Teacher Workbook - Topics 1 & 8

TABLE OF CONTENTS

Introduction 4
True Connection Philosophy 5
Curriculum & Structure 7
Calls-To-Action on Social Media 8
Meditation 101
10
Topic 1: My Foundation 12
Warm-Up: Interactive Emotion Game 12
Layers of My Identity Exercise 14
“If You Really Knew Me” 14
Guided Meditation: My Foundation 14
Art Project: "What I Stand For" Eco Bags 16
Social Media: Call to Action #ifyoureallyknewme
18
Topic 2: My Energy 20
Warm-Up: Music Energy Test 20
My Energy Exercise 22
Positive & Negative Energy 23
Vicious Cycle Exercise 23
Guided Meditation: My Energy 24
Empowering Cycle Exercise 25
Art Project: Good Vibes Art Installation 27
Social Media: Call to Action #goodvibesplaylist
29
Topic 3: Overcoming Fear 32
Warm-Up: "I Am Fear" Poem 33
Negative Self Talk 34
Four Steps to Overcoming Fear Exercise 34
Negative to Positive Self Talk Writing Exercise 35
Guided Meditation: Overcoming Fear 35
Art Project: "Tear It Up" Collage 36
Social Media: Call to Action #riseabovefear
39
Topic 4: Love In Action 42
Warm-Up: Music Video 42
Emotions of Love 43
Fight or Flight 43
Hormones of Love & Fear 45
The Best Energy Shifters 47
Art Project: Abstract Self-Portrait 47
Guided Meditation: Love in Action 48
Social Media: Call to Action #loveinaction
COPYRIGHT ©2016 TRUE CONNECTION
2

TABLE OF CONTENTS

Topic 5: Emotional Intelligence 49
Warm-Up: Empathy Circle Exercise 52
Empathy & Emotional Intelligence Explanation 52
Circles of Reflection Exercise 54
Guided Meditation: Emotional Intelligence 56
Art Project: HiEQ = Equality 56
Social Media: Call to Action #walkingwithempathy 56

Topic 6: Interpersonal Intelligence 57
Warm-Up: Back-to-Back Exercise 60
Interpersonal Intelligence 61
A.V.E. Strategy 63
Communication Through Technology 64
Guided Meditation: Interpersonal Intelligence 65
Art Project: Our Words Matter 65
Social Media: Call to Action #words2empower 68

Topic 7: Problem Solving 69
Warm-Up: Turn ‘You’ Into ‘Me’ 72
Problem Solving Scenario 73
Old Rules Versus New Rules Exercise 74
Guided Meditation: Problem Solving 75
Art Project: Social Change Campaign 75
Social Media: Call to Action #letzgetcreative 76

Topic 8: Intentions & Goals 77
Warm-Up: Layers of My Identity Review 79
Why Am I Here? 79
Art Project: "Why I Am Here" Collage 80
Embodying Intentions 80
"I Am" Index Cards 81
5-a-Day’s 82
Guided Meditation: Intentions & Goals 83
Social Change Campaign Presentations 83
Social Media: Call to Action #trueconnection 83

Appendix 84

3

TRUE CONNECTION PHILOSOPHY

Our Philosophy

We cannot truly love others until we love ourselves first. Once we begin to master self love and self
awareness, then empathy, connectedness, and a true sense of purpose will begin to flourish. We begin to
realize that we are just reflections of one another—that we are one, that our commonality is our humanity,
and all that exists is absolutely interconnected.

Still, we witness great suffering and disconnection in our homes and communities across the globe. We
turn on the news and see violence, poverty, scarcity, and separation. We live in a fear-based world, but
we can change this. We can transform ourselves and the world by shifting our ways of thinking and being.
Furthermore, we must share the tools and life skills necessary in order to do so for our children. They are
our future and they deserve better.

In today’s day and age, many students are constantly challenged by the stresses of schoolwork, family
hardships, and as we’ve recently seen, bullying and tragic violence. Too many students go to school fearing
for their safety and reacting to the inner turmoil they have difficulty facing. This is on top of malnutrition,
lack of sleep, and not enough access to school counselors or mentors who can guide them through these
challenges and help develop their mental and emotional wellness.

We are in a transitional, digital age in which most young people spend a great deal of their time in front
of screens; as a result, they often don’t know how to face each other, let alone their own inner world. They
need to empathetically connect and communicate with each other. Thus, it is imperative that we highlight
the benefits of growing self-awareness and emotional intelligence both within children’s daily lives and our
educational institutions.

With the right tools and skills, we can steward our youth down a path of awareness, mindfulness, empathy,
respect, responsibility, creativity, generosity, and unity. We believe that the future of humanity and our
planet depends on such stewardship. We need our students to be truly successful in all areas of life—
internally and externally. Thus, we are here to provide strategies that enable children to live their most
resilient, meaningful, and fulfilled lives. We are here to support our teachers and community leaders in
growing the next generation of creative, empathetic problem solvers and world changers.

4 COPYRIGHT ©2016 TRUE CONNECTION

TRUE CONNECTION CURRICULUM

Welcome!

First and foremost, thank you for joining the team and being a True Connection Teacher Ambassador. We will
guide you step-by-step to create a path of true success for your students. Our biggest hope is that you will
utilize this opportunity to learn and grow alongside your students as each lesson unfolds.
Together, we will cover:

• Social & Emotional Learning Exercises & Activities
• Mindfulness & Meditation
• Universal Values & Character Development
• Creative DIY Arts & Crafts

Purpose

This interactive, experiential curriculum supports students to better understand their emotions, thoughts,
feelings, and perceptions. It guides them to use creative thinking and intuition to overcome obstacles and
solve problems. It provides specific tools and techniques to build a foundation upon which your students can
grow. Our goal is to help them:

• Discover their own personal core qualities, values, and beliefs
• Identify their negative self-talk and shift to empowered states of being
• Create strategies to overcome fears
• Comprehend love and fear’s effects on the brain and body
• Energetically shift to self-love, respect, responsibility, generosity, and gratitude
• Build emotional intelligence and empathy to thrive in school settings and life
• Develop interpersonal intelligence and healthy communication skills
• Activate critical thinking and creative problem solving
• Create new rules to live with greater purpose and awareness
• Generate and execute specific, personal goals and intentions

5

TRUE CONNECTION CURRICULUM

Structure

We use an “I-Do,” “We-Do,” “You-Do” form of teaching. Meaning, the curriculum is structured in a way
that allows the students to visualize what they will be learning (the teacher demonstrates the “I-Do”);
work collaboratively to teach each other the lesson (the students work together in “We-Do”); and work
independently to practice the lesson (the student works alone in “You-Do”). We believe this is the most
effective mode of transferring information, as it not only deepens the learning process, but also creates
independent learners. Furthermore, the curriculum appeals to many learning styles, particularly visual, (“I-
Do”), auditory, (“I-Do”), and kinesthetic (“We-Do” and “You-Do).

Each topic begins with an explanation and summary, illustrating the aim and purpose of each lesson.
The topics contain learning objectives and essential questions, which align with social-emotional learning
standards. Within each topic, you will find a warm-up, whole group instruction, independent practice, and
closing activities. You will also find descriptive diagrams and scripts of each exercise and activity to ensure
clarity. If you need further explanations, you may find them in some of the supplemental videos.

Each topic is intended to be completed within a week; however, we realize all teachers’ schedules are
quite busy. So, if it is more conducive to complete the topic in two weeks’ time, please do so. We do not
suggest, however, taking longer than two weeks to complete a topic, in order to ensure appropriate flow
and consistency.

The lessons within the topics can be completed in one class period or many throughout the week or weeks
you teach them. Again, we realize that you already have a great deal to plan and execute as a teacher.
As such, we have designed the lessons so that they can be integrated into your daily and weekly lesson
planning. Some of our teachers like to devote a week just to the True Connection curriculum, so that every
day of one week, their students are only learning social emotional curriculum. And some teachers like to
integrate the curriculum into their lesson plans for the week. Meaning, they devote half of their class time
to academic lessons and half of their class time to the True Connection curriculum.

Preparation

Please watch tutorial videos for each topic before teaching it at: true-connection.org/tutorials. We suggest
reading the entire topic first to understand the larger scope of the lessons, and then take adequate time
to prepare. You will find that once you read through each topic, you will get a better understanding of how
best to manage your time and integrate the lessons. If any lesson or exercise is confusing or needs further
explanation, please do not hesitate to contact our Curriculum Director at [email protected]. She
will be more than happy to answer any questions or address concerns you may have, in order for you to feel
confident and comfortable with the curriculum.

6 COPYRIGHT ©2016 TRUE CONNECTION

TRUE CONNECTION SOCIAL MEDIA

Calls-To-Action On Social Media

We highly encourage each teacher to create their own classroom social media accounts on Facebook and
Instagram, if they don't already have them. When teacher see's the social icon # , this denotes an opportunity
to take a photo or video and post them as calls to action. The goal is use social media as an opportunity for
students to empower themselves and others in a technology driven world.

Teachers and students can stay in contact with other like-minded "HiEQ leaders" all over the world. Check out the hashtags
to see examples of what other classrooms are doing and get inspired! Encourage students to share their stories, and
inspire others to connect through vulnerability and empathy.

Teacher may allow time for students to complete Social Media: Calls To Action in the classroom or assign them as
homework. There are specific examples for each call to action, which may be written on the chalkboard or read out loud
to the classroom. Teacher can show photos and videos from their computer by opening up the social media account and
searching the specific hashtag assocaited with the Call To Action. Also, see examples at: true-connection.org/resources

Feel free to take photos of students in action, doing partnered exercises, making their art projects, meditating, during a
group discussions, etc. We encourage teachers to share their experience and the students progress.The more each teacher
and student puts into it, the more they will get out of the program.

Instagram.com
How to set up an account on Instagram- help.instagram.com/182492381886913
Facebook.com
How to set up an account on Facebook- facebook.com/help/basics

Use one or more main hashtags for every post: # trueconnection # TCtribe # HiEQ

Topic 1: # ifyoureallyknewme # istand4 # justbecauseIm
Topic 2: # positivelygoodenergy # note2selfie # goodvibesmural
Topic 3: # riseabovefear # tearitupcollage # landscapeofmyemotions
Topic 4: # loveinaction # imperfectlyperfect # stringheart
Topic 5: # walkingwithempathy # embraceempathy
Topic 6: # words2empower # ourwordsmatter
Topic 7: # socialchangecampaign # letzgetcreative
Topic 8: # trueconnection # whyiamherecollage

7

TRUE CONNECTION GUIDED MEDITATION

Meditation 101

Meditation improves overall classroom engagement by helping students increase focus & attention,
overcome stress & anxiety, boost their emotional intelligence and enhance creativity. Meditation helps with
25% fewer class absences, 38% few suspensions, and 50% fewer rule infractions. (mindfulschools.org)

Giving students the opportunity to start a life long meditation practice may be one of the greatest gifts you
impart to them. Also, to yourself. Understand that the word “practice” is used because learning to meditate
is a journey, not a destination. Even the Dalai Lama has shared that his mind wanders and that each time he
meditates, he explores another part of the journey. It is not about perfection, meditation is about learning
to work with the breath, slowing down and rewiring the brain so that we can be healthier and happier.

It might be helpful to ask your students if any of them already practice meditation, and if so, what has
been their experience? Although they may feel silly as first, ask them to give it a chance and see what
happens. It will greatly benefit them, not only in school, but for the rest of their lives. Research proves that
meditation physically changes the brain and body, and helps to promote healthy behaviors. Here are some
more benefits:

Boosts Self-Control & EQ Boosts Productivity Boosts Health

• Improves cognition • Increases focus & attention • Enhances immune,
• Improves ability to regulate • Improves memory respiratory and digestive
• Improves ability to be function
emotions
• Reduces depression, anxiety creative & multitask • Aids in overcoming addictions
• Helps the brain reduce • Helps relieve physical and
& stress
• Increases empathy & positive distractions emotional pain
• Improves ability to introspect • Lowers blood pressure &
emotions
• Increases sense of well-being heart rate

& connectedness
• Improves relationships

How To Meditate For Beginners

1. Sit or lie comfortably and close your eyes.
2. Focus your attention gently on the breath.
3. Slowly relax the mind and body deeper and deeper.
4. Watch the space between your thoughts grow longer and longer.
5. Keep returning your attention to the breath.

Watch “Intro To Meditation & Mindfulness” videos and show one or two of your favorites to students at:
true-connection.org/resources

8 COPYRIGHT ©2016 TRUE CONNECTION

TRUE CONNECTION GUIDED MEDITATION

When thoughts come up, acknowledge them and let them float away. Remind students to not judge the
thoughts that come up. The goal is to become an observer of their thoughts. Sometimes it helps to count
the breath in and count the breath out. For example, try breathing in for 5 seconds and breathing out for 5
seconds; or pick a number that works for them.

There are numerous types of meditation, but most have these basic elements in common:

• A quiet space with as few distractions as possible
• A specific, comfortable posture (sitting, lying down, walking, or in other positions)
• A focus of attention (a chosen word, object, or the sensations of the breath)
• An open attitude (letting distractions come and go without judging them)

Move Past Challenges

Students might become sleepy or find themselves falling asleep, it’s okay. They may feel restless or
uncomfortable because their mind is moving a hundred miles per minute. Both are normal. Remind them
that it will get easier with time and just to come back to the breath.

Student may experience remembering old thoughts or experiences that they may not have worked through.
With negative thoughts, this may happen because problems have not been resolved. Remind them that it’s
resurfacing as an opportunity to work through the thoughts and emotions. It is best to lean in instead of
run away from them.

Practice

If you haven’t already, we encourage you to start a meditation practice- even if it’s five minutes per day,
even if you skip it because you are too busy one day, even if you’ve tried before and fell out. Pick it back
up. This is an opportunity to go on a profound journey with your students that can last a lifetime. You can
both create a practice that boosts your health, happiness, productivity, emotional intelligence, and social
connectedness in the classroom and beyond.

Set a “minutes per day” goal for yourself and ask your students to do the same. Remind them that the more
they put into the practice, the more they get out of it. Share your personal experience of meditation with
your students. Hold each other accountable and encourage each other to stick with it. Form a classroom
support system.

Suggestion for when to meditate: try meditating first thing in the morning, right when you get home from
school or before you go to bed. Find a quiet space where you won’t be disturbed for at least five minutes.
If you’re not able to find a quiet space, use the time right before you go to sleep.

9

“An unexamined life is not worth living.”

– Socrates

T O P I C 1 MY FOUNDATION
INSTRUCTIONAL SEQUENCE

Total Time: 135-165 minutes
Starting from the very structure of who we are, we first examine our “foundation”: the
identity upon which we stand. The purpose of “My Foundation” is for students to examine
thoughts, beliefs, emotions, assumptions, interpretations, and perceptions they have about
themselves and others. With such an examination, the hope is that students will develop a
greater awareness regarding how their thoughts and perceptions about themselves and others
have a large impact on how they feel about the world around them.
10 TOPIC 1 - #MYFOUNDATION

T O P I C 1 MY FOUNDATION

INSTRUCTIONAL SEQUENCE

Total Time: 135-165 minutes

The lesson begins with a warm-up activity, in which students interact with each other based on the suit of the card
they are given from a deck of playing cards. The aim of such an activity is: 1) to physically engage the students
in a learning activity and 2) to demonstrate how their beliefs about themselves or others ultimately affect their
actions. Students may initially be confused, but will typically catch on quickly. Please encourage all students to
participate, so that the activity carries greater purpose. When facilitating the discussion following the activity, you
may want to pose questions such as:

• What was the purpose of this exercise?
• What did you observe about others?
• How did your suit affect how you treated yourself and others?

Following the warm-up, you will demonstrate the “Layers of My Identity Exercise”, and then allow students
to complete it individually. The purpose of this exercise is to help students draw the connection between their
external and internal worlds. Furthermore, as they identify each “layer” of their identities, they will begin to
understand how they allow external perceptions to affect how they internally feel about themselves. Or, even
more, they might realize how they continually identify themselves by external layers that don’t truly represent
who they are and what they want. With your guidance during a discussion following the exercise, students will
recognize the importance of identifying themselves by their inner layers (those closest to their souls and hearts).

Students will get to know each other further in “If you really knew me” exercise, in which they acknowledge their
inner core layers as representations of who they truly are. Then, they will listen to the "My Foundation" guided
meditation using our online video and design "I Stand For" Eco Bags that help breakdown stereotypes, encourage
equality, and take a stand for the values they believe.

The lesson ends with a journal entry in which students dig even deeper into their emotions, reflecting when and
why they identify themselves by their outer layers and when and why they identify themselves by their inner
layers. *This journal prompt may be amended based on the age group or type of the students, so as to fit necessary
academic and developmental needs.

LESSON OBJECTIVES ESSENTIAL QUESTIONS

• Students will demonstrate awareness, Write one or more questions below on the board.
knowledge, and comprehension of their • How do our thoughts, feelings, and beliefs
emotions.
about ourselves reflect who we are?
• Students will connect thoughts, feelings, and • How do our thoughts about how we think
beliefs to self-perception.
others perceive us affect how we feel about
• Students will understand the connection ourselves?
between perception and judgment of • What does it mean to be self-aware?
themselves and others.

11

T O P I C 1 MY FOUNDATION

INSTRUCTIONAL SEQUENCE

Total Time: 135-165 minutes

20 -25 Warm-Up: Interactive Emotion Game
min
1. Give each student a card from a deck of playing cards. Students should not show their cards to anyone.
2. Tell students they will walk around the room and interact with each other depending on the card. The

higher the card, the better the student feels about him/herself and the better he or she treats others.
For example, if a student receives a King of Spades, he or she will walk around with great confidence
and treat others with respect, joy, compassion and excitement. However, if a student receives the Ace of
Hearts (one), he or she would walk around feeling very insecure and treat others with resentment, anger,
fear or sadness.
3. After about 2-3 minutes of the exercise, instruct students to return to their seats.
4. Facilitate a short discussion. Ask students questions, so they can reflect on how they felt during the
exercise—how given the number of the card, they felt either good or bad about themselves. And more
importantly, how they feel about themselves reflects how they treat others.
5. Allow 15 minutes for Journaling on pages 7 & 9 of the HiEQ Student Journal.
* For one-on-one teacher/student scenario, sit opposite each other and speak to each other as you would
according to your card. After, guess each other’s card.

20 -25 Whole Group Instruction: Layers of My Identity Exercise
min
Direct students to page 10 & 11 in HiEQ Student Journal.
Model how to complete this exercise and demonstrate on the board using her/him as an example.
1. Draw a circle on the board with four circles around it. Label layers 1-5. See diagram.
2. Explain:“The outer circle is how you look to those around you (i.e. your hair color, your height, your eye

color, your facial features, etc.).” Direct students to write their outer layers in the outermost circle in their
HiEQ Student Journals.
3. Explain:“The next circle going inward is what you do to be accepted in the world (i.e. go to school, play
soccer, play the violin, take dance class, win trophies and awards, speak languages, etc.). Direct students to
write words in layer 4.
4. Explain:“The circle going inward is the people with whom you surround yourself (i.e. your parents,
siblings, friends, extended family, teammates, etc.).” Direct students to write words in layer 3.
5. Explain: “The next circle going inward represents your personal interests, passions, hobbies, and what
you love doing in your free time (i.e. hanging out with friends, writing, listening to music, drawing,
photography, soccer, tennis, hiking, video games, etc.).” Direct students to write words in layer 2.
6. Explain:“The innermost layer is your thoughts and feelings about yourself and your life.These can be both
positive and negative.”The hope is that most of them are positive and represent their values (i.e. pride, sadness,
frustration, respect, love, trust, compassion, loyalty, honesty, etc.). Direct students to write words in layer 1.
7. Allow 10 minutes for Journaling page 11 of the HiEQ Student Journal. “When do you identify yourself
with your outer layers and why? When do you identify yourself with your inner layers and why? If you
don’t already, how might you begin to identify with yourself by your inner layers more?”

12 TOPIC 1 - #MYFOUNDATION COPYRIGHT ©2016 TRUE CONNECTION

T O P I C 1 MY FOUNDATION

INSTRUCTIONAL SEQUENCE

Total Time: 135-165 minutes

Layers of My Identity Diagram

Humans are not one-dimensional. We contain many layers that make up our identities. The best way to
simplify this is to imagine the many layers of who we are. Here is a sample:

earbsalpl ipelr-acySeaedrra 5 mobmfard-ecaktlems -
y -horses music
- br sutnuedtebtoneytfd-r-iaencsncliudonrwgv-y-rKua-nwrnyiltweiarenga--rEbmgillasasksetes - 4 strinagtyh da-hdahi-ro-nb-oarrrosttphos-eitnruptd-yoeetsnrinstytose-e-r
3
2
1

real creative
inspiring kind
interesting loving
curious funny

adventurous

- bisgumwrmaaiensrdtpnuac-rrateubmnriitpgnsgc-foaeunceinotsmwoeallr-sokre-brrs-o-wgnoodeyes- thin
choir -
-g

lips

Layers of My Identity Exercise Explanation

Layer 5: The outermost layer is how you look to those around you—your hair, your clothes,
your body type, your facial features, etc.

Layer 4: The next layer is what you do to be accepted in the world—school, sports, work,
achievements, money, things you own, etc.

Layer 3: The next layer is the people whom you surround yourself with—family members,
boyfriends, girlfriends, friends, teachers, colleagues, teammates, etc.

Layer 2: Getting closer to your heart is the next layer—your personal interests, hobbies,
passions, gifts, goals, and dreams.

Layer 1: And finally, the innermost layer contains your heart—your thoughts, feelings, and values.

EDUCATIONAL STANDARDS: Speaking & Listening Language Career Ready Health Writing 13

T O P I C 1 MY FOUNDATION

INSTRUCTIONAL SEQUENCE

Total Time: 135-165 minutes

35 Whole Group Instruction: "If You Really Knew Me"
min

Direct students to pages 12 & 13 in HiEQ Student Journal.

# ifyoureallyknewme # TCtribe # HiEQ

First, write inspirational questions on the chalkboard:

• What struggles or challenges are you facing in your life right now?
• When you take down the veil, who are you really, on the inside?
• What are you ashamed of and why?
• How are you learning and growing?
• What’s something you do that not many people know about?

Play Topic 1 “If You Really Knew Me” video for the entire class at: true-connection.org/resources

“I Do”

Provide a personal example of “If you really knew me” (try to choose an example that goes beneath the
surface and perhaps examines a common stereotype you have incurred). Be an example of open, honest, and
vulnerable communication that your students can mirror.

Explain that this exercise will allow everyone to understand each other on a deeper level. We celebrate our
outer layers by what makes us unique and different, but we remember that our inner layers are what bond
us together in humanity and create equality, empathy, and love. Try to create a safe space and encourage
your students to open up, be vulnerable, and be honest.

“You Do”

Students will journal “If you really knew me…” in their HiEQ Student Journals for 10 minutes or longer.

“We Do”

Lastly, break students up into small groups of 4-5 to verbally share their “If you really knew me...” stories
to each other (similar to how you shared). Allow a few minutes per student in each group.

10 Guided Meditation: My Foundation

min

# meditate2elevate # TCtribe # HiEQ

Follow link to download PDF instructions or play video: true-connection.org/meditations

14 TOPIC 1 - #MYFOUNDATION COPYRIGHT ©2016 TRUE CONNECTION

T O P I C 1 MY FOUNDATION

INSTRUCTIONAL SEQUENCE

Total Time: 135-165 minutes

45-60 Art Project: "What I Stand For" Eco Bags
min
Materials: Canvas tote bag, permanent fabric markers, pencils, rulers, large white erasers, magazines (to
put inside bag so marker doesn’t bleed through). OPTIONAL: You may use small poster boards or small
canvas panels instead of canvas tote bags.

PREP: Students LIGHTLY write in pencil first and then trace over with permanent fabric marker. Then,
they erase the light pencil lines. OR, they can draw the letters and words on the white paper first, make
their mistakes, erase and redo them there, and then copy them on the bag with the marker. They can use
rulers to draw LIGHT lines to guide their letters if they want.

Side 1: Students write one personal statement: “Just because I am _________ doesn’t mean I’m
__________.”

Write examples on board:

“Just because I’m Asian doesn’t mean I’m good at math.”

“Just because I’m African-American doesn’t mean I’m a gangster.”

“Just because I’m Mexican doesn’t mean I’m an illegal immigrant.”

“Just because I’m Muslim doesn’t mean I’m dangerous.”

“Just because I’m Caucasian doesn’t mean I'm privileged.”

Side 2: Students write one personal “#IStandFor ________” statement
on the opposite side to inspire themselves and others to see each other
for their inner core values and beliefs.

Write examples on board:

“I Stand For EQUALITY & RESPECT.”
“I Stand For OUR OCEANS.”
“I Stand For WOMEN.”
“I Stand For LGBT.”
“I Stand For EMPATHY.”

# istand4 # justbecauseIm # TCtribe # HiEQ

Social Media: Snap some photos of the finished products for the classroom's social media. Feel free to
take photos of the project in action and post them. Encourage students to post a photo of their finished
product and write an inspiring message that encourages others to overcome stereotypes, discrimination, and
judgement. Use hashtags above.

EDUCATIONAL STANDARDS: Speaking & Listening Language Career Ready Health Writing 15

T O P I C 1 MY FOUNDATION

INSTRUCTIONAL SEQUENCE

Total Time: 135-165 minutes

5 -10 Closing Activity/Evaluate Understanding:
min
Ask students to identify any takeaways.
# Facilitate discussion about each layer in “Layers of My Identity Exercise,” helping students understand
that each layer is an essential part of who we are (See “Layers of My Identity Exercise Explanation”).
But the outer layers are the farthest from our core, our hearts. The inner layers (our passions and how we
view ourselves) represent the core of who we are.

Social Media: Call to Action

You may complete this in class or assign as homework. Use hashtags below.

# ifyoureallyknewme # TCtribe # HiEQ

Students will create a "If you really knew me" video by writing their unique story on index cards and
recording themselves showing the index cards one at a time to the camera. Have students post their
videos to classroom or personal social media accounts.
Optional: Enroll a student with editing capability to compile all the videos and edit them to into a
classroom video. Try to keep the video under a minute, if possible. You may want break the students down
into smaller groups or make multiple 1-minute videos.

Continued on next page...

16 TOPIC 1 - #MYFOUNDATION COPYRIGHT ©2016 TRUE CONNECTION

“At the center of your being, you have the
answer; you know who you are and you

know what you want.”

– Lao Tzu

T O P I C 8 INTENTIONS & GOALS 77

INSTRUCTIONAL SEQUENCE

Total Time: 135-170 minutes

Building on the last topic,“Topic 7; Problem Solving,” in Topic 8, the students will create solutions to any
areas of their lives that they’d like to improve.At this point, the students have a firm understanding of how
their thoughts have such a large influence on their actions, all of which was evident when they learned
about the “Vicious Cycle;” the “Empowering Cycle;” “Overcoming Fears;” “Circles of Reflection;”
“A.V.E. Strategy;” “D.A.B.P. Strategy;” and “Old Rules Versus New Rules.” Their social-emotional
awareness should be much stronger than it was when you first began this curriculum. As such, they are
now ready to connect their inner desires to outer goals and set strong affirmations and intentions.

TOPIC 8 - #INTENTIONSANDGOALS

T O P I C 8 INTENTIONS & GOALS

INSTRUCTIONAL SEQUENCE

Total Time: 135-170 minutes

At the beginning of this topic, the students will return to their “Layers of My Identity Exercise,” in particular, their inner
layers. This is where they will connect their inner layer attributes to their purpose. As students complete “Why Am I
Here?”make sure they know that they can be as creative as they want with this exercise. Help them explore all the ways
to communicate on paper (either visually or in the written form) how their inner layers represent their greater purpose.
The aim of this exercise is for the students to dive deeply into their purpose, using their inner layer attributes as guides.

When the students are finished and share their art with the class, you may want to help the students acknowledge
their purposes, encouraging them to proudly state “I am here….” Such a declaration is essential when they write their
affirmations; these will stand as constant reminders of their purpose when they look at them every day, only reinforcing
the essence of who they are and why they are here.

They will take their affirmations one step further and outline how they plan to achieve such purpose in their every-day
lives with both the “Intentions” exercise and the “5-a-Day’s” exercise. When the students share their “5-a-Day’s,” you
may even want to create a cheer or generate large support from the class, as each student has made an incredible step
towards making his or her dreams a reality! They wrap up with the "Goals & Intentions" guided meditation and sharing
their "Social Change Campaign" projects (from Topic 7; Problem Solving) with the rest of the class.

LESSON OBJECTIVES ESSENTIAL QUESTIONS

• Students will demonstrate awareness, Write one or more questions below on the board.
knowledge, and comprehension of their • What motivates you to succeed in life?
emotions. • What doesn’t motivate you?
• What do you think is your purpose in life?
• Students will connect thoughts, feelings, and • What methods do use to set goals and achieve
beliefs to self-perception.
them?
• Students will connect emotions, thoughts, and • What prevents you from following through
behavior to emotional intelligence.
with your goals?
• Students will identify their limiting beliefs, • How do you know you’ve reached your goal?
assumptions, and interpretations.
COPYRIGHT ©2016 TRUE CONNECTION
• Students will connect their limiting beliefs,
assumptions, and interpretations to specific
goals in their lives.

• Students will be able to identify and apply prior
knowledge of emotional and interpersonal
intelligence.

• Students will explore specific aptitudes and
passions, connecting them to desired goals.

• Students will learn how to create affirmations
and intentions.

• Students will connect inner desires to outer
goals.

• Students will apply and practice affirmations
and intentions.

78

T O P I C 8 INTENTIONS & GOALS

INSTRUCTIONAL SEQUENCE

Total Time: 135-170 minutes

5 Warm Up: "Layers of My Identity" Review
min
5-10 Page 91 in HiEQ Student Journal.
min
Ask students to revisit their “Layers of My Identity” exercise, in which they identified all the layers of
10-15 themselves.
min
Direct students to the “Inner Layer” and remind them that all the positive attributes in their inner layer
represent who they truly are and hope to be.

You may ask students to share some of their positive attributes in their inner layer.

Whole Group Instruction: Why Am I Here?

Page 77 in HiEQ Student Journal.

Play Topic 6 “Why I Am Here” video for the entire class at: true-connection.org/resources

Model “Why Am I Here” referring back to the “Layers of My Identity” exercise and illustrate that we are
here for those positive attributes that we listed in the core circle. For example: to be generous, encouraging,
a good listener, to love, be honest, loyal, creative, adventurous, etc.

Ask one student volunteer to read the following paragraphs aloud to the class :

Your brain might have immediate answers and thoughts to the question,“Why am I here?” or your
brain might need more time to ponder and reflect. Either way, this question marks a pivotal step in
your journey to discover your purpose.

Don’t worry about finding the “right” answer or the answer you think you should provide. Why you are
here might not necessarily translate into what you’d consider a career or some sort of ‘perfect’ picture
of the future. In fact, most of the reasons we are here are not to fulfill a career or meet some sort of
societal expectation, but more so to fulfill something greater than ourselves.

Independent Practice: Why Am I Here Journaling

Page 91 in HiEQ Student Journal.

Students will write in their HiEQ Student Journal while you hand out materials for their “Why Am I Here
Collage Art Project.”

“Why Am I Here?” is a bit of an abstract question, so it is important for you to encourage your students
to examine their inner layers and values as reasons to why they are here. They can use those reasons to
creatively articulate their purpose for being here.

Continued on next page...

EDUCATIONAL STANDARDS: Speaking & Listening Language Career Ready Health Writing 79

T O P I C 8 INTENTIONS & GOALS

INSTRUCTIONAL SEQUENCE

Total Time: 135-170 minutes

45-60 Art Project: "Why I Am Here" Collage
min
5 # whyiamherecollage
min
5-10 Materials Needed: Many different magazines, poster board, glue/mod podge, scissors, markers, construction
min paper, scrap book paper, tissue paper, paints, markers, etc. (Students may bring in their own photos.)

80 Teacher will encourage students to be as creative as they would
like (i.e. students can write poems, draw pictures, write letters or
stories, or simply make a list).

Teacher will encourage students to draw pictures, write a letter
or journal, write a poem, write a song, cut out pictures and words
from magazines—basically do anything they want or whatever
they feel like doing that helps them explore some of the answers to
the question,“Why am I here?”Allow as much time as needed for
students to complete.

Evaluate Understanding: Why I Am Here

Call on students to share their “Why I Am Here” art.

Facilitate discussion: “What does that look like for you?”

If a student wrote,“I am here to be creative,” please ask,“What does creative look like for you?” If
a student wrote,“I am here to help people,” then ask “What does helping people look like for you?”
Essentially, any reason a student provides regarding why he or she is here, please prompt students to then
ask,“What does it look like for me?”

Whole Group Instruction: Embodying Intentions

Page 77 in HiEQ Student Journal.

Demonstrate "Embodying Intentions" exercise on the board by writing down three of your biggest goals or
dreams that you want to accomplish and how it will feel when you've reached your goal.

For example: "I dream of having a vacation in Italy one day, and when I reach this goal, it will make me
feel adventurous, excited, happy, and free." Then, go a bit deeper into that feeling; what does being excited
really feel like? Adventure? What does being happy really feel like? Connection? Enlivened? What does
"freedom” really feel like? Vastness? Being open? Try to get to your own definition of the true feeling that
emerges when your dreams come true.

Ask one student volunteer to read the following paragraphs aloud to the class.

One of the most important aspects in setting goals and going after our dreams is feeling the emotions
of such dreams and desired goals. Meaning, it’s not enough to simply want something, because

TOPIC 8 - #INTENTIONSANDGOALS COPYRIGHT ©2016 TRUE CONNECTION

T O P I C 8 INTENTIONS & GOALS

INSTRUCTIONAL SEQUENCE

Total Time: 135-170 minutes

“wanting” often makes us feel like we don’t have it—like we are coming from a place of lack.
Instead, when we envision what it would feel like to have our dreams, we, in essence, become our
dreams. This is how we embody our dreams.

Embodying your dreams means sensing in your body exactly what it would feel like (in your body)
when your dreams come true. For example, would you feel fulfilled? What does fulfillment really
feel like? Joy? Exuberance? Playful? Adventurous? Would you feel at peace when you reached your
dreams? If so, what does that peace truly feel like? Luxurious? Loving? Serene? Use that imagination
to go as deeply into the feeling as you possibly can, so that you can truly sense the emotion that arises
when you envision your dream. The deeper you go into the emotion, the easier it will be to attract all
the necessary resources and people you need to reach your dream.

5 Independent Practice: Embodying Intentions

min
Page 81 in HiEQ Student Journal.

Students will complete “Embodying Intentions" exercise in HiEQ Student Journal.
Ask students to share some of their intentions.

15 Independent Practice: I Am Index Cards

min
Materials Needed: Index cards, pens, markers, colored pencils. Optional: glitter, stickers, paints,
construction paper, scissors, etc.

Pass out three index cards and art materials.

Tell students that to truly EMBODY their dreams, they will create “I AM…” affirmations on notecards,
which reflect the feelings they wrote down using “I am” affirmations. For example:

Dream: I dream of one day receiving a full athletic scholarship to a four-year university.

How I will feel: When I reach my dream, I will feel pure joy, exuberance, and a great sense of
accomplishment.

“I Am”Affirmation:

- I AM an empathetic problem solving rock star.
- I AM grateful for everything in my life.
- I AM capable of great things.
- I AM in charge of my own life.
- I AM open to possibility.

After students write their “I AM” affirmations on each index card, they can decorate it and tape the cards up
where they can see them every day (i.e. bathroom mirror, by their bed, in a notebook, or in their locker, etc.).

EDUCATIONAL STANDARDS: Speaking & Listening Language Career Ready Health Writing 81

T O P I C 8 INTENTIONS & GOALS

INSTRUCTIONAL SEQUENCE

Total Time: 135-170 minutes

10 Whole Group Instruction: 5-a-Day’s

min
Ask one student volunteer to read the following paragraphs aloud to the class:

“5-a-Day’s” are all about “walking your talk,” as you take action to make your dreams a reality.
For this exercise, you will write down five small tasks you can do in one day to draw yourself closer
to your dreams. These five things should be very manageable, align with your intentions, and always
reflect how you want to feel. Remember: the most important part of setting a goal or an intention is
to always ask yourself,“How do I want to feel when I complete this task?” By asking yourself how you
want to feel for each task, you are more likely to stay motivated, be accountable, and complete it.

Some of the items on your “5-a-Day’s” might never change, as those are daily reminders. But, some
can change whenever you want. The objective is to complete ALL five tasks on the list every day.
However, some days, it’s simply more than enough to complete one of the tasks. If at the end of the
day you have not completed any task on the list, don’t be hard on yourself. Know that you will have
days like that. Tomorrow is just another opportunity to try again. And that’s what really matters.

Make sure you view these “5-a-Day’s” every day—in the morning when you wake up and right before
you go to bed. When you have completed a task on the list, cross it off and replace it with a new task.
Always keep your list at five. And most importantly, always celebrate each step, acknowledging your
amazing efforts to “stay in the game” with great conviction and commitment.

Write your own “5-a-Day’s," on the board. Then, write how you want to feel while you are completing these
action steps. For example:

Dream: To take a vactation in Italy.

What are five practical actions that I can do every day to get closer to my dream?

1. Put $5 a day into a jar until I have enough to book my flight and hotel.
How do I want to feel while doing this action? Dedicated and focused.

2. Work out twice a week so I can hike while in Italy.
How do I want to feel doing this action? Healthy.

3. Read one article per week about Italian art, music, and culture.
How do I want to feel doing this action? Inspired and motivated.

4. Research one city per day and start creating an itinerary.
How do I want to feel doing this action? In control and thoroughly prepared.

5. Learn the Italian language ten minutes every morning on the Duo Lingo App on my phone.
How do I want to feel doing this action? Studious, confident, and excited.

82 TOPIC 8 - #INTENTIONSANDGOALS COPYRIGHT ©2016 TRUE CONNECTION

T O P I C 8 INTENTIONS & GOALS

INSTRUCTIONAL SEQUENCE

Total Time: 135-170 minutes

15-20 Independent/Group Practice: 5-a-Day’s
min
10 Page 86-87 in HiEQ Student Journal.
min Instruct students to complete their own “5-a-Day’s” in the HiEQ Student Journal.
5
min Guided Meditation: Intentions & Goals

# # meditate2elevate # HiEQ # TCtribe

Follow link to download PDF instructions or play video: true-connection.org/meditations

Closing Activity: Social Change Campaign Presentations

Allow 5 or more minutes for each group to present its Social Change Campaign to the rest of the class,
explaining why the problem is important and how we can solve it.
Afterwards, students will vote for who they think was the most influential group.
Facilitate class discussion regarding why that group seemed most successful in their campaign and allow
space for students to offer more ideas on how to improve each other’s strategies.

# socialchangecampaign # HiEQ # TCtribe

Social Media: Snap some photos of each group and or take videos of each presentation and post to the
classroom's social media. Encourage students to post a photo of their group and write an inspiring message
about the power of creativity and collaboration. Use hashtags above.

Social Media: Call to Action

You may complete this in class or assign as homework. Use hashtags below.

# trueconnection # HiEQ # TCtribe

First, instruct students to create a positive intention for their social media post. The intention could be to
motivate others, to be a courageous example of vulnerability, to stand up for others, to hold themselves
accountable by verbalizing their goals, or to express their big dreams. Then, students will put this intention
into words, along with a picture of a "selfie."
For example: Photo of him/herself. Their intention is to inspire mindfulness in others.
Student writes, "Mornin. Today's lil reminder to sit in silence, quiet the noise in the head, and breathe in all
that you are grateful for. Peace. 5 minutes no less ;) #trueconnection #HiEQ

EDUCATIONAL STANDARDS: Speaking & Listening Language Career Ready Health Writing 83