9/8/25

From last tutorial, you have learned how sometimes, the

perceptions you may hold about what it ‘looks’ like to be
self-confident might not be as accurate as you think. In
fact, depending on different people’s life experiences,
cultural backgrounds, etc., self-confidence can look very
different for everyone.
Put your language literacy Write one paragraph to explain.
‘thinking-mind’ to work by Answers: it means your confident of
describing a self-confident person's you’re a confident person and that is
character traits - which are often the good because that can help you with
same type of character traits most talking to people
helpful for someone to overcome the
negative effects of unmanaged
stress.

8/29/25
Reflecting on a personal goal and one stress-management action you’d like
to take to help you feel less stress and more motivated to achieve this personal
goal, write an action plan for one week using your [refer to the prepared materials
from the Noble Technique: Gaining Attitude:

My short-term goal is….

Plan>Act>Revise>Repeat]; set the
short-term goal so you revise and at
least have a few days to repeat you
action with these revisions - so if your Monday:
goal is for seven days (one week),
then after day three, self-reflect about
your progress; self-assess how your
progress is helping you manage stress
or not; revise where necessary; then
Tuesday:
for the remaining four days, repeat
your actions (and if you revised any
actions - you’ll be repeating with Wednesday:
the(se) revised actions).
Your short-term goal should
include:
→ The personal goal
→ The stress-management action (you Thursday:
can add more stress management
actions, etc.).
→ For each day of the week, Monday –
Sunday, write:
 When you will take this (or Friday:
these) actions.
 What you’ll need to do so
 If you need someone to help
you, name who this is and Saturday:
briefly describe how this
person will be helpful.
Then, each day after you have
taken this action:
→ Describe- in at least one sentence- Sunday:
how you feel.
 If you did not act, that’s okay.
 Still describe how you feel,
and add to it, what you will
do differently the next day to
take this action.
You will check-in with your short-term 1) Personal Goal:
goal success and have an opportunity 2) One stress
to share with the class in an
management action:
upcoming check-in lesson - the
same check-in lesson where you will 3) Then a sentence to
also share your progress with ‘words of describe how you feel:
wisdom’ [and / or visual image] you
created to help remind you to see you
for you - positive self-perceptions! So,
make sure you maintain your notes,
self-reflective and assessment writings,
and any other activities you are
tracking.

8/28/25
After reading the lesson, answer the
following:
1. Differentiate between a Answers 1
feeling and emotion.
Provide an example for
each! 2-3 sentences
2. Write down any type of Answers 2
stress that you and other
people might experience.
2-3 sentences
Answers 3
3. Describe how stress
affects the way You feel
and act. 2-3 sentences
Answers 4
4. Explain how
unmanaged stress can
affect your level of
motivation and personal
goals. 2-3 sentences

8/27/25
Explain in Paragrap Paragrap
two h#1 h#2
paragrap
hs how to
cultivate
positive
perceptio
ns.

8/26/25
Answers:
Explain in two
paragraphs
how to
cultivate or
practice self-
perceptions.

8/25/25
Reflect on the school year
so far by responding to the
following six prompts:
Reflect on your academic
achievement/growth.
Reflect on your academic
achievement/growth.
1. My greatest academic
strength is... because...

2. If I did (State the

assignment/project) again, I
would... because...

3. I have improved at (State

the learning target). I used to...
but now I...

1
2
3

Reflect on yourself as a
learner/person.
1. So far this year, I have
learned that I am...
because... 1
2
2. I hope people notice that
I am.... because... 2

3. I am grateful for...
because

8/22/25

PART 1: THE WRITING PROMPT

As you started the new school year, you might have felt nervous
because of all the new things: new teachers, new friends and maybe
even a new school. How is your school year going? What have you
learned? What friends have you made? What has happened that
was exciting, surprising, hilarious, confusing, stressful, frustrating,
or even embarrassing?

Write a personal narrative about something memorable that

happened to you during the first month of school. (Hint: What
you feel strongly about is what makes it memorable.)
PART 1: PLANNING YOUR PERSONAL NARRATIVE
Directions: It’s time to plan your personal narrative! Fill in each of the boxes to plan
your memorable back-to-school story.
1) STORY IDEAS! 2) SITUATION
List three events that happened in What was the gist? In two to three
the first month of school that were sentences, describe what happened.
memorable. Next to each event,
identify how the event made you feel
as a result of the experience Check the
event that was most memorable.

1. Event 1: ____________It made me

feel: _______
2. ¨Event 2: ____________It made
me feel: _____________________
3. ¨Event 3: ___________It made me
feel: ________________

3) SETTING 4) HOOK STRATEGY

Where and when did the event Write three hooks you might use to
happen? List some sensory details to start your story.
help your reader picture where you Hook 1:
were. (What could you see, hear, Hook 2:
touch, smell and/or taste?) Hook 3:

5) CHARACTERS 6) KEY EVENTS & DETAILS

Identify the characters in your story. Identify three key events from your
story. Include sensory and concrete
details about each.
Beginning (What was the conflict?):
 Middle (What was the climax or
turning point?):

End (How was the conflict resolved?):

7) DIALOGUE 8) PERSONAL REFLECTION

What did characters in your story What made your story memorable?
“say” that tells the reader more about How did it make you feel? What did
who they are or what they are like? you learn?
What did characters “say” about
important events in the story?

PART 2: WRITE YOUR PERSONAL NARRATIVE

Directions: It’s time to use or put together the 8 boxes that you completed to write
your personal narrative about your memorable back-to-school story.

Intro:
Middle:
End:

PART 2: Use the following checklist to guide and

check your work:
_________
I established and maintained first-person point of
view throughout the story. ¨

_________I started the story by describing the situation and

the setting with a good hook such as using vivid words,
dialogue, an interesting fact or raising questions about the
situation. ¨

_________I
put the events of the story in a logical order:
beginning, middle and end. ¨
 _________I
used sensory details and concrete words and
phrases to describe actions, thoughts, and feelings. ¨

_________I
used dialogue so the reader can learn more about
the characters and to advance the plot. ¨

_________I
used transitional words, phrases, and clauses to
connect events and move the story along. ¨

________
I ended the story by resolving the conflict – how
he/she felt as a result of the experience, what he/she
learned, a personal reflection, etc.

8/21/25
Part 1:
Responding to the following 4 prompts:

1. In your own words, describe the steps of the Self-Assessment and Goal Setting technique.
Answers:
2. Explain how Self-Assessment and Goal Setting can be used to set academic and personal
goals.
Answers:

Part 2:
Read these 4 Self-Assessment Techniques
(1) Got It – (2) Red – Yellow - (3) 3 – 2 – 1 (4) PMI
Not Yet Green
Step 1: Draw Step 1: Step 1: Record After completing an
or use a T-chart Display or mark the THREE things assignment or task:
provided. color that best you learned.
represents your 1. PLUS. Students identify
 Step 2: Write understanding of the Step 2: Record one thing they found easy
or mark the learning: TWO things you about the task.
success criteria RED: I need help OR found
you are able to I don’t get it. interesting. 2. MINUS. Students
successfully identify one thing they
demonstrate on YELLOW: I’m Step 3: Record found difficult or
the left: Got It. getting there, but I ONE question challenging about the task.
need some help. you still have
Step 3: Write about the 3. INTERESTING. Students
or mark the GREEN: I can do this learning. identify one thing they
success criteria on my own. found interesting about the
you are still task
working to
achieve: Not
Yet.
Directions: Using these techniques:
1. Discuss the steps of the four self-assessment techniques. What are the
similarities and differences among the techniques? How might they be used
in different situations? How might the first two techniques be used “with” a
rubric?
Answers:
2. Discuss how each technique helps you learn better. Use the questions at the
bottom to spark your discussion.
Answers:
Part 3:
Use the Self-Assessment and Goal Setting Graphic Organizer to
complete this activity “
For goal setting use the Use the tips provided in this chart.
following tips:
In this activity, you are going to
Tip 1: Your goal needs to be write a personal goal for
specific. For example: To developing an attitude of
practice being thankful every gratitude. A personal goal is what
day for three weeks. you want to achieve or accomplish
for yourself.”
Tip 2: Your success criteria
clarify how you will know if you
achieved the goal or not. Your
success criteria will describe
the specific ways you will
practice being thankful. For
example: I will write down
three things I am thankful for
each day.
Tip 3: Your action steps state
how you make your plan
happen. For example: On
Mondays, I will write how I am
thankful for ordinary things in
my life. On Tuesdays, I will
write about my family.

Tip 4: Your resources need to

state what you need to
accomplish your goal. This
includes materials and people.
For example: my computer

Tip 5: Your time frame needs

to state how long you will be
working on your goal. State
when you expect to meet your
goal. For example: I will work
on my goal for three weeks.
Part 4:
For these success criteria, you should mark ‘Got It’ if you or
someone in your group know how to do the technique.” If not,
write “Not”…………………………….
1. I will describe the steps of Got It – “Got It.” “Not Yet”
Not Yet.
2. I will describe the steps of Red – “Got It.” “Not Yet”
Yellow – Green.
3. I will describe the steps of 3 – 2 – 1. “Got It.” “Not Yet”
4. I will describe the steps of Plus – “Got It.” “Not Yet”
Minus – Interesting.
5. I will describe the steps of Talking “Got It.” “Not Yet”
Cards.
6. I will explain how self-assessment “Got It.” “Not Yet”
helps me know more about my learning
or myself.
7. I will explain how Talking Cards “Got It.” “Not Yet”
gives everyone an equal voice when
working in a team.
8/20/25
Action Step: Respond to the following prompts:
1. Explain the difference between Answers:
learning targets and success
criteria.
2. How understanding the learning Answers:
target and success criteria at the
start of learning is helpful.
3. How using the learning target Answers:
and success criteria during
learning is helpful ·
4. How using the learning target Answers:
and success criteria after
learning is helpful.
5. Describe something you had to Answers:
learn outside of school where a
clear learning target and success
criteria would have helped or did
help.

8/19/25
Read the 3 prompts. Pick one and respond to it:
Prompt 1: "Attitude of Gratitude" Answers:
= Happiness
“It was never about the level of
success they had that made them
happy, but rather their happiness
came from an attitude of gratitude.”
How does being grateful make one
happy?
Support your response with examples.
Prompt 2: Temporary Happiness Answers:
"Putting happiness in temporary
things only makes our happiness
temporary.”
What does Nick mean by this quote?
What are two things you might do
daily to make happiness a choice?
Prompt 3: Being Thankful Answers:
“I am thankful that having no arms
and legs helped me to be thankful for
the little things.”
What are you thankful for in your life
that might surprise others? Explain.

8/18/25
Insecure students often fear making mistakes, which can
hold them back. The first Noble shift highlights that
mistakes are a natural part of the learning process; each
attempt or error is a step towards mastery. Embracing
this mindset can significantly boost confidence and
facilitate growth.
Reflect on a One
significant Paragraph:
mistake you've
made and
explore the
valuable lessons
you gained from
that experience.
8/15/25
L 3:
Action Step 1: Scenario: Harold Answers:
has to study for a big test but waits
to the last moment and has to cram.
He does not practice self- motivation
and self-discipline. What might be
the result of this “flat tire”? One
paragraph
Action Step 2: Respond to the Define each one below:
following two prompts: · 1. self-awareness:
Describe the five competencies in
your own words: self-awareness,
2. Self-management:
self-management, social awareness, 3. Social awareness:
relationship skills, and responsible 4. Relationship skills:
decision-making. · Explain how a flat 5. Responsible decision Making:
(weakness)

8/14/25
L2: Respond to the following two prompts.
1. In your own words, define
social emotional learning
Answers:
(SEL). Be sure to include
what kinds of SEL skills you
will develop this year. 2-3
paragraphs.
2. In the form of a friendly
letter, explain the purpose
Letter
of Nick Vujicic’s Attitude
Social-emotional Learning
curriculum, or AIA. Your
friendly letter should
include the following:
Sincerely,
 Greeting
 Body of letter
 Closing
 Signature (your
 Name)

08/11-13/25
Part 1: Matching
Directions: Math the Idioms on the left with their correct
meaning on the right. Put the correct letter in the space
provided.
_______ Let someone of the hook A. Tell something
briefly.

_______ Make a long story short B. Good Luck

_______ The best of both worlds C. To get upset

_______ Wrap your head around something D. An Ideal Situation

_______ Break a Leg E. The worst possible

solution

_______ A dime a dozen F. To not hold someone responsible for

something.

_______ Pull yourself together. G. I have no Idea.

_______ To get bent out of shape. H. Understand something

complicated.

_______ Your guess is as good as mine I. To be mistaken; to be looking for

solutions in the wrong place.
 _______ A perfect Storm J. My patience has run
out.

_______ Barking the wrong tree. K. Something

common

L. Calm down

Lesson P-1 3. Write a second version

without the Idioms
Idiom revision Story: 2nd version
PART: 2
Direction:
__ 1. Read the story below.
__ 2. Highlight the idioms.
__ 3. Work with a partner to write a
second version that clearly convey the
intent of author without the idioms. Be
prepared to share your revised version
with the class.
Story: 1st version
It was a perfect storm. My phone was
dead, and I had neglected to call home to
let my parents know that I would be late.
My mom always bent out of shape in these
situations.
“This is the last straw, Elizabeth!” my
mom exclaimed as I entered the house. I
quickly pulled myself together. It was
going to be a long night.