Suggested script
The scripts for each lesson are designed to guide you (the teacher or presenter) through the material; they do not need to be read verbatim. We encourage you to adapt the scripts by using examples that are most relevant to your students. Links to an abbreviated version of this content, all videos, webpages, worksheets, and other materials mentioned in this lesson are available online.
Introduction (2–3 minutes)
Welcome and recap
Welcome back, everyone! Today is our final lesson and it will provide you with the opportunity to apply the concepts we’ve learned. Ideally, the concepts will become tools that will serve you as you move through challenges or stressors in the future. Before we begin today’s lesson, let’s review what “BAM!” stands for:
[Option to refer to a visual reminder of BAM!]
- What does the B stand for? [Wait for student responses.] Yes, how our bodies react to stress.
- What is the A? [Wait for student responses.] That’s right, the impact of our actions when we are anxious, stressed, or irritated.
- What does the M stand for? [Wait for student responses.] Yes, how our mind reacts to stress.
- What is one strategy we have learned to combat negative self-talk or catastrophic thinking? [Wait for student responses.] Yes, . . .
- What is one strategy we have learned to reduce the impact of stress on our body, actions, and mind? [Wait for student responses.] Yes, the Just Breathe breathing exercise.
Values Formula (3 minutes)
Introduce the formula Values → Body, Action, and Mind (V → BAM)
- Does anyone remember the term we used to explain that, although we can’t control everything in our lives, we can control some things by making choices that reflect our values? [Wait for student responses.] Yes, self-efficacy describes the ability to control our reactions to uncontrollable events by reflecting on our values.
- [Write the values formula on the board.] Look at the values formula: Values → Body, Action, and Mind (V → BAM). We can use our values to help motivate us to take actions that will affect our mind and body. For example, two of my values could be my love for music and friendships. If I feel worried about not having enough friends, am sad about an argument with family, or am feeling generally lonely, I can combine two of my personal values, music, and friendship to help motivate me to take action. I may ask a new friend at work or school to play or listen to music together.
Activity and discussion (8–9 minutes)
Writing a Letter
Our lesson today will focus on a challenge to yourself. Have you ever heard the phrase, “Hindsight is 20/20?” What do you think that means? [Pause to let a student give their idea. If they are correct, acknowledge that and move forward. If their response is not as complete or hits the key point, acknowledge their effort and expand with the definition.] Yes, it means that by looking back at the past (i.e., hindsight), we see the impact of our decisions and actions. Knowing what will happen, we can use that knowledge to say what we “should have done.” So, have you ever wished you could give your younger self advice? Since hindsight is 20/20, perhaps you would want to warn yourself, encourage yourself, or challenge yourself now that you’ve gone through your difficulties so that you have a collection of insights for the future.
In a half-page or longer, please write a letter to your past self from your present self that demonstrates this 20/20 hindsight and the lessons/advice learned. Think about one stressor or challenge that you faced in the past. With the additional tools and strategies that you have learned, describe how you could have managed the situation, emotions, thoughts, and/or actions differently.
This letter is designed to be kept with you and easily accessible. [Digital or handwritten format options: Based on the needs of your students and district electronic guidelines, teachers may have students use paper format, write an email to themselves, use text or notes on their phone, or journals.]
Here is an example of how your letter may sound (see Sample Letter (PDF, 39KB)opens in new window. [Read the example letter to your students, but DO NOT pass it out to students, as the lesson is designed to allow for creativity and personal reflection. If you feel a personal example may be more applicable to students, read a personal letter to your past self.]
Make sure to include the following items in your letter:
- How old is your past self?
- What difficult time were you going through?
- What have you learned that may have helped your past self with their challenge?
- What is some advice as your past self moves on to new challenges?
Optional Activities
- Think-pair-share: You may have students share their letters in small groups or with the whole class. Once they have done this, ask them to share what they have learned that they can now apply to their lives. When you bring students together as a class, you might ask for volunteers to share one of their struggles. Remind students that they can choose what information—if any—they want to share.
- Independent video memory: Allow students to privately video themselves reading the letter aloud for their future reference.
Discussion
- Ask students to provide an example of how harnessing their values can be incorporated into helpful thoughts, actions, and physical strategies to reduce stress.
- Ask students how they plan to use their letters in the future. Will they reread them on occasion? Will they share their letters?
- Ask students to volunteer one or two strategies or tools they learned that they would incorporate when they face a stressor.
Closing (2 minutes)
Summary
Thank you for participating and engaging in our resilience lessons. Let’s briefly go over what we learned. What does the “B” in BAM stand for? The “A”? And the “M”? Who remembers our formula? What does the “V” stand for? Yes! You are now better able to manage those aspects of life that you have control over. Always consider your values and what is important to you so you can better make the changes that can improve your lives, even when it’s hard to do. So, let’s all breathe in for 4 seconds, hold for 4 seconds, breathe out for 6 seconds. Remember everyone, just breathe! [Students should be told that if they feel uncomfortable at any point, they can just sit quietly and not do the exercise.]
See the full module document (PDF, 927KB)opens in new window, for a resource list for students who may need additional or outside help.
