For Teachers

Opening: Understanding Your Mental Health · 5 min

1. Invite students to respond to: “Mental health isn't something only some people have. Everyone does.” They may speak, write, or pass.
2. Introduce Mental Health and Stigma; ask for an example before sharing the chapter's definitions.

Explore: Mental Health Is Health, Full Stop · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Pair students to explain Mental Health and Stigma without reading the definitions.
3. Invite volunteers to share; allow a written response instead of speaking.

Check-In Circle · 10–15 minutes, in pairs or small groups.

1. In pairs, students practice asking each other “how are you really doing?” and answering with something more specific than “fine.”
2. Student A asks: “how are you really doing this week?”
3. Student B answers honestly with at least one specific detail — not just “good” or “fine.”
4. Student A responds with genuine curiosity, not just moving on immediately.
5. Swap roles.

Reflection and exit ticket · 5–10 min

1. Complete one question from Stress Check-In Scale privately.
2. Choose one step for this week: Do a real Stress Check-In using the scale this week.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Managing Stress and Anxiety · 5 min

1. Invite students to respond to: “You can't avoid stress. You can build tools for it.” They may speak, write, or pass.
2. Introduce Coping Strategy and Parasympathetic Nervous System; ask for an example before sharing the chapter's definitions.

Explore: Not All Coping Is Equal · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Pair students to explain Coping Strategy and Parasympathetic Nervous System without reading the definitions.
3. Invite volunteers to share; allow a written response instead of speaking.

Stress Scenario Coach · 10–15 minutes, in pairs or small groups.

1. Pairs work through a realistic stress scenario (a big test tomorrow, a fight with a friend, feeling overwhelmed by homework). One student describes the scenario; the partner coaches them toward a healthy coping response.
2. Student A describes a realistic stressful scenario (real or invented).
3. Student B asks: “what have you tried so far?” then suggests one healthy coping strategy from the Coping Toolkit categories.
4. Swap scenarios and roles.

Reflection and exit ticket · 5–10 min

1. Complete one question from Coping Toolkit privately.
2. Choose one step for this week: Try one new healthy coping strategy this week.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Building Resilience · 5 min

1. Invite students to respond to: “Resilience isn't never falling. It's what you do after.” They may speak, write, or pass.
2. Introduce Resilience and Reframe; ask for an example before sharing the chapter's definitions.

Explore: Setbacks Are Data, Not Verdicts · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Pair students to explain Resilience and Reframe without reading the definitions.
3. Invite volunteers to share; allow a written response instead of speaking.

The Comeback Interview · 10–15 minutes, in pairs or small groups.

1. Pairs role-play a reporter interviewing someone about a real or invented setback they bounced back from, practicing productive framing.
2. Student A plays a reporter asking: “what happened?” “how did you feel?” “what did you learn?” “what would you tell someone going through something similar?”
3. Student B answers as themselves, about a real (or comfortable-to-share) setback.
4. Swap roles.

Reflection and exit ticket · 5–10 min

1. Complete one question from Setback Reframe privately.
2. Choose one step for this week: Reframe one real setback using the three-part worksheet.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Healthy Relationships and Support Systems · 5 min

1. Invite students to respond to: “You shouldn't have to carry everything alone — or carry everyone else's everything.” They may speak, write, or pass.
2. Introduce Support System and Healthy Relationship; ask for an example before sharing the chapter's definitions.

Explore: What Makes a Relationship Actually Healthy · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Pair students to explain Support System and Healthy Relationship without reading the definitions.
3. Invite volunteers to share; allow a written response instead of speaking.

Who Do I Call? · 10–15 minutes, in pairs or small groups.

1. Give small groups scenario cards (overwhelmed by homework, friend drama, family conflict, feeling really down for a while). Groups discuss and role-play who the right support person would be for each and how to actually reach out.
2. Each group gets 2–3 scenario cards.
3. For each scenario, the group identifies who the right support person is (friend, parent, teacher, counselor) and why.
4. One student role-plays actually reaching out to that person in a believable way.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Support Map privately.
2. Choose one step for this week: Reach out to one person on your Support Map for real, even about something small.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Self-Care That Actually Works · 5 min

1. Invite students to respond to: “Self-care isn't a purchase. It's a practice.” They may speak, write, or pass.
2. Introduce Self-Care and Burnout; ask for an example before sharing the chapter's definitions.

Explore: Real Self-Care vs. Marketed Self-Care · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Pair students to explain Self-Care and Burnout without reading the definitions.
3. Invite volunteers to share; allow a written response instead of speaking.

Self-Care Swap · 10–15 minutes, in pairs or small groups.

1. Pairs pitch a genuine, personal self-care practice to each other and explain why it actually works for them — not because it's trendy.
2. Student A shares one real self-care habit and explains specifically why/how it helps them.
3. Student B asks one genuine follow-up question (not just “cool”).
4. Swap roles.

Reflection and exit ticket · 5–10 min

1. Complete one question from Real Self-Care Audit privately.
2. Choose one step for this week: Try the one small self-care habit from your audit for 3 days this week.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: What Sisterhood Actually Means · 5 min

1. Invite students to respond to: “Sisterhood isn't a vibe. It's a set of choices you make when it costs you something.” They may speak, write, or pass.
2. Introduce Sisterhood and Scarcity mindset; ask for an example before sharing the chapter's definitions.

Explore: What Sisterhood Actually Means / The Girl Code: What to Keep, What to Break · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

The Girl Code Table · 15 min

1. Write the rules your group actually wants to live by — out loud, together.
2. Each girl writes one rule she wishes every friend followed.
3. Read them aloud with no commentary the first time around.
4. As a group, combine overlapping rules into one shared code.
5. Everyone signs the code and names one rule she'll be tested on this week.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Sisterhood Standard privately.
2. Choose one step for this week: Tell one girl exactly what you appreciate about her — specific, not general.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: The Friendships That Hold · 5 min

1. Invite students to respond to: “Not every friend is the same kind of friend — and that's allowed.” They may speak, write, or pass.
2. Introduce Situational friend and Seasonal friend; ask for an example before sharing the chapter's definitions.

Explore: The Four Kinds of Friends / Red Flags, Green Flags, and the Ones In Between · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Four Circles · 15 min

1. Sort the people in your life without ranking anyone's worth.
2. Draw four circles: inner, close, friendly, and passing.
3. Privately place names — no one shares unless she wants to.
4. Discuss what belongs in each circle, using no real names.
5. Name one circle you want to invest in this month.

Reflection and exit ticket · 5–10 min

1. Complete one question from Friendship Audit privately.
2. Choose one step for this week: Have one honest conversation you've been avoiding.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Empathy Is a Skill · 5 min

1. Invite students to respond to: “You're not born with it or without it. You practice it.” They may speak, write, or pass.
2. Introduce Empathy and Perspective-taking; ask for an example before sharing the chapter's definitions.

Explore: Empathy Is a Skill, Not a Personality / Why Good People Freeze · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

The Upstander Rehearsal · 15 min

1. Practice the words before you need them.
2. Read a scenario where someone is being left out or put down.
3. Each girl says one line an upstander could actually use.
4. Vote on the line that would work in real life, not in theory.
5. Everyone rehearses her chosen line out loud once.

Reflection and exit ticket · 5–10 min

1. Complete one question from Walking In Her Shoes privately.
2. Choose one step for this week: Ask someone how she's really doing — and wait for the second answer.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Leading Without a Title · 5 min

1. Invite students to respond to: “Influence beats authority. You already have some.” They may speak, write, or pass.
2. Introduce Influence and Authority; ask for an example before sharing the chapter's definitions.

Explore: Influence Beats Authority / Servant Leadership and Leading Through Conflict · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Quiet Power Round · 15 min

1. Find the leadership already happening in the room.
2. Each girl names one leadership move she's seen another girl make.
3. No one may name herself.
4. Notice how many moves had nothing to do with a title.
5. Each girl claims one leadership style she wants to grow.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Influence Map privately.
2. Choose one step for this week: Volunteer for one thing nobody wants to do.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Change Something That Matters · 5 min

1. Invite students to respond to: “Find the real problem, then do the smallest useful thing.” They may speak, write, or pass.
2. Introduce Asset mapping and Deficit thinking; ask for an example before sharing the chapter's definitions.

Explore: Find the Real Problem / Build a Plan That Actually Finishes · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Root Cause Lab · 15 min

1. Dig past the surface complaint to the actual problem.
2. Name one thing your school or neighborhood gets wrong.
3. Ask 'why does that happen?' five times in a row.
4. Write the root cause you land on.
5. Design one action small enough to finish in two weeks.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Change Plan privately.
2. Choose one step for this week: Take the first step on your plan this week.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Financial Literacy 101 · 5 min

1. Invite students to respond to: “Understanding money before money becomes a problem.” They may speak, write, or pass.
2. Introduce Income and Expense; ask for an example before sharing the chapter's definitions.

Explore: What Money Actually Is (and How It Moves) / Needs, Wants, and the Budget Basics · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

The Needs & Wants Showdown · 15 min

1. Sort real teen spending decisions as a group and defend your calls out loud.
2. Write ten real 'this or that' pairs on cards (a $9 charger vs. a $34 charger, bus fare vs. a rideshare…).
3. In pairs, circle NEED or WANT for each pair in ten seconds.
4. Pick the row your pair hesitated on longest.
5. Argue it two ways: two sentences for need, two for want.

Reflection and exit ticket · 5–10 min

1. Complete one question from Design Your First Budget privately.
2. Choose one step for this week: Run the 48-Hour Money Challenge: spend only on genuine needs for 48 hours, and log every urge to buy something.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Entrepreneurship and Hustle · 5 min

1. Invite students to respond to: “You have what it takes to create your own opportunities.” They may speak, write, or pass.
2. Introduce Entrepreneurship and Opportunity; ask for an example before sharing the chapter's definitions.

Explore: The Hustle Mindset: Spotting Opportunities Everywhere / Earning Money as a Teen: Real Options · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Connect the Dots: Complaint to Hustle · 15 min

1. Match real complaints to the real hustle hiding inside each one.
2. Read six real complaints ('nobody has time to walk the dog after school'...).
3. In small groups, match each complaint to the hustle it's hiding.
4. Add one complaint you personally heard this month, and name the hustle inside it.
5. Share your new complaint-and-hustle pair with the room.

Reflection and exit ticket · 5–10 min

1. Complete one question from Price Your Product privately.
2. Choose one step for this week: Earn your first real $10 this week by solving a problem for someone who isn't obligated to be nice to you.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Leadership and Advocacy · 5 min

1. Invite students to respond to: “Leadership is not a title — it is how you show up.” They may speak, write, or pass.
2. Introduce Leadership and Leading by Example; ask for an example before sharing the chapter's definitions.

Explore: What Leadership Really Looks Like / Finding Your Voice: Advocacy Basics · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Case Study & Debate · 15 min

1. Take one real, hard leadership situation and argue both defensible sides.
2. Present a case: a friend group conflict, or a team member not pulling their weight.
3. Split the room into two sides, even if everyone privately agrees.
4. Each side has two minutes to argue their position using the advocacy framework.
5. Regroup and name the response the room actually thinks is best, and why.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Leadership Action Plan privately.
2. Choose one step for this week: Run the Compliment Challenge: tell five different people something specific and true that they did well.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Credit, Debt & the Money Traps · 5 min

1. Invite students to respond to: “Understanding credit now saves you thousands later.” They may speak, write, or pass.
2. Introduce Credit and Credit Score; ask for an example before sharing the chapter's definitions.

Explore: What Credit Is and Why It Matters / The Debt Trap and How to Avoid It · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Spot the Scam · 15 min

1. Review real predatory offers, redrawn, and identify what makes each one a trap.
2. Read three sample offers: a payday loan ad, a rent-to-own flyer, a buy-here-pay-here lot.
3. In pairs, identify the APR, the hidden cost, and who it targets.
4. Rewrite one offer as an honest, plain-language version.
5. Share your honest rewrite with the group.

Reflection and exit ticket · 5–10 min

1. Complete one question from Compare Three Banks privately.
2. Choose one step for this week: Become a Statement Detective: sit with a trusted adult and read one real financial statement line by line.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Your Business, Your Rules · 5 min

1. Invite students to respond to: “You do not have to wait for a job. You can create one.” They may speak, write, or pass.
2. Introduce Entrepreneur and Minimum Viable Product (MVP); ask for an example before sharing the chapter's definitions.

Explore: The Entrepreneurship Mindset / Marketing and Managing Your Business · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Pitch Night: Business Model Canvas · 15 min

1. Build a one-page business plan and pitch it live.
2. Each person fills out a Business Model Canvas: problem, solution, customer, cost, price, edge.
3. Read the customer panel out loud — narrow it until you could name three real people.
4. Pitch it in 60 seconds to the group.
5. The group asks: 'Would you pay for this? If not, why not?'

Reflection and exit ticket · 5–10 min

1. Complete one question from The Business Model Canvas privately.
2. Choose one step for this week: Run Pitch Day: pitch your business to three real people — someone who loves you, someone who doesn't have to be kind, and a possible real customer.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: What Do You Want to Be? · 5 min

1. Invite students to respond to: “Your future is not something that happens to you — it is something you build.” They may speak, write, or pass.
2. Introduce Career and Interest; ask for an example before sharing the chapter's definitions.

Explore: Dreams Are Allowed to Change / What Are Your Superpowers? · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Superpower Circle · 20 minutes

1. Push the desks into a circle for this one — it works best in a group.
2. Each girl writes one word for a strength she sees in herself on an index card, without showing anyone.
3. Pass the cards around the circle. Each girl reads a card aloud and guesses (or discusses) which career fields might use that strength.
4. Go around again — this time, each girl says one strength she notices in the person to her right.
5. Collect all the cards on a shared 'Superpower Wall' poster for the room.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Future Queen Journal — Ch. 1 privately.
2. Choose one step for this week: This week, try ONE new activity, book, or video about a career you know nothing about. Write down one thing that surprised you.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: School Is Your Investment · 5 min

1. Invite students to respond to: “Education is not just about grades — it is about opening doors.” They may speak, write, or pass.
2. Introduce Education and Investment; ask for an example before sharing the chapter's definitions.

Explore: Why School Is a Tool, Not Just a Requirement / Different Paths, Different Doors · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Path Planning Stations · 25 minutes

1. Set up 3 stations around the room: 'College,' 'Trade School,' and 'Apprenticeship/Entrepreneurship.'
2. Post one big question at each station: What might this path cost? How long does it take? What careers use it?
3. Split into small groups and rotate through each station, writing answers or guesses on chart paper.
4. After all groups have visited every station, gather and compare answers as a class.
5. Discuss: could the same career sometimes be reached through more than one path?

Reflection and exit ticket · 5–10 min

1. Complete one question from My Future Queen Journal — Ch. 2 privately.
2. Choose one step for this week: This week, try the 'teach-back' trick with one thing you learned in class — explain it out loud to someone at home.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Role Models, Mentors & Your Voice · 5 min

1. Invite students to respond to: “You do not have to figure it out alone — find your people, and find your voice.” They may speak, write, or pass.
2. Introduce Role Model and Mentor; ask for an example before sharing the chapter's definitions.

Explore: You Do Not Have to Figure It Out Alone / Finding Your Own Role Models · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Role Model Wall Gallery Walk · 20 minutes

1. Everyone needs paper, markers, and a wall or table space.
2. Each girl draws a small 'wall' of frames for 2-3 people who inspire her — real people, historical figures, or book characters.
3. Under each frame, she writes one specific VALUE (not just a title) that person represents.
4. Post all the walls around the room and do a silent gallery walk, reading everyone's choices.
5. Regroup and share: did any value show up on multiple people's walls?

Reflection and exit ticket · 5–10 min

1. Complete one question from My Future Queen Journal — Ch. 3 privately.
2. Choose one step for this week: This week, ask one adult you admire: 'What is one thing you wish someone had told you at my age?'.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Dream Big, Plan Smart · 5 min

1. Invite students to respond to: “A dream without a plan is just a wish.” They may speak, write, or pass.
2. Introduce Goal and Potential; ask for an example before sharing the chapter's definitions.

Explore: Dreams Are the Seeds of Reality / Turning Dreams Into SMART Goals · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

SMART Goal Relay · 25 minutes

1. Write 'S-M-A-R-T' as five station signs around the room.
2. Each girl picks one dream she wants to turn into a goal.
3. She visits each SMART station in order, writing how her goal meets that letter (Specific, Measurable, Achievable, Relevant, Time-bound) on an index card.
4. At the end, she reads her full SMART goal out loud to a partner.
5. Partners give each other one encouraging suggestion to strengthen the goal.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Future Queen Journal — Ch. 4 privately.
2. Choose one step for this week: This week, take the very first small step toward one of your goals — even a five-minute step counts.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Careers Are Everywhere! · 5 min

1. Invite students to respond to: “The only wrong choice is not trying anything at all.” They may speak, write, or pass.
2. Introduce Career Path and Purpose; ask for an example before sharing the chapter's definitions.

Explore: A Career Is a Path, Not Just a Job / Careers That Use Your Superpowers · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Informational Interview Practice · 20 minutes

1. Pair up girls for a role-play activity.
2. One partner plays a curious student; the other plays an adult with an interesting career (real or made up).
3. The 'student' asks: What do you do? What do you love about it? What is the hardest part? What training did it take?
4. Switch roles and repeat with a different imagined career.
5. As a group, list all the careers that came up on the board.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Future Queen Journal — Ch. 5 privately.
2. Choose one step for this week: This week, do a real informational interview with an adult in your life about their career.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Who Am I, Really? · 5 min

1. Invite students to respond to: “Chapter 1.” They may speak, write, or pass.
2. Introduce Identity and Self-Worth; ask for an example before sharing the chapter's definitions.

Explore: Unit 1: The Real You / Unit 2: The Pressure to Be Perfect · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

The Compliment Circle · 15-20 minutes

1. Let's practice building each other up! It's easy to doubt ourselves, but seeing our strengths through others' eyes helps us glow. In this activity, we'll share what makes each of us shine.
2. Form a circle with your group.
3. Going one by one, the person whose turn it is stays silent and just listens.
4. The rest of the group takes turns sharing one specific, genuine compliment or point of appreciation for that person. For example, "I love how you always have a creative idea" or "You were really kind to me when I was having a bad day."
5. Once everyone has complimented the person, move to the next person in the circle and repeat the process.
6. Continue until everyone in the circle has had a turn to receive compliments.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Personal Constitution privately.
2. Choose one step for this week: Try something new this week that you've always been curious about, whether it's a new hairstyle, a book genre, or a hobby.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: My Values Are My Compass · 5 min

1. Invite students to respond to: “Chapter 2.” They may speak, write, or pass.
2. Introduce Values and Integrity; ask for an example before sharing the chapter's definitions.

Explore: Unit 1: What Are Values and Where Do They Come From? / Unit 2: Identifying Your Core Values · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

The Group Chat Dilemma · 20 minutes

1. In this roleplay, you'll navigate a tricky situation where your values might be tested by your friends. One person will play 'Jasmine,' and the others will be her friends in a group chat.
2. Step 1: The group chat starts buzzing. One friend shares a picture of a new girl at school, making fun of her outfit. Everyone starts chiming in with laughing emojis and mean comments.
3. Step 2: The friend who shared the picture directly asks Jasmine, "LOL, right, Jasmine? Her shoes are hideous!"
4. Step 3: Jasmine’s Turn. Based on her values (e.g., kindness, standing up for others, loyalty to friends), Jasmine must decide how to respond. Will she go along with it? Will she stay silent? Will she speak up?
5. Step 4: Jasmine acts out her choice. She can type a message and read it aloud to the group.
6. Step 5: The friends in the group chat react to Jasmine’s response.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Personal Values Compass privately.
2. Choose one step for this week: The “Value Tracker” Challenge: For one week, write down one decision you made each day and which of your core values it honored. At the end of the week, look back and see how aligned your actions were with your beliefs.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Self-Image in a Filtered World · 5 min

1. Invite students to respond to: “Chapter 3.” They may speak, write, or pass.
2. Introduce Self-Image and Filter; ask for an example before sharing the chapter's definitions.

Explore: The 'Perfect' Trap / Building a Healthy Self-Image · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

The Compliment Conflict · 15 minutes

1. In this roleplay, one person has posted a heavily filtered photo, and their friend has a choice: compliment the filtered version, or open a conversation about it. This scenario will help us practice navigating tricky conversations about online authenticity.
2. Person A (The Poster): You just posted a selfie with a filter that dramatically changes your appearance. You’re feeling a little insecure but also hopeful for likes.
3. Person B (The Friend): You see your friend’s post. You think they are great just as they are and feel a little weird about the filter. You approach them to talk.
4. Person B, choose your path: You can say, 'Your new post is so great!' and see how Person A reacts. Or, you can try a more curious approach: 'Hey, I saw your new post. You look so different! What made you choose that filter?'
5. Person A, respond honestly. If Person B gives a simple compliment, do you feel good or anxious? If they ask about the filter, do you feel defensive, or are you relieved to talk about it?
6. Switch roles and try the other path. Notice how the conversation changes based on the approach.

Reflection and exit ticket · 5–10 min

1. Complete one question from My Unfiltered Self privately.
2. Choose one step for this week: The Unfiltered Post: Post a picture or a story that is 100% you—no filter, no perfect angle, just a real moment. It could be your messy desk, a silly face, or a hobby you love. In the caption, share one thing you appreciate about the 'realness' of the moment.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Confidence You Build, Not Borrow · 5 min

1. Invite students to respond to: “Chapter 4.” They may speak, write, or pass.
2. Introduce Self-Efficacy and Imposter Syndrome; ask for an example before sharing the chapter's definitions.

Explore: Unit 1: The Two Types of Confidence / Unit 2: The Action-Confidence Loop · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

The Compliment Comeback · 15 minutes

1. Getting a compliment can sometimes feel awkward, making us want to shrink. This roleplay is about practicing how to accept praise with grace and confidence, without putting yourself down.
2. One person (The Giver) gives another person (The Receiver) a genuine compliment about a skill, an idea, or an outfit.
3. The Receiver's first instinct might be to say, 'Oh, this old thing?' or 'It was nothing.' Instead, their goal is to practice a new response.
4. The Receiver must pause, take a breath, and make eye contact with The Giver.
5. The Receiver responds with a simple and direct 'Thank you,' or 'Thank you, I really appreciate that.'
6. For an extra challenge, The Receiver can add a positive fact, like 'Thank you, I worked hard on this project,' or 'Thanks, yellow is my favorite color.'

Reflection and exit ticket · 5–10 min

1. Complete one question from My Confidence Blueprint privately.
2. Choose one step for this week: For one day, track every time you have a negative thought about yourself. Write it down. At the end of the day, look at the list and ask: 'Is this thought 100% true?'.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.

Opening: Owning My Voice · 5 min

1. Invite students to respond to: “Chapter 5.” They may speak, write, or pass.
2. Introduce Self-Advocacy and Assertiveness; ask for an example before sharing the chapter's definitions.

Explore: Unit 1: What is a 'Voice' Anyway? / Unit 2: The Three C's: Confidence, Clarity, and Courage · 15–20 min

1. Read the chapter together, pausing after each idea for a partner example.
2. Use the chapter's matching activity in pairs; ask students to explain one match aloud.
3. Invite volunteers to share; allow a written response instead of speaking.

Role-Play: The Group Project · 15-20 minutes

1. Get into groups of 3-4. In this scenario, one person is being left out of a group project. Let's practice using our voices to be inclusive and assertive.
2. Assign roles: One person will be 'The Leader' who is accidentally dominating the conversation, one person will be 'The Quiet One' who has great ideas but isn't speaking up, and one or two people will be 'The Ally' who notices this is happening.
3. The scene starts: The Leader is talking about all their ideas for the project, not leaving much room for anyone else.
4. The Ally's turn: The Ally practices using their voice to create an opening for The Quiet One. Try phrases like, 'These are great ideas! I'd also love to hear what [The Quiet One] thinks,' or 'Let's pause for a second and make sure we've all had a chance to share.'
5. The Quiet One's moment: The Quiet One practices sharing their idea, even if it's just a small one to start. The Ally can help by asking follow-up questions.
6. Switch roles and try it again!

Reflection and exit ticket · 5–10 min

1. Complete one question from My Voice, My Power privately.
2. Choose one step for this week: This week, raise your hand in class at least once, even if it's just to ask a question.
3. Collect an exit ticket naming one new idea and one question; do not require personal disclosures.