulate that what happened to them is NOT who they are — they are more than their story.
Self-Awareness · narrative identity; Social Awareness: self in context
story · what happened · what I told myself · who I am now · more than my story
Sammy puppet · My Three-Panel Story anchor chart · three-panel drawing paper · COUNSELOR ON-SITE
Goal 1 — Self-Awareness & Self-Management
1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges.
Goal 2 — Social Awareness & Interpersonal Skills
2B.1a Describe the ways that people are similar and different.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
★ ELEVATED RISK — COUNSELOR ON-SITE.
PANEL 1 (What Happened) IS ALWAYS PRIVATE. Students do NOT share unless they choose to. State this multiple times.
A student’s Panel 1 may surface real hurt experiences — some that may need follow-up. The counselor reviews privately afterward, with student consent.
“Something hard happened to me a while ago. I told myself a story about what it MEANT — about ME. But maybe that story is not true. Maybe I am MORE than my story.”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Sammy models with appropriate distance: "Panel 1 — [private]. Panel 2 — I told myself I was unlovable. Panel 3 — I am someone who is learning to be kind to myself, who has friends, who knows that what happened was not my fault. I am MORE than Panel 1."
Distribute three-panel paper. Students fill in Panel 2 and Panel 3 — NEVER required to fill in Panel 1. They can draw, write, or both. Privacy protocol: never collected, never displayed, students keep or destroy.
Counselor and teacher both circulate. Watch for students who write significant content in Panel 2 (heavy self-stories). They may need follow-up. Do not press during the activity.
GRADES 1–2
Engage all three panels with the privacy protocol firmly. Discuss: "What is one thing you might want to tell your Panel 2 self?" — a short note from now-self to past-self.
“"My story is real. AND I am MORE than my story." — say it together. Sammy bows.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Counselor and teacher debrief same day. Students whose Panel 2 stories were heavy — brief discussion about who needs follow-up. The activity is the screen.
POST-LESSON CLOSE-OUT · Counselor schedules same-week individual check-ins with any students whose Panel 2 was particularly heavy. NOT mandatory — offered warmly. Disclosure Protocol for any explicit disclosures.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we practiced that we are MORE than what happened to us. At home, if a child voices a "story I told myself" (e.g., "I am the bad one in my family"), gently reflect: "That is one story. Tell me a story about who you are NOW."
Forgiveness Stories
Students hear stories of others practicing forgiveness, and articulate that forgiveness happens in many forms across many cultures.
Social Awareness · cultural perspective; Self-Management: consolidation
stories · many ways · examples · practice · shared experience
Mentor texts: After the Fall (Dan Santat) and/or Each Kindness (Jacqueline Woodson) · Sammy puppet · chart paper
Goal 2 — Social Awareness & Interpersonal Skills
2A.1b Use listening skills to identify the feelings and perspectives of others.
2D.1b Identify approaches to resolving conflicts constructively.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“Forgiveness looks different in every story. Today we hear how some others have walked the path.”
Scripted teaching sequence · 3 STEPS · read aloud or in your own words
Read After the Fall by Dan Santat with full presence. Discussion as you read: "How is Humpty Dumpty changing?" "What is he afraid of?" "What does he choose at the end?" The story directly maps to the Three-Panel framework: Panel 1 (the fall), Panel 2 (the fear story he told himself), Panel 3 (who he becomes).
Pose the question: "Do you have a small story of forgiveness you have seen — in your family, in a book, in a movie? It does NOT have to be your own story." Take 3–4 voluntary shares. Sammy listens warmly.
A student whose share suggests an ongoing harmful situation — do NOT redirect publicly. Note privately for counselor follow-up.
GRADES 1–2
Add the three-panel mapping explicitly: which panel was the fall? which was the fear story? which was the new Humpty? Discuss what helped him move from one to the next.
“Each student names one moment in After the Fall (or another story) where they felt the forgiveness path was happening.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students engaged deeply with Humpty’s fear? Which seemed to map their own story onto his? The mentor text often does the work no other lesson can do.
POST-LESSON CLOSE-OUT · Standard close-out. No specific risk this lesson, but Unit 3 cumulative load means ongoing attentiveness to students showing signs of overwhelm.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we read After the Fall by Dan Santat — a story about a small character who learned to be brave again after a hard fall. Read it again at home if available. Ask: "What did Humpty do that was brave?"
Unit 3 Wrap-Up — I Choose
Students consolidate Unit 3 by writing a personal "I CHOOSE" statement — affirming their right to choose forgiveness, distance, or both.
Relationship Skills · agency; Responsible Decision-Making: claiming personal choice
I choose · agency · my choice · not owed · for me
Sammy puppet · the four Unit 3 anchor charts · "I CHOOSE" statement paper · pens
Goal 3 — Responsible Decision-Making
3B.1b Make positive choices when interacting with classmates.
Goal 2 — Social Awareness & Interpersonal Skills
2D.1b Identify approaches to resolving conflicts constructively.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“I have learned that nobody can MAKE me forgive. Forgiveness is MINE. Trust is MINE. Today I write what I CHOOSE.”
Scripted teaching sequence · 3 STEPS · read aloud or in your own words
Distribute paper. Students write (or dictate, or draw) their "I CHOOSE" statement — about a real or imagined situation. Privacy protocol: never collected, never displayed, students keep. Sammy writes one too.
Watch for any student whose statement includes forgiving someone who is currently hurting them. This is a high-concern signal. Do not redirect publicly. Counselor follow-up.
Sammy: "We have learned to forgive others — for our peace. We have learned that trust is earned. Next: we learn what it means to GIVE GRACE — to be kind to people who have not earned it. Why would we do that? Unit 4 starts in April."
GRADES 1–2
Statements should include all three choices. Optional: students may share their statements with one trusted partner — NOT whole class.
“Touch your hand to your statement and say: "This is what I CHOOSE."”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which choices appeared most? Forgiveness with distance? Forgiveness with closeness? Not yet ready to forgive? The pattern reveals what the unit produced for the class.
POST-LESSON CLOSE-OUT · A student who chose forgiveness AND closeness with someone who is currently hurting them — counselor follow-up before Unit 4 begins.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
We finished Unit 3 today. Ask your child: "What did you CHOOSE in your statement?" Listen without correcting. Their choice is theirs.
Grace & Generosity
Score → Intervention Crosswalk
Run the Grace Compass check-in. The student’s lowest-scoring domain routes first. Use the Teacher Move to run the row with minimal prep, and watch the red safety flag when routing. (All domains 75+ → ◆ enrichment row.)
| A Emotional Regulation & Well-Being | B Self-Compassion & Growth | C Social Competency & Repair |
| DOMAIN | LESSON / ACTIVITY | NOVEL SCENE | ANCHOR CHART | TEACHER MOVE |
| C | U4·L1 What Is Grace? (K-2) | Ch. 22 · What Does Grace Look Like? Sammy: “Grace is when you give somebody something they did not earn. | GRACE IS A GIFT | Pre-build the “GRACE IS A GIFT” skeleton on the board; students add their own content only. |
| C | U4·L3 The Pause (K-2) | Ch. 23 · Giving the Benefit of the Doubt Theo notices that when Jordan does not say hi back, it might not mean Jordan is mad. | MAYBE-MAYBE-MAYBE | Pre-build the “MAYBE-MAYBE-MAYBE” skeleton on the board; students add their own content only. |
| C | U4·L5 Difficult vs. Unsafe (K-2) | Ch. 25 · Grace With Hard People Kezia talks about a cousin who is unkind. | GRACE IS NOT BEING A DOORMAT | Pre-build the “GRACE IS NOT BEING A DOORMAT” skeleton on the board; students add their own content only. |
| ◆ | U4·L7 Community Charter & Year-End | Ch. 27 · Year-End Celebration The class looks at the Mistake Wall — full of Oopses-and-Repairs from a whole year. | ROOM 12 LEARNED THIS YEAR | Provide a take-home review card with the same icons and rules |
Domain A (regulation) is light here — it is carried by the recurring Regulation Toolkit; pair any row with the Right-Now tools.
★ counselor co-facilitation + posted crisis resources · ★★ pre/post counselor consultation · ◆ enrichment (all 75+). Mirrors the Grace Compass digital screener.
What Does Grace Look Like?
Students define grace as kindness given to someone who has not earned it, and distinguish grace from being a doormat (kindness without agency).
Responsible Decision-Making · defining values; Social Awareness: extending kindness
grace · unearned kindness · generous · doormat · choice · strength
Sammy puppet · Grace vs. Doormat anchor chart · scenario cards (Unit 4 Lesson 1 cards)
Goal 2 — Social Awareness & Interpersonal Skills
2C.1a Identify ways to work and play well with others.
Goal 3 — Responsible Decision-Making
3A.1a Explain why unprovoked acts that hurt others are wrong.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“Grace is a big word. It means giving someone kindness, patience, or a second chance — even when they have NOT earned it. Why would we do that?”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Use scenario cards. For each: is this GRACE or being a DOORMAT? Examples: a friend forgot your birthday and you decide not to make a big deal of it (grace). A friend keeps borrowing your toys without asking and you keep saying nothing (doormat). A new student is mean and you choose to be friendly anyway (grace). Discuss: what makes the difference? (CHOICE.)
GRADES 1–2
Discuss: when is it WISE to give grace? When is it NOT wise? Sample answers — not when someone is being harmful, not when it costs your safety. Practice distinguishing.
“Hold your hand up like an open gift. Say: "Grace is a CHOICE I make."”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students collapsed grace into doormat (assumed any kindness was being walked on)? Which collapsed doormat into grace (justified being walked on as "being kind")? Each pattern is meaningful for differentiation.
POST-LESSON CLOSE-OUT · Any student whose "grace" examples normalized being treated badly — may be in a doormat dynamic with someone in their life. Note for counselor awareness.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we defined grace as kindness CHOSEN — given to someone who has not earned it. AND — grace is not a doormat. At home, you might ask: "When is grace WISE? When is it NOT wise?"
What Does Mercy Look Like?
Students explore mercy as a relative of grace — specifically the choice to lessen consequences someone DID earn.
Responsible Decision-Making · values clarification; Social Awareness: mercy in community
mercy · consequence · earned · lessen · generous · judgment
Sammy puppet · chart paper · story examples
Goal 2 — Social Awareness & Interpersonal Skills
2A.1a Recognize that others may experience situations differently from oneself.
Goal 3 — Responsible Decision-Making
3A.1a Explain why unprovoked acts that hurt others are wrong.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“Sometimes someone DOES earn a consequence. They messed up. And someone CHOOSES to lessen the consequence anyway. That is MERCY.”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Tell two short stories: a child who lost a borrowed item gets a smaller punishment than expected (mercy). A teacher gives extra recess after a hard week even though it was not earned (grace). Discuss: which is mercy and which is grace? (Mercy = lessening earned consequence. Grace = giving unearned generosity.)
GRADES 1–2
Discuss: have you ever been GIVEN mercy? Have you ever GIVEN mercy to someone? What did it feel like? Optional journal entry.
“"Mercy is a CHOICE" — say it together. Hold up an open hand.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students could differentiate mercy from grace? Which conflated them? Which understood mercy without conditions? Which qualified it wisely?
POST-LESSON CLOSE-OUT · A student who described a situation where they felt forced to give "mercy" to someone harmful — may be in a coercive dynamic. Note for counselor awareness.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we explored MERCY — choosing to lessen a consequence someone earned. At home, when you give your child a smaller consequence than expected, name it: "I am giving you mercy on this one because…" Naming the gift makes it visible.
Giving the Benefit of the Doubt
Students learn the four-step Pause Practice for charitable interpretation, and articulate that we usually give the benefit of the doubt to people we like — the practice begins where the kind story runs out.
Social Awareness · charitable interpretation; Self-Management: pausing reactivity
benefit of the doubt · pause · charitable · kind story · first thought · choose
Sammy puppet · The Pause Practice anchor chart · scenario cards (Unit 4 Lesson 3 cards)
Goal 2 — Social Awareness & Interpersonal Skills
2A.1a Recognize that others may experience situations differently from oneself.
2A.1b Use listening skills to identify the feelings and perspectives of others.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“Someone bumped into me in the hall. I didn’t know if they did it on purpose. My brain said ‘mean!’ But — wait — there is another way to see this.”
Scripted teaching sequence · 5 STEPS · read aloud or in your own words
GRADES 1–2
Engage all four steps with practice scenarios. Discuss: who is HARD to give the kind story to? What happens when we practice anyway?
“"Pause. Choose the kind story." — say it together. Sammy bows.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students could not generate a kind alternative explanation? Which generated kind stories quickly? Which only gave kind stories to friends? Each tells you something different.
POST-LESSON CLOSE-OUT · No specific risk. Standard close-out.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we learned the Pause Practice: when something feels unkind, PAUSE and ask: "Is there another way to see this?" At home, model audibly: "I was upset, but then I thought — maybe they were…" Modeling makes the pause learnable.
Small Acts, Big Difference
Students identify small daily acts of grace that, repeated over time, build community.
Relationship Skills · daily generosity; Social Awareness: community building
small acts · daily · difference · community · practice · consistency
Sammy puppet · chart paper for class register · small slips of paper
Goal 2 — Social Awareness & Interpersonal Skills
2C.1a Identify ways to work and play well with others.
Goal 3 — Responsible Decision-Making
3C.1a Identify and perform roles that contribute to one’s classroom.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“Big acts of grace are wonderful. But the SMALL acts — every day — are what build the world we want to live in.”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Sammy tells: "There is a teacher I know. She learned every student’s name in the first week. Every day, she said hello to each one BY NAME. Years later — those students still remember her. That was a SMALL act. It made a BIG difference."
Pose the challenge: "Today — we start a class register of small acts. For the rest of the year, when you SEE a small act of grace, write it on a slip and add it to the register. We will read them at the end of the year." Each student writes one small act they have noticed (in their own class) on a slip and adds it.
GRADES 1–2
Slips include who did the act and what it was. Optional weekly check-in: how full is the register getting?
“"Small acts. Every day. They count." — say it together.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Did students notice small acts they had not named before? Did some struggle to come up with any? The capacity to NOTICE is the developmental skill.
POST-LESSON CLOSE-OUT · No specific risk. Standard close-out.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we started a class register of small acts of grace. At home, try noticing one small act per day in your family — and naming it out loud. "I noticed you did…" Naming makes them visible.
Grace With Hard People
Students articulate that grace toward hard people — the rude, prickly, or unkind — is a choice, with limits set by their own safety and dignity.
Relationship Skills · grace with discernment; Self-Management: limits
hard people · prickly · rude · limits · safety · dignity · cost
Sammy puppet · chart paper · scenario examples
Goal 2 — Social Awareness & Interpersonal Skills
2D.1a Identify problems and conflicts commonly experienced by peers.
2D.1b Identify approaches to resolving conflicts constructively.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“There is someone in my life who is prickly. They are not mean exactly — but they are HARD to be kind to. What do I do?”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
GRADES 1–2
Discuss specific scenarios: a peer who often makes fun, a sibling who is unkind, a family member who is grumpy. For each: what tiny grace might be possible? What limits matter?
“"My grace. My safety. Both matter." — say it together.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which students argued grace MUST be given to anyone? Which argued NO grace is owed to hard people? Both are off-balance. The work is the discernment.
POST-LESSON CLOSE-OUT · A student who described a hard person who is in fact harming them — follow Disclosure Protocol. Grace is not a salve for ongoing harm.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we discussed grace with hard people — with limits. At home, when your child mentions a difficult person, ask: "What is one TINY kind thing you could choose? What is one limit you need to keep?" Both matter.
Grace Audit & Grace Garden
Students audit their own grace practice over the year and contribute to a class Grace Garden — a visible record of grace given and received.
Self-Awareness · reflective practice; Social Awareness: community recognition
audit · noticing · garden · growth · what counts
Sammy puppet · Grace Garden display space · paper flowers (one per student) · pens
Goal 3 — Responsible Decision-Making
3C.1a Identify and perform roles that contribute to one’s classroom.
3C.1b Identify and perform roles that contribute to one’s family.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
“I want to look at the year and ask: where did I GIVE grace? Where did I RECEIVE it? That is what an audit is.”
Scripted teaching sequence · 3 STEPS · read aloud or in your own words
Distribute paper flowers. Each flower has THREE petals. Petal 1: One time I GAVE grace this year. Petal 2: One time I RECEIVED grace this year. Petal 3: One time I gave myself grace. Students fill in each petal (write or draw).
A student who cannot fill in any petal — may not be noticing the grace around them. Crouch down warmly: "Want help thinking of one?" Do not pressure.
One at a time, students place their flower in the Grace Garden display. They can name one petal aloud (optional) or place silently. Sammy adds his flower too. The Garden becomes the visible record of the year’s grace.
GRADES 1–2
Encourage specifics on each petal. Optional reflection: which petal was hardest to fill in? Why?
“Touch your hand to your flower and say: "I gave grace this year. I received grace this year. I am part of the Garden."”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
Which petal was hardest for the most students? Often the third (giving themselves grace) is. That tells you where Unit 2’s self-compassion work needs reinforcement.
POST-LESSON CLOSE-OUT · No specific risk. Standard close-out.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we built a class Grace Garden — one flower per child, three petals each. At home, ask: "Tell me one petal." Listen.
Community Charter & Year-End Celebration
Students consolidate the year by opening their future-self letters from December, co-creating a Community Charter, and celebrating one year of growth.
Responsible Decision-Making · consolidation; Relationship Skills: community
charter · community · celebrate · who we became · bridge
Sealed future-self letters (FROM U2 L7 — MUST be retrieved) · charter poster board · pens · celebration materials · Sammy puppet · COUNSELOR ON STANDBY
Goal 3 — Responsible Decision-Making
3C.1a Identify and perform roles that contribute to one’s classroom.
Goal 2 — Social Awareness & Interpersonal Skills
2C.1b Demonstrate appropriate social and classroom behavior.
Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
★ ELEVATED RISK — COUNSELOR ON STANDBY (reachable, available same-day).
The future-self letters from December are emotionally weighted. Students may have changed dramatically; some may not have. Some letters may now feel painful to read.
Reserve the right to allow a student to NOT open their letter publicly. They may keep it sealed.
“In December I sealed a letter to MYSELF — to the May me. Today I open it. So do you.”
Scripted teaching sequence · 4 STEPS · read aloud or in your own words
Return each sealed envelope to its writer. Three full minutes of silence for reading. "Who did you write TO in December? Who are you NOW in May? What changed?" Optional brief voluntary share — no pressure. Sammy reads his too.
A student who looks distressed reading their letter — may have hoped for change that did not come. Acknowledge privately: "I see this is heavy. We can talk after." Do NOT redirect publicly.
Distribute the charter poster. Together, write the Community Charter for next year’s class — the lessons WE learned that we want to PASS DOWN. Each student contributes one line. Examples: "Feelings are messengers." "I am not my mistakes." "Forgiveness is for me." "Grace is a choice."
Celebration moment. Each student says ONE thing they are proud of from the year (their own growth). Sammy responds warmly to each. Class chant: the OOPS → FIX IT → TRY AGAIN chant from Lesson 3 of Unit 1, with the year’s wisdom now layered in.
GRADES 1–2
Engage all four steps. The Charter should have at least one line per student. Encourage specifics in the celebration share.
“Each student says: "I am proud of myself for ____." Sammy bows to each.”
Sammy: thumbs-up to every hand. No commentary. Sammy validates participation, not content.
The deepest reflection of the year. Which students walked into August unable to name themselves — and walked out claiming who they are? Which students did not? The pattern shapes counselor coordination for next year.
POST-LESSON CLOSE-OUT · Counselor reachable same-day. Year-end dismissal can surface heavy feelings. The Charter and celebration also surface students who have grown deeply — honor that as much as the heavy.
Did anything arise today requiring counselor follow-up? ☐ No ☐ Yes — contact counselor today
A Note Home
Today we ended the year by opening the letters we sealed in December. Ask your child: "What did your future-self letter say? What did your now-self think reading it?" This is the most important conversation of the year.