Architecture of Grace · For review committees
Every lesson in the K–12 curriculum, with the CASEL competency it carries and the Illinois SEL benchmark it is written against — lesson by lesson, and with what is not yet mapped stated in the same table.
A lesson-level crosswalk covering 140 lessons across five grade bands. It is assembled from the curriculum itself — the alignment block printed inside each lesson, and the K–12 crosswalk generated from the five curriculum volumes. Nothing on this page was written for the page.
136 of 140 lessons carry an Illinois SEL benchmark, drawing on 75 distinct benchmarks across all three Illinois goals. 119 of 140 name a primary CASEL competency. 67 are additionally mapped to the companion novel — the chapter the lesson sits against, and the anchor chart built from it.
Nine framework-level crosswalk documents — Illinois SEL, CASEL, Danielson, MTSS, restorative practices, IDEA — are listed further down and open without a form.
This is an alignment document, not an efficacy claim. It shows which standard each lesson is written against. It does not show that the lesson produces an outcome, and no efficacy study of this curriculum has been conducted — see Evidence & Roadmap, which says so at more length and commits to not claiming otherwise.
Alignment here means the benchmark was selected by the author while writing the lesson and printed with it. It has not been reviewed by ISBE, by CASEL, or by any third party, and neither organization has endorsed this curriculum.
| Band | Room | Curriculum & novel | Lessons | With CASEL | With Illinois | Novel-mapped |
|---|---|---|---|---|---|---|
| K-2 | Room 12 | Book 1 · The FoundationThe Year We Met Sammy | 28 | 28 | 26 | 18 |
| 3-5 | Room 18 | Book 2 · The FrameworkThe Year of the Inner Critic | 28 | 28 | 26 | 18 |
| 6-8 | Room 36 | Book 3 · The InteriorThe Year of Two Voices | 28 | 28 | 28 | 14 |
| 9-10 | Room 104 | Book 4 · The FacadeThe Year We Looked Up | 28 | 28 | 28 | 8 |
| 11-12 | Room 207 | Book 5 · The CapstoneThe Year We Walked Out | 28 | 7 | 28 | 9 |
Domains. A — Emotional Regulation · B — Self-Compassion / Identity · C — Social & Repair · ALL — Integration Counselor flag. ★ co-facilitation + posted crisis resources · ★★ pre/post consultation; cannot be split or shortened
| Lesson | Title | CASEL competency | Illinois SEL benchmark | Domain | Flag |
|---|---|---|---|---|---|
| U1·L1 | Who Am I?Ch. 1 · Who Am I? First circle on the carpet. Each child names one thing. Maya does not speak; Ms. Calloway says: “Sammy already knows you are here. T… | Self-Awareness · identifying personal qualities and positive self-concept | 1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges. 2B.1a Describe the ways that people are similar and different. | Self-Compassion / Identity | |
| U1·L2 | My Feelings Are FriendsCh. 2 · My Feelings Are Friends Sofia’s stomach hurts before reading. Sammy: “Feelings are little messengers. If you yell at them they get louder. If … | Self-Awareness · recognizing and naming emotions | 1A.1a Recognize and accurately label emotions and how they are linked to behavior. 1A.1b Demonstrate control of impulsive behavior. | Emotional Regulation | |
| U1·L3 | Everyone Makes MistakesCh. 3 · Everyone Makes Mistakes The class learns that mistakes are part of being a person — adults make them, teachers make them, Sammy makes them. | Self-Awareness · growth mindset; separating actions from identity | 1A.1a Recognize and accurately label emotions and how they are linked to behavior. 3B.1b Make positive choices when interacting with classmates. | Self-Compassion / Identity | |
| U1·L4 | My Inside Voice — Kind or Unkind?Ch. 4 · My Inside Voice — Kind or Unkind? Sammy introduces the Kind Coach and the Grumpy Gus — the two voices that live inside. | Self-Awareness · recognizing self-talk; Self-Management: regulating internal narrative | 1A.1a Recognize and accurately label emotions and how they are linked to behavior. 1A.1b Demonstrate control of impulsive behavior. | Self-Compassion / Identity | |
| U1·L5 | Oops vs. I Am BadCh. 5 · Oops vs. I Am Bad Kenji (another classroom) says “I am a TERRIBLE person.” Marcus writes the first card on the Mistake Wall: “I knocked over a… | Self-Awareness · separating action from identity (foundational distinction of the curriculum) | 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. | Self-Compassion / Identity | |
| U1·L6 | I Can Change and GrowCh. 6 · I Can Change and Grow The classroom plants seeds and watches them sprout. Sammy: “You are growing the same way. A little bit every day. You ca… | Self-Awareness · recognizing growth; identifying capacity for change | 1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges. 1C.1b Identify goals for academic success and classroom behavior. | Self-Compassion / Identity | |
| U1·L7 | Unit 1 Celebration — This Is Me! | Self-Awareness · consolidation; Social Awareness: belonging in community | 1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges. 2B.1b Describe positive qualities in others. | — | |
| U2·L1 | What Is Forgiveness, Really? | Self-Awareness · recognizing emotional load; Self-Management: introduction to release | none printed in this lesson | — | |
| U2·L2 | Carrying Too MuchCh. 9 · Carrying Too Much Ms. Calloway puts on the blue backpack with the torn strap and drops stone after stone in until she is hunched over. “Some s… | Self-Awareness · somatic awareness; Self-Management: help-seeking | 1A.1a Recognize and accurately label emotions and how they are linked to behavior. 1A.1b Demonstrate control of impulsive behavior. | Self-Compassion / Identity | |
| U2·L3 | Saying Sorry and Meaning ItCh. 10 · Saying Sorry and Meaning It Marcus role-plays a real apology with Sammy. The three parts: name what I did, say I am sorry, make it right. | Relationship Skills · authentic repair; Self-Management: accountability without self-punishment | 3A.1a Explain why unprovoked acts that hurt others are wrong. | Social & Repair | |
| U2·L4 | Being Kind to MyselfCh. 11 · Being Kind to Myself The class practices saying to themselves the kind things they would say to a friend. Sammy: “Would you say that to a fri… | Self-Management · self-compassion (adapted from Dr. Kristin Neff’s framework) | 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. | Self-Compassion / Identity | |
| U2·L5 | Letting Go — The PracticeCh. 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 door. Ms. Calloway: “Put… | Self-Management · symbolic release; emotional regulation | 1A.1b Demonstrate control of impulsive behavior. | Self-Compassion / Identity | |
| U2·L6 | When It's Hard to Forgive YourselfCh. 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-year-old sister. He … | Self-Management · managing persistent self-criticism; help-seeking | 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. | Social & Repair | |
| U2·L7 | Unit 2 Wrap-Up — I Put It Down | Self-Management · consolidation; symbolic future-anchoring | 1A.1a Recognize and accurately label emotions and how they are linked to behavior. | — | |
| U3·L1 | Your Hurt Is RealCh. 15 · Your Hurt Is Real Mia, whose feelings were hurt by something her cousin said, learns that hurts are real even when adults say “it was not a b… | Social Awareness · validation of emotional experience; Self-Awareness: naming hurt | 1A.1a Recognize and accurately label emotions and how they are linked to behavior. 2A.1b Use listening skills to identify the feelings and perspectives of others. | Social & Repair | |
| U3·L2 | Why Do People Hurt People? | Social Awareness · perspective-taking; intent vs. impact | 2A.1a Recognize that others may experience situations differently from oneself. 2A.1b Use listening skills to identify the feelings and perspectives of others. | — | |
| U3·L3 | Forgiving Is Not the Same as TrustingCh. 17 · Forgiving Is Not the Same as Trusting Sammy explains: you can forgive someone in your heart and still not be best friends right away. Forgivi… | Social Awareness · relationship judgment; Relationship Skills: discernment about closeness | 3A.1b Identify social norms and safety considerations that guide behavior. | Social & Repair | |
| U3·L4 | Forgiveness Takes Time | Self-Management · patience with self; Self-Awareness: noticing emotional progress | 1A.1a Recognize and accurately label emotions and how they are linked to behavior. | — | |
| U3·L5 | My Story Is Not the Whole MeCh. 19 · My Story Is Not the Whole Me Maya, whose story includes living with her grandmother instead of her mom, learns that her hard story is part of… | Self-Awareness · narrative identity; Social Awareness: self in context | 1B.1a Identify one’s likes and dislikes, needs and wants, strengths and challenges. 2B.1a Describe the ways that people are similar and different. | Social & Repair | |
| U3·L6 | Forgiveness Stories | Social Awareness · cultural perspective; Self-Management: consolidation | 2A.1b Use listening skills to identify the feelings and perspectives of others. | — | |
| U3·L7 | Unit 3 Wrap-Up — I Choose | Relationship Skills · agency; Responsible Decision-Making: claiming personal choice | 3B.1b Make positive choices when interacting with classmates. | — | |
| U4·L1 | What Does Grace Look Like?Ch. 22 · What Does Grace Look Like? Sammy: “Grace is when you give somebody something they did not earn. A second chance. A kind word when they were m… | Responsible Decision-Making · defining values; Social Awareness: extending kindness | 2C.1a Identify ways to work and play well with others. 3A.1a Explain why unprovoked acts that hurt others are wrong. | Social & Repair | |
| U4·L2 | What Does Mercy Look Like? | Responsible Decision-Making · values clarification; Social Awareness: mercy in community | 2A.1a Recognize that others may experience situations differently from oneself. 3A.1a Explain why unprovoked acts that hurt others are wrong. | — | |
| U4·L3 | Giving the Benefit of the DoubtCh. 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 Jordan did not hea… | Social Awareness · charitable interpretation; Self-Management: pausing reactivity | 2A.1a Recognize that others may experience situations differently from oneself. 2A.1b Use listening skills to identify the feelings and perspectives of others. | Social & Repair | |
| U4·L4 | Small Acts, Big Difference | Relationship Skills · daily generosity; Social Awareness: community building | 2C.1a Identify ways to work and play well with others. 3C.1a Identify and perform roles that contribute to one’s classroom. | — | |
| U4·L5 | Grace With Hard PeopleCh. 25 · Grace With Hard People Kezia talks about a cousin who is unkind. Ms. Calloway: “Grace can be quiet. Grace can be a kind thought even when you… | Relationship Skills · grace with discernment; Self-Management: limits | none printed in this lesson | Social & Repair | |
| U4·L6 | Grace Audit & Grace Garden | Self-Awareness · reflective practice; Social Awareness: community recognition | 3C.1a Identify and perform roles that contribute to one’s classroom. 3C.1b Identify and perform roles that contribute to one’s family. | — | |
| U4·L7 | Community Charter & Year-End CelebrationCh. 27 · Year-End Celebration The class looks at the Mistake Wall — full of Oopses-and-Repairs from a whole year. Ms. Calloway puts Sammy back in the … | Responsible Decision-Making · consolidation; Relationship Skills: community | 3C.1a Identify and perform roles that contribute to one’s classroom. 2C.1b Demonstrate appropriate social and classroom behavior. | Integration |
| Lesson | Title | CASEL competency | Illinois SEL benchmark | Domain | Flag |
|---|---|---|---|---|---|
| U1·L1 | Who Am I?Ch. 1 · Who Am I? The cohort reconvenes for fourth grade. Mr. Patel introduces the Identity Web — five branches, drawn with the older kids’ more caref… | Self-Awareness: identifying personal strengths and self-perception | 1B.2a Describe personal skills and interests that one wants to develop. 2B.2a Identify differences among and contributions of various social and cultural groups. | Self-Compassion / Identity | |
| U1·L2 | Emotions Are Information | Self-Awareness: identifying and labeling emotions; emotional expression | 1A.2a Describe a range of emotions and the situations that cause them. 1A.2b Describe and demonstrate ways to express emotions in a socially acceptable manner. | — | |
| U1·L3 | Everyone Makes Mistakes | Self-Awareness: growth mindset; accurate self-perception | 1A.2a Describe a range of emotions and the situations that cause them. 3B.2b Generate alternative solutions and evaluate their consequences for a range of academic and social situations. | — | |
| U1·L4 | My Inner Critic vs. My Inner CoachCh. 4 · My Inner Critic vs. My Inner Coach Priya fills the Critic column in three minutes and stalls completely on the Coach column. She flips the pap… | Self-Awareness · Self-Management: self-talk and reframing | 1A.2a Describe a range of emotions and the situations that cause them. 1A.2b Describe and demonstrate ways to express emotions in a socially acceptable manner. | Self-Compassion / Identity | |
| U1·L5 | Guilt vs. ShameCh. 6 · Guilt vs. Shame The cohort learns the distinction. Guilt = what I did. Shame = who I am. Guilt is functional; shame is corrosive. Marcus, begi… | Self-Awareness: distinguishing guilt from shame · Self-Management: reframing | 1A.2a Describe a range of emotions and the situations that cause them. 1B.2a Describe personal skills and interests that one wants to develop. | Self-Compassion / Identity | |
| U1·L6 | I Am More Than My Worst MomentCh. 7 · I Am More Than My Worst Moment The class makes a list together — “I am the kid who broke the vase AND the kid who babysits her cousin every Sa… | Self-Awareness: stable, accurate self-perception | 1B.2a Describe personal skills and interests that one wants to develop. 3B.2b Generate alternative solutions and evaluate their consequences for a range of academic and social situations. | Self-Compassion / Identity | |
| U1·L7 | Unit Reflection & Community Affirmation | Self-Awareness · Social Awareness: empathy and community building | 1C.2b Monitor progress on achieving a short-term personal goal. 2B.2b Demonstrate how to work effectively with those who are different from oneself. | — | |
| U2·L1 | What Is Forgiveness, Really?Ch. 10 · The Weight of Self-Criticism PRIYA’S BREAKDOWN. The Bengal-tiger / jaguar group-project scene. Priya cries in Ms. Calloway’s office: “I am to… | Self-Awareness: accurate understanding of forgiveness · Self-Management: reframing | none printed in this lesson | Self-Compassion / Identity | |
| U2·L2 | The Weight of Self-CriticismCh. 10 (rev.) · The Backpack Returns Mr. Patel brings out a heavier version of the same blue backpack with the torn strap. The cohort, older now, can … | Self-Awareness: recognizing emotional and physical cues · Self-Management: understanding the cost of chronic self-criticism | 1A.2a Describe a range of emotions and the situations that cause them. 1A.2b Describe and demonstrate ways to express emotions in a socially acceptable manner. | Self-Compassion / Identity | |
| U2·L3 | Accountability Without Self-PunishmentCh. 11 · Accountability Without Self-Punishment Isabella’s garden-gnome scenario is referenced. The cohort learns the formula: OWN IT + UNDERSTAND IMP… | Self-Management: responsible decision-making after a mistake · Relationship Skills: repair | 3A.2a Demonstrate the ability to respect the rights of self and others. 1A.2b Describe and demonstrate ways to express emotions in a socially acceptable manner. | Social & Repair | |
| U2·L4 | Talking to Yourself Kindly ★ ELEVATED | Self-Management: self-compassion practice · Self-Awareness: honest and kind self-talk | 1A.2b Describe and demonstrate ways to express emotions in a socially acceptable manner. 1B.2a Describe personal skills and interests that one wants to develop. | — | |
| U2·L5 | Letting Go — A Practice ★ ELEVATEDCh. 13 · Talking to Yourself Kindly Priya, weeks after the breakdown, writes a Self-Compassion Letter: “DEAR PRIYA. If you were Hannah and you said th… | Self-Management: symbolic release and process understanding | 1A.2b Describe and demonstrate ways to express emotions in a socially acceptable manner. | Self-Compassion / Identity | |
| U2·L6 | When Self-Forgiveness Feels Impossible ★★ HIGHEST RISKCh. 15 · When Self-Forgiveness Feels Impossible Marcus finally speaks about Aaliyah — a Saturday morning when he was eight and she was five and he sai… | Self-Management: coping with difficulty · Self-Awareness: recognizing when support is needed | 1A.2a Describe a range of emotions and the situations that cause them. 1B.2a Describe personal skills and interests that one wants to develop. | Social & Repair | |
| U2·L7 | Unit 2 Reflection & Bridge to Unit 3 | Self-Awareness · Social Awareness (synthesis) | 1C.2b Monitor progress on achieving a short-term personal goal. | — | |
| U3·L1 | Your Hurt Is Real and It MattersCh. 17 · Your Hurt Is Real and It Matters Maya, who lives with her grandmother and not her mother, brings up — in writing, not aloud — what it has bee… | Self-Awareness: recognizing and naming emotional pain · Social Awareness: understanding impact on self | 1A.2a Describe a range of emotions and the situations that cause them. 2A.2b Describe the expressed feelings and perspectives of others. | Social & Repair | |
| U3·L2 | Why People Hurt PeopleCh. 19 · Repair That Actually Works The cohort learns the difference between performative apology and real repair. “I’m sorry IF I hurt you” vs. “I’m … | Social Awareness: perspective-taking and empathy · Responsible Decision-Making: evaluating behavior in context | 2A.2a Identify verbal, physical, and situational cues that indicate how others may feel. 2A.2b Describe the expressed feelings and perspectives of others. | Social & Repair | |
| U3·L3 | Forgiveness Is Not the Same as Trust ★★ HIGHEST RISKCh. 20 · Forgiveness Is Not the Same as Trust The cohort sits with the distinction at the 3-5 level: forgiveness is INTERNAL; trust is EARNED. You can… | Self-Management: emotional regulation and boundary-setting · Relationship Skills: distinguishing healthy from unsafe relationships | 3A.2b Demonstrate knowledge of how social norms affect decision making and behavior. | Social & Repair | |
| U3·L4 | Forgiveness Takes TimeCh. 23 · Stories of Forgiveness in Practice The cohort hears three real-world stories at age-appropriate distance: a man who forgave a drunk driver; a… | Self-Awareness: understanding the forgiveness process · Self-Management: patience with self | 1A.2a Describe a range of emotions and the situations that cause them. | Social & Repair | |
| U3·L5 | Holding Your Story Without Being Held by It ★ ELEVATED | Social Awareness: narrative identity and agency · Self-Management: reclaiming authorship | 1B.2a Describe personal skills and interests that one wants to develop. 2B.2b Demonstrate how to work effectively with those who are different from oneself. | — | |
| U3·L6 | Stories of Forgiveness in Practice + Say It Straight | Social Awareness · Relationship Skills: communicating about hurt; structured dialogue | 2A.2b Describe the expressed feelings and perspectives of others. 2C.2a Describe approaches for making and keeping friends. | — | |
| U3·L7 | Unit 3 Wrap-Up — I ChooseCh. 27 · Boundaries from Strength Ms. Calloway, in a guest visit, names the Limit. “A limit is what you will do — not what you demand of the other per… | Relationship Skills · Social Awareness (synthesis) | 3B.2b Generate alternative solutions and evaluate their consequences for a range of academic and social situations. | Social & Repair | |
| U4·L1 | What Does Grace Look Like?Ch. 25 · What Does Grace Look Like? Mr. Patel introduces grace not as a feeling but as a chosen action — generosity of spirit toward someone who did n… | Social Awareness: recognizing generosity in action · Responsible Decision-Making: choosing grace as a practice | 2C.2a Describe approaches for making and keeping friends. 3A.2a Demonstrate the ability to respect the rights of self and others. | Social & Repair | |
| U4·L2 | What Does Mercy Look Like?Ch. 26 · What Does Mercy Look Like? Mercy is named as the close cousin of grace — but distinct. Mercy is NOT giving someone what they deserve when wha… | Responsible Decision-Making: evaluating when mercy is appropriate · Social Awareness | 2A.2a Identify verbal, physical, and situational cues that indicate how others may feel. 3A.2a Demonstrate the ability to respect the rights of self and others. | Social & Repair | |
| U4·L3 | Giving the Benefit of the Doubt | Social Awareness: charitable interpretation · Responsible Decision-Making | 2A.2a Identify verbal, physical, and situational cues that indicate how others may feel. 2A.2b Describe the expressed feelings and perspectives of others. | — | |
| U4·L4 | Small Acts, Big Difference — Grace Gap Assignment LaunchCh. 30 · Small Acts (The Grace Gap Assignment) The cohort takes the Grace Gap Field Assignment home. Each child commits to three small acts of grace o… | Responsible Decision-Making: applied grace · Social Awareness: identifying need | 2C.2a Describe approaches for making and keeping friends. 3C.2a Identify and perform roles that contribute to the school community. | Social & Repair | |
| U4·L5 | Grace with Hard People | Relationship Skills: extending grace from strength · Social Awareness: distinguishing difficult from unsafe | none printed in this lesson | — | |
| U4·L6 | Grace Gap Field Assignment — Class Debrief | Self-Awareness: reflection on practice · Social Awareness: impact recognition | 3C.2b Identify and perform roles that contribute to one’s local community. 2C.2b Analyze ways to work effectively in groups. | — | |
| U4·L7 | Community Charter & Year-End Celebration ★ ELEVATEDCh. 34 · Community Charter & Year-End The cohort writes its Community Charter — what Room 18 became. “We had a Mistake Wall. We had stones. We learned… | Self-Awareness · Social Awareness · All four CASEL competencies (synthesis) | 3C.2a Identify and perform roles that contribute to the school community. 2C.2b Analyze ways to work effectively in groups. | Integration |
| Lesson | Title | CASEL competency | Illinois SEL benchmark | Domain | Flag |
|---|---|---|---|---|---|
| U1·L1 | The Mask vs. The MirrorCh. 1 · The Mask & the Mirror Amara writes “adjacent” in her summer journal — the word for the modified version of herself she has been around Brielle…Ch. 2 · The Funny Mask, Now in Middle School Jordan, the funny kid in Room 12 and Room 18, finds the funny Mask harder to take off as social stakes ri… | Self-Awareness · accurate self-perception and identity formation | 1B.3a Analyze how personal qualities influence choices and successes. 1A.3a Analyze factors that create stress or that motivate successful performance. | Self-Compassion / Identity | |
| U1·L2 | The Anatomy of a Mistake | Self-Awareness: shame vs. guilt distinction · Self-Management: reframing self-critical thoughts | 1A.3a Analyze factors that create stress or that motivate successful performance. 3A.3a Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions. | — | |
| U1·L3 | The Digital BackpackCh. 3 · The Digital Backpack Kezia’s Instagram has 312 posts in a curated beige-and-cream feed. Her grandmother has early dementia; her parents are in… | Self-Awareness: digital identity · Social Awareness: permanence and impact of digital choices | 1B.3a Analyze how personal qualities influence choices and successes. 3B.3b Evaluate strategies for resisting pressures to engage in unsafe or unethical activities. | Self-Compassion / Identity | |
| U1·L4 | Peer Pressure & The Volume of Integrity | Self-Management: maintaining values under social pressure · Social Awareness: understanding group dynamics | 3B.3b Evaluate strategies for resisting pressures to engage in unsafe or unethical activities. | — | |
| U1·L5 | Owning Your Narrative | Self-Awareness: narrative identity · Self-Management: resilience against social labeling | 1B.3a Analyze how personal qualities influence choices and successes. 1A.3a Analyze factors that create stress or that motivate successful performance. | — | |
| U1·L6 | The Agency of Choice | Self-Management: agency and impulse regulation · Responsible Decision-Making: locus of control | 1A.3b Apply strategies to manage stress and to motivate successful performance. 3B.3a Analyze how decision-making skills improve study habits and academic performance. | — | |
| U1·L7 | Unit 1 Wrap-Up & Bridge to Unit 2 | Self-Awareness (synthesis) · Self-Management: setting intentions for Unit 2 | 1C.3a Set a short-term goal and make a plan for achieving it. 1C.3b Analyze why one achieved or did not achieve a goal. | — | |
| U2·L1 | The Internal CriticCh. 8 · The Voice in Your Head Mr. Patel reintroduces the Internal Critic — older now, more sophisticated. The Critic uses three tactics: catastrophis… | Self-Awareness: understanding the internal critic · Self-Management: introducing the Compassionate Witness | 1A.3a Analyze factors that create stress or that motivate successful performance. 1A.3b Apply strategies to manage stress and to motivate successful performance. | Self-Compassion / Identity | |
| U2·L2 | Highlight Reels & The Comparison TrapCh. 10 · The Comparison Trap The cohort encounters Highlight Reel vs. Blooper Reel — their own bloopers vs. everyone else’s highlights. The comparison… | Self-Awareness: social comparison · Self-Management: resilience against comparison-based thinking | 1A.3a Analyze factors that create stress or that motivate successful performance. 2A.3a Predict others’ feelings and perspectives in a variety of situations. | Self-Compassion / Identity | |
| U2·L3 | Perfectionism — The Critic in Disguise | Self-Awareness: perfectionism as self-critical mechanism · Self-Management: tolerance for imperfection | 1A.3a Analyze factors that create stress or that motivate successful performance. 1A.3b Apply strategies to manage stress and to motivate successful performance. | — | |
| U2·L4 | Accountability Without Self-Punishment | Self-Management: emotional regulation and accountability · Self-Awareness: accountability-punishment distinction | 1A.3b Apply strategies to manage stress and to motivate successful performance. 3A.3a Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions. | — | |
| U2·L5 | The Friend TestCh. 11 · The Friend Test The cohort returns to Priya’s old practice — write what you would say to your best friend, then say it to yourself. Older now… | Self-Management: self-compassion as a regulation strategy · Social Awareness: applying empathy to the self | 1A.3a Analyze factors that create stress or that motivate successful performance. 1B.3a Analyze how personal qualities influence choices and successes. | Self-Compassion / Identity | |
| U2·L6 | Rewriting the ScriptCh. 12 · Rewriting the Script ★★ HIGHEST RISK The cohort sits with the fact that, for some of them, the Critic has been writing the script of their l… | Self-Awareness: examining inherited self-narratives · Self-Management: building the Compassionate Witness as a sustained practice | 1A.3a Analyze factors that create stress or that motivate successful performance. 1B.3a Analyze how personal qualities influence choices and successes. | Self-Compassion / Identity | ★★ |
| U2·L7 | Unit 2 Reflection & Bridge to Unit 3 | Self-Awareness (synthesis) · Self-Management: setting intentions for Unit 3 | 1C.3a Set a short-term goal and make a plan for achieving it. 1C.3b Analyze why one achieved or did not achieve a goal. | — | |
| U3·L1 | Impact vs. IntentCh. 14 · Impact vs. Intent Amara learns the formula: “Impact is what is addressed in repair. Intent matters for understanding but does not reduce acco… | Social Awareness: impact vs. intent · Relationship Skills: navigating harm and accountability | 2A.3b Analyze how one’s behavior may affect others. 2A.3a Predict others’ feelings and perspectives in a variety of situations. | Social & Repair | |
| U3·L2 | Three Sides of Every Story | Social Awareness: perspective-taking · Relationship Skills: understanding conflict from multiple viewpoints | 2A.3a Predict others’ feelings and perspectives in a variety of situations. 2A.3b Analyze how one’s behavior may affect others. | — | |
| U3·L3 | Forgiveness vs. ReconciliationCh. 15 · Forgiveness ≠ Trust ★ HIGH RISK Amara calls her grandmother after Brielle’s comment reaches her. Her grandmother gives the four-part teachin… | Self-Management: emotional regulation through forgiveness · Relationship Skills: forgiveness vs. reconciliation distinction | 2A.3a Predict others’ feelings and perspectives in a variety of situations. | Social & Repair | ★ |
| U3·L4 | The Digital Echo | Responsible Decision-Making: responding vs. reacting in digital conflict · Social Awareness: how digital environments amplify harm | 2A.3b Analyze how one’s behavior may affect others. 3B.3b Evaluate strategies for resisting pressures to engage in unsafe or unethical activities. | — | |
| U3·L5 | The Rumor & Narrative Hijack | Self-Awareness: narrative identity under social pressure · Self-Management: responding to narrative distortion without retaliation | 2B.3a Explain how individual, social, and cultural differences may increase vulnerability to bullying and identify ways to address it. 2B.3b Analyze the effects of taking action to oppose bullying based on individual and group differences. | — | |
| U3·L6 | The Agency of Release — Letter of ReleaseCh. 16 · The Letter of Release ★★ HIGHEST RISK Mr. Patel introduces the Letter of Release. Four sections: what you did; what it cost me; what I am pu… | Self-Management: emotional regulation and internal agency · Self-Awareness: understanding the cost of sustained resentment | 1A.3b Apply strategies to manage stress and to motivate successful performance. | Social & Repair | ★★ |
| U3·L7 | Limits from Self-Respect + Unit 3 Wrap-Up & Bridge to Unit 4 | Self-Management: limit-setting · Relationship Skills: boundary communication · Synthesis: Unit 3 → Unit 4 bridge | 2C.3a Analyze ways to establish positive relationships with others. | — | |
| U4·L1 | What Is Grace? | Social Awareness: understanding grace as a chosen practice · Responsible Decision-Making: the generative shift from Units 1–3 | 3A.3a Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions. 2A.3a Predict others’ feelings and perspectives in a variety of situations. | — | |
| U4·L2 | What Does Mercy Look Like? | Social Awareness: mercy as a relational practice · Responsible Decision-Making: mercy-justice tension | 3A.3a Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions. 2A.3a Predict others’ feelings and perspectives in a variety of situations. | — | |
| U4·L3 | Giving the Benefit of the DoubtCh. 18 · Charitable Interpretation The cohort learns to Pause before deciding what someone meant. “Maybe they didn’t see. Maybe they had a bad morning… | Social Awareness: charitable interpretation · Responsible Decision-Making: the Pause as a skill | 2A.3a Predict others’ feelings and perspectives in a variety of situations. 1A.3b Apply strategies to manage stress and to motivate successful performance. | Social & Repair | ★ |
| U4·L4 | Small Acts, Big Difference — The Grace ChallengeCh. 19 · Small Acts (The Grace Challenge) The cohort takes on a two-week Grace Challenge. Three small acts each. They keep journals and debrief withou… | Relationship Skills: prosocial behavior · Responsible Decision-Making: Grace Challenge commitments | 2C.3a Analyze ways to establish positive relationships with others. 3C.3a Evaluate one’s participation in efforts to address an identified school need. | Social & Repair | |
| U4·L5 | Grace With Hard PeopleCh. 20 · Grace With Hard People The cohort talks about grace toward people who have not earned it and probably never will — grace from a safe distance… | Relationship Skills: grace with difficult people · Self-Management: distinguishing difficult from unsafe | 3A.3a Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions. | Social & Repair | ★ |
| U4·L6 | Grace Audit — Final ProjectCh. 21 · Mia Comes Home Mia, who moved to Pittsburgh in fourth grade, comes back for spring break. The cohort, now seventh-graders, holds her differen… | Responsible Decision-Making: Grace Audit observation · Relationship Skills: Grace Gap micro-moment design | 3C.3a Evaluate one’s participation in efforts to address an identified school need. 3C.3b Evaluate one’s participation in efforts to address an identified need in one’s local community. | Social & Repair | |
| U4·L7 | Community Charter & Year-End CelebrationCh. 22 · The Last Day Mr. Patel, end of seventh grade. The cohort has built the framework and walks out of Room 36 carrying it. The Mistake Wall stays… | All five CASEL domains — this is the year-end synthesis lesson | 3C.3a Evaluate one’s participation in efforts to address an identified school need. 2C.3b Demonstrate cooperation and teamwork to promote group effectiveness. | Integration |
| Lesson | Title | CASEL competency | Illinois SEL benchmark | Domain | Flag |
|---|---|---|---|---|---|
| U1·L1 | Beyond the BrandCh. 1 · The First Day of High School The cohort arrives at Lincoln Park High. The school is bigger, the halls louder, the schedule scatters them. The …Ch. 4 · Amara at the Locker Amara, in a new building with kids from other middle schools, watches herself almost slip back into adjacent-Amara. She ca…Ch. 14 · The Old Story Jordan, the funny kid since first grade, sits with Ms. Wong and starts working on the script the Critic has been writing for hi… | Self-Awareness (primary) · Self-Management (supporting) | 1A.4a Analyze how thoughts and emotions affect decision making and responsible behavior. 2A.4a Analyze similarities and differences between one’s own and others’ perspectives. | Self-Compassion / Identity | ★ |
| U1·L2 | The Social Battery | Self-Awareness (primary) · Self-Management (supporting) | 1A.4a Analyze how thoughts and emotions affect decision making and responsible behavior. 1A.4b Generate ways to develop more positive attitudes. | — | |
| U1·L3 | The Integrity Anchor | Self-Awareness (primary) · Self-Management (supporting) · Responsible Decision-Making (supporting) | 1A.4a Analyze how thoughts and emotions affect decision making and responsible behavior. 3A.4a Demonstrate personal responsibility in making ethical decisions. | — | |
| U1·L4 | Authenticity in Action | Self-Awareness (primary) · Relationship Skills (supporting) | 1A.4a Analyze how thoughts and emotions affect decision making and responsible behavior. 2A.4a Analyze similarities and differences between one’s own and others’ perspectives. | — | |
| U1·L5 | The Groupthink Trap | Self-Awareness (primary) · Social Awareness (secondary) · Responsible Decision-Making (supporting) | 3B.4b Apply decision-making skills to establish responsible social and work group relationships. 3A.4b Evaluate how social norms and the expectations of authority influence personal decisions and actions. | — | |
| U1·L6 | Silencing the Noise | Self-Awareness (primary) · Self-Management (primary) · Responsible Decision-Making (supporting) | 1A.4b Generate ways to develop more positive attitudes. 3B.4b Apply decision-making skills to establish responsible social and work group relationships. | — | |
| U1·L7 | Unit Reflection — the Identity Shield | Self-Awareness (synthesis across all Unit 1 domains) | 1B.4a Set priorities in building on strengths and identifying areas for improvement. 1C.4b Apply strategies to overcome obstacles to goal achievement. | — | |
| U2·L1 | The Perfectionism WeightCh. 3 · The Inner Critic Goes to High School Priya (first-person) catches the Critic twice in one geometry class. The Critic is louder in the new room… | Self-Awareness (primary) · Self-Management (supporting) | 1A.4a Analyze how thoughts and emotions affect decision making and responsible behavior. 1A.4b Generate ways to develop more positive attitudes. | Self-Compassion / Identity | |
| U2·L2 | The 'not Yet' LensCh. 13 · The Wall in February (Theo) ★ KEY CHAPTER February. The Wall has a hundred cards. Theo stands in front of it at 7:42 a.m. for four minutes a… | Self-Management (primary) · Self-Awareness (supporting) | 1A.4b Generate ways to develop more positive attitudes. 1C.4a Identify strategies to make use of resources and overcome obstacles to achieve goals. | Self-Compassion / Identity | ★ |
| U2·L3 | Sustainable Accountability | Self-Management (primary) · Self-Awareness (supporting) · Relationship Skills (supporting) | 3A.4a Demonstrate personal responsibility in making ethical decisions. 1A.4b Generate ways to develop more positive attitudes. | — | |
| U2·L4 | Reclaiming the Narrative | Self-Awareness (primary) · Self-Management (supporting) | 1A.4b Generate ways to develop more positive attitudes. 1B.4a Set priorities in building on strengths and identifying areas for improvement. | — | |
| U2·L5 | Self-care vs. Self-indulgence | Self-Management (primary) · Self-Awareness (supporting) | 1A.4a Analyze how thoughts and emotions affect decision making and responsible behavior. 1C.4b Apply strategies to overcome obstacles to goal achievement. | — | |
| U2·L6 | The Compassionate WitnessCh. 9 · Kezia Carries Something An estranged relative writes Kezia’s grandmother. The letter sits on the counter. Kezia stops sleeping for four weeks,… | Self-Management (primary) · Self-Awareness (primary) | 1A.4a Analyze how thoughts and emotions affect decision making and responsible behavior. 1A.4b Generate ways to develop more positive attitudes. | Social & Repair | ★ |
| U2·L7 | The Backpack Audit | Self-Awareness (synthesis) · Self-Management (regulation and release) | 1A.4a Analyze how thoughts and emotions affect decision making and responsible behavior. 1B.4a Set priorities in building on strengths and identifying areas for improvement. | — | |
| U3·L1 | Conflict As InformationCh. 8 · Theo Notices Theo, the noticing kid since first grade, starts noticing a freshman named Rachel being quietly excluded at lunch. He routes it t… | Social Awareness (primary) · Relationship Skills (supporting) | 2A.4a Analyze similarities and differences between one’s own and others’ perspectives. | Social & Repair | |
| U3·L2 | FORGIVENESS vs. RECONCILIATION | Social Awareness (primary) · Self-Management (supporting) · Relationship Skills (supporting) | 2A.4a Analyze similarities and differences between one’s own and others’ perspectives. | — | |
| U3·L3 | The Boundary of Peace | Relationship Skills (primary) · Self-Management (supporting) | 1A.4b Generate ways to develop more positive attitudes. | — | |
| U3·L4 | CALLING IN vs. CALLING OUT | Relationship Skills (primary) · Responsible Decision-Making (primary) | 2A.4b Use conversation skills to understand others’ feelings and perspectives. | — | |
| U3·L5 | Contextual Empathy | Social Awareness (primary) · Relationship Skills (supporting) | 2A.4a Analyze similarities and differences between one’s own and others’ perspectives. 2A.4b Use conversation skills to understand others’ feelings and perspectives. | — | |
| U3·L6 | The Grace ChallengeCh. 17 · The Girl Who Was Mean to Priya in Fourth Grade Priya, now fourteen, runs into the girl who was mean to her in fourth grade — now in her chemi… | Relationship Skills (primary) · Responsible Decision-Making (primary) | 2C.4a Evaluate the effects of requesting support from and providing support to others. 3C.4a Plan, implement, and evaluate one’s participation in activities and organizations that improve school climate. | Social & Repair | |
| U3·L7 | Unit Reflection — the Grace Audit | Synthesis across all Unit 3 CASEL domains | 3C.4a Plan, implement, and evaluate one’s participation in activities and organizations that improve school climate. 2A.4a Analyze similarities and differences between one’s own and others’ perspectives. | — | |
| U4·L1 | What Is Grace Culture?Ch. 19 · Grandfather’s Brush Amara’s grandmother gives her a paintbrush that belonged to Amara’s grandfather, who died before Amara was old enough to … | Social Awareness (primary) · Relationship Skills (supporting) | 3A.4a Demonstrate personal responsibility in making ethical decisions. 2C.4b Evaluate one’s contribution in groups as a member and leader. | Social & Repair | |
| U4·L2 | Charitable Interpretation | Social Awareness (primary) · Relationship Skills (supporting) | 2A.4a Analyze similarities and differences between one’s own and others’ perspectives. 1A.4a Analyze how thoughts and emotions affect decision making and responsible behavior. | — | |
| U4·L3 | Bearing Witness | Relationship Skills (primary) · Social Awareness (primary) | 2A.4b Use conversation skills to understand others’ feelings and perspectives. 2C.4a Evaluate the effects of requesting support from and providing support to others. | — | |
| U4·L4 | Grace Under Pressure | Self-Management (primary) · Relationship Skills (supporting) | 1A.4a Analyze how thoughts and emotions affect decision making and responsible behavior. 3A.4a Demonstrate personal responsibility in making ethical decisions. | — | |
| U4·L5 | The Grace Audit — Community Scale | Social Awareness (primary) · Responsible Decision-Making (primary) | 3C.4b Plan, implement, and evaluate one’s participation in a group effort to contribute to one’s local community. 3C.4a Plan, implement, and evaluate one’s participation in activities and organizations that improve school climate. | — | |
| U4·L6 | The Grace Legacy | Responsible Decision-Making (primary) · Self-Awareness (supporting) | 3C.4b Plan, implement, and evaluate one’s participation in a group effort to contribute to one’s local community. 2C.4b Evaluate one’s contribution in groups as a member and leader. | — | |
| U4·L7 | Year-end Celebration — the Class LegacyCh. 21 · The Last Day Freshman year ends. The cohort, scattered all year, gathers in Room 104 on the last day. Ms. Calloway: “You have learned that th… | Synthesis across all Book 4 CASEL domains | 3C.4a Plan, implement, and evaluate one’s participation in activities and organizations that improve school climate. 2C.4b Evaluate one’s contribution in groups as a member and leader. | Integration |
| Lesson | Title | CASEL competency | Illinois SEL benchmark | Domain | Flag |
|---|---|---|---|---|---|
| U1·L1 | The Exit InterviewCh. 1 · The First Day of the Last Year Ms. Calloway, on the first day of senior year: “This is the last year I will have all of you in one room. Next … | Self-Awareness (primary) · Responsible Decision-Making (supporting) | 1B.5a Implement a plan to build on a strength, meet a need, or address a challenge. 1A.5a Evaluate how expressing one’s emotions in different situations affects others. | Self-Compassion / Identity | ★ |
| U1·L2 | Mapping Your Values | Self-Awareness (primary) · Responsible Decision-Making (primary) | 1B.5a Implement a plan to build on a strength, meet a need, or address a challenge. 3A.5a Apply ethical reasoning to evaluate societal practices. | — | |
| U1·L3 | Values Under Fire | Self-Awareness (primary) · Responsible Decision-Making (primary) · Self-Management (supporting) | 3B.5b Evaluate how responsible decision making affects interpersonal and work group relationships. 3A.5a Apply ethical reasoning to evaluate societal practices. | — | |
| U1·L4 | Values in the Workplace | Responsible Decision-Making (primary) · Self-Awareness (supporting) · Social Awareness (supporting) | 3A.5a Apply ethical reasoning to evaluate societal practices. 3B.5a Analyze how present decision making affects college and career choices. | — | |
| U1·L5 | The Neuroscience of Moral DevelopmentCh. 10 · The Lie Marcus Almost Told Marcus, in October, is asked by a college admissions officer about a leadership experience. He is tempted to embel… | Self-Awareness (primary) · Responsible Decision-Making (supporting) | 1A.5a Evaluate how expressing one’s emotions in different situations affects others. 3A.5a Apply ethical reasoning to evaluate societal practices. | Self-Compassion / Identity | |
| U1·L6 | The Moral North StarCh. 5 · Pepper, in October Darius, six months after Pepper died at the end of Book 4, talks about who he has become since the grief. “I am someone who… | Self-Awareness (primary) · Responsible Decision-Making (primary) · Self-Management (supporting) | 1B.5a Implement a plan to build on a strength, meet a need, or address a challenge. 3A.5a Apply ethical reasoning to evaluate societal practices. | Self-Compassion / Identity | |
| U1·L7 | The Compass of Integrity · Unit Reflection | Self-Awareness (synthesis across all Unit 1 domains) · Responsible Decision-Making (synthesis) | 1C.5b Monitor progress toward achieving a goal, and evaluate one’s performance against criteria. 1B.5a Implement a plan to build on a strength, meet a need, or address a challenge. | — | |
| U2·L1 | The Living Amend | not stated in source | 3A.5a Apply ethical reasoning to evaluate societal practices. | — | |
| U2·L2 | Forgiving the Younger Self | not stated in source | 1A.5a Evaluate how expressing one’s emotions in different situations affects others. 1A.5b Evaluate how expressing more positive attitudes influences others. | — | |
| U2·L3 | Mental Health Literacy & Advocacy | not stated in source | 1B.5b Evaluate how developing interests and filling useful roles support school and life success. 2B.5b Evaluate how advocacy for the rights of others contributes to the common good. | — | |
| U2·L4 | The Sustainable Soul | not stated in source | 1A.5b Evaluate how expressing more positive attitudes influences others. 1C.5b Monitor progress toward achieving a goal, and evaluate one’s performance against criteria. | — | |
| U2·L5 | The Forgiveness Fatigue | not stated in source | 1A.5a Evaluate how expressing one’s emotions in different situations affects others. | — | |
| U2·L6 | The Inheritance of GraceCh. 12 · The Letter (Priya’s College Rejection) ★ KEY CHAPTER March. Priya’s top-choice school says no. Hannah, her best friend since fourth grade, i… | not stated in source | 2A.5b Demonstrate ways to express empathy for others. 3C.5b Work cooperatively with others to plan, implement, and evaluate a project that addresses an identified need in the broader community. | Self-Compassion / Identity | ★ |
| U2·L7 | The Final Backpack Audit | not stated in source | 1A.5a Evaluate how expressing one’s emotions in different situations affects others. 1B.5a Implement a plan to build on a strength, meet a need, or address a challenge. | — | |
| U3·L1 | The Leadership Prerequisite | not stated in source | 2C.5b Plan, implement, and evaluate participation in a group project. 1B.5a Implement a plan to build on a strength, meet a need, or address a challenge. | — | |
| U3·L2 | Releasing the Childhood Backpack | not stated in source | 1A.5b Evaluate how expressing more positive attitudes influences others. | — | |
| U3·L3 | Complex ReconciliationCh. 15 · The Conversation with My Mother Maya, eighteen, asks her mother the question she has wanted to ask since she was six: “Why didn’t you raise m… | not stated in source | 2A.5a Demonstrate how to express understanding of those who hold different opinions. | Social & Repair | ★ |
| U3·L4 | Global Empathy | not stated in source | 2A.5a Demonstrate how to express understanding of those who hold different opinions. 2B.5b Evaluate how advocacy for the rights of others contributes to the common good. | — | |
| U3·L5 | The Cost of Bitterness | not stated in source | 1A.5a Evaluate how expressing one’s emotions in different situations affects others. | — | |
| U3·L6 | Forgiveness As LegacyCh. 9 · The Letter Kezia Wrote Kezia, now eighteen, finally writes the letter back to the relative who wrote to her grandmother three years ago. The l…Ch. 17 · The Conversation with My Father Marcus has a conversation with his father he has put off for years. They go for a walk. Marcus speaks. His fa… | not stated in source | 2A.5b Demonstrate ways to express empathy for others. 3C.5b Work cooperatively with others to plan, implement, and evaluate a project that addresses an identified need in the broader community. | Social & Repair | ★ |
| U3·L7 | The Graduation of the Heart | not stated in source | 1C.5b Monitor progress toward achieving a goal, and evaluate one’s performance against criteria. 2A.5b Demonstrate ways to express empathy for others. | — | |
| U4·L1 | Systemic Grace | not stated in source | 3A.5a Apply ethical reasoning to evaluate societal practices. 3C.5b Work cooperatively with others to plan, implement, and evaluate a project that addresses an identified need in the broader community. | — | |
| U4·L2 | Radical Generosity | not stated in source | 2C.5a Evaluate the application of communication and social skills in daily interactions with peers, teachers, and families. 3C.5b Work cooperatively with others to plan, implement, and evaluate a project that addresses an identified need in the broader community. | — | |
| U4·L3 | COUNSELING vs. CANCELING | not stated in source | 2A.5a Demonstrate how to express understanding of those who hold different opinions. | — | |
| U4·L4 | Charitable Interpretation at ScaleCh. 22 · Marcus Is Asked Marcus writes a letter to an incoming freshman: “There will be a person in your dorm or your class who is hurting. You will s… | not stated in source | 2A.5a Demonstrate how to express understanding of those who hold different opinions. 3A.5a Apply ethical reasoning to evaluate societal practices. | Social & Repair | |
| U4·L5 | The Mentor Path · R&r Strand Tp5 — the Final Touchpoint | not stated in source | 2C.5b Plan, implement, and evaluate participation in a group project. 3C.5a Work cooperatively with others to plan, implement, and evaluate a project to meet an identified school need. | — | |
| U4·L6 | The Graduation CharterCh. 13 · The Conversation with My Grandmother Amara has the first real adult-to-adult conversation with her grandmother. Tea at the kitchen table. “Gr…Ch. 23 · Mia Returns Mia, who moved to Pittsburgh in fourth grade, returns for the cohort’s graduation week. The cohort holds her — not as the kid who… | not stated in source | 3C.5a Work cooperatively with others to plan, implement, and evaluate a project to meet an identified school need. 2C.5b Plan, implement, and evaluate participation in a group project. | Social & Repair | |
| U4·L7 | The Final CelebrationCh. 20 · The Cohort Dinner ★ KEY CHAPTER Late April. The cohort decides to have one dinner together — all ten plus Hannah plus Mia’s mother. They eat… | not stated in source | 3C.5b Work cooperatively with others to plan, implement, and evaluate a project that addresses an identified need in the broader community. 2A.5b Demonstrate ways to express empathy for others. | Integration | ★ |
9 rows in the K–12 crosswalk are not single lessons. They run across a unit or across the year — the Regulation Toolkit, the grief strand, the year-long anchors and the closing liturgy — and are listed here rather than dropped, because a reviewer counting lessons against the crosswalk will otherwise find a gap that is not one.
| Band | Strand | Theme | Domain | Flag |
|---|---|---|---|---|
| 3-5 | Regulation & Repair — My Regulation Toolkit | Self-Management · Regulation | Emotional Regulation | |
| 9-10 | Pacing Anchor — Wall as Permanent Infrastructure | All Four · The Container Travels | Integration | |
| 9-10 | Regulation & Repair — Body as Information | Self-Compassion · Honoring the Body | Emotional Regulation | ★ |
| 9-10 | Grief Strand (cross-cutting U2 and U3) | Forgiveness · Grief Held in Community | Social & Repair | ★ |
| 9-10 | Year-Long Arc — The Sentences That Return | All Four · The Long Plant | Integration | ★ |
| 11-12 | Year-Long Anchor — The Five Questions | All Four · Integration via Inquiry | Integration | |
| 11-12 | Regulation & Repair — The Limit of the Toolkit | Self-Compassion · The Edge of Self-Management | Emotional Regulation | ★ |
| 11-12 | Year-End Closing Liturgy | All Four · The Final Charge | Integration | |
| 11-12 | Year-End — Architecture in the Wild | All Four · The Lived Architecture | Integration |
Every Illinois Social/Emotional Learning benchmark this curriculum is written against, as printed in the lessons. Aligned to the Illinois Social/Emotional Learning Standards (ISBE).
This page is the lesson-level view. The framework-level crosswalks are separate documents, open and printable, and each is a one-page-per-framework map a coach or evaluator can hand across a table.
| Framework | What it maps | Length | |
|---|---|---|---|
| Illinois SEL Standards | The three ISBE goals and their benchmarks, with a what-the-student-does columnThe lesson-level view of this is the table above. | 3 pp. | Open |
| CASEL five competencies | The five competencies mapped to the four Grace pillars and the five practiced moves, with the four-settings ring and the grade-band arc | 2 pp. | Open |
| Framework for Teaching (Danielson) | All twenty-two components, with an evidence column naming what is observable in the room before what is on a screen — Domain 2 first | 4 pp. | Open |
| MTSS / tiered supports | Where the curriculum sits in a tiered system, and what it does and does not replace | 31 pp. | Open |
| Restorative practices | The repair strand against restorative language and structures | 33 pp. | Open |
| IDEA & special education law | Where the curriculum touches IEP goals, and the legal boundaries around what it produces | 4 pp. | Open |
| IDEA legal detail | The long-form legal reading behind the above | 43 pp. | Open |
| Parental consent & PPRA | A consent packet ready to adapt to a district | 11 pp. | Open |
| The Crosswalk Matrix · Universal | The master matrix across all bands — preview | 3 pp. | Open |