All lessons
Grades K–2
Naming feelings
Students identify and label emotions using age-appropriate vocabulary.
Feelings thermometer
Students rate the intensity of an emotion on a 1–5 scale and name one thing that changes the number.
Waiting my turn
Students practice one concrete strategy for waiting (hands busy, count silently, watch the speaker) and name which works for them.
Asking for help
Students practice asking for help with specific words, and learn that asking is a skill rather than a failure.
My calming strategies menu
Students build a personal menu of three calming strategies and identify when each one fits.
Grades 3–5
Active listening circle
Students practice listening without interrupting and paraphrasing a peer's idea.
Gratitude share
Students express specific gratitude to strengthen classroom community.
Reading the room
Students infer how someone might feel from posture, expression, and context, and check the inference instead of assuming it.
Problem size, problem response
Students sort problems by size (small, medium, big) and match the size of their response to the size of the problem.
Whose decision is it?
Students distinguish decisions that are theirs alone, shared, or someone else's, and identify who is affected by each.
Where feelings live in the body
Students map where they physically feel emotions and use body signals as an early-warning system.
Two feelings at once
Students recognize that two feelings can be true at the same time, and practice naming both.
Mistakes that taught somebody something
Students reframe mistakes as information and practice the "not yet" response to failure.
Bullying, bystanders, and upstanders
Students distinguish bullying from conflict, and learn three safe upstander moves.
Roles that make groups work
Students experience how named roles improve group work and identify which role fits them.
Grades 6–8
Conflict pause
Students use a pause strategy before responding during disagreement.
Assume the backstory
Students generate at least two alternative explanations for a peer's behavior before settling on a judgment.
Goal, obstacle, plan
Students set a one-week goal, predict the most likely obstacle, and write a specific if-then plan for it.
Repair after rupture
Students practice a three-part repair (name it, own it, offer something) after a small social rupture, without over-apologizing.
Strengths inventory
Students name one strength they recognize in themselves, hear one a peer sees in them, and note where the two differ.
Peer pressure and the exit lines
Students identify pressure tactics and rehearse exit lines that preserve both the refusal and the friendship where possible.
Assertive, not aggressive
Students distinguish passive, aggressive, and assertive responses, and practice the assertive middle.
Giving and receiving feedback
Students practice giving specific, kind, useful feedback and receiving it without collapse or counterattack.
Using these as lesson plan templates
Every lesson here follows the same printable skeleton — objective, grade band, time, CASEL competency, materials, numbered steps, debrief questions, variations, and a what-goes-wrong note — so any lesson doubles as a fill-in template for your own topic: print one, keep the headings, and swap the content. Print to PDF from your browser for a clean copy; there is no separate download to buy. High school (9–12) adaptations are not published yet — the 6–8 lessons stretch upward better than the K–2 ones, and the variations sections say how.