How does this relate to the curriculum?
Health and Physical Education
A1.2. Social-Emotional Learning Skills, Stress Management and Coping: Apply skills that help them to recognize sources of stress and to cope with challenges, including help-seeking behaviours, as they participate in learning experiences in health and physical education, in order to support the development of personal resilience.  
Students first learn how to identify a Stormy First Draft. Then, they learn about and practice using Calming and Focusing strategies as well as Real-Time Resilience taglines to challenge counterproductive, non-resilient thoughts. As a result, students build their resilience skills and learn to more effectively cope with stress. (Achieved in SET and GO activity)
Health and Physical Education
D1.5. Healthy Living, Mental Health Literacy: Demonstrate an understanding of the interconnections between a person’s thoughts, emotions, and actions, and of the potential impact of positive and negative thinking on mental health.
Through improvisation activities, students deepen their understanding of the relationship between thoughts, feelings, and behaviours. By taking on different character roles for different scenarios, students also recognize how complex and personal these interconnections are. Students also practice reframing negative, non-resilient thoughts to create more positive thoughts that support their wellbeing. (Achieved in GO activity)
Language, Writing
1.2. Developing and Organizing Content, Developing Ideas: Generate ideas about a potential topic and identify those most appropriate for the purpose.
Students brainstorm and create a list of the consequences which arise from believing a Stormy First Draft. (Achieved in SET activity)
Language, Oral Communication
1.4. Listening to Understand, Demonstrating Understanding: Demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways.
In preparation for their presentation on the assigned Calming and Focusing strategy, students read about their assigned strategy and practice using the strategy with their groups. (Achieved in SET activity)
The Arts, Drama
B1.1. Creating and Presenting: Engage actively in drama exploration and role play, with a focus on examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places.
In partners, students role play the internal dialogue of characters for many different scenarios. Each student has the opportunity to act out non-resilient, counterproductive thoughts, as well as resilient thoughts, which use taglines to challenge negative thoughts and come up with more accurate, healthier alternatives. By creating this fictional dialogue, students are challenged to consider diverse perspectives and use their imagination. (Achieved in GO activity)
Character Development
Not applicable
The stories that students tell themselves can affect their self-belief, self-efficacy, and ability to persevere in the face of adversity. Fast resilience skills offer students timeless tools that can uproot student’s hurtful personal beliefs about themselves and the world. Therefore, this activity gives teachers the opportunity to support students in their journey to becoming an engaged and empathetic citizen.
Assessment of Language Learning Outcomes, Grade 6 (Calming & Focusing Strategies Presentation)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Thinking
[1.2]
Uses planning skills for generating ideas with limited effectiveness
Uses planning skills for generating ideas with some effectiveness
E.g. makes a list of two or three consequences of believing a Stormy First Draft
Uses planning skills for generating ideas with considerable effectiveness
E.g. makes a list at least four consequences of believing a Stormy First Draft
Uses planning skills for generating ideas with a high degree of effectiveness
E.g. makes a list of more than four consequences of believing a Stormy First Draft
Communication
[1.4]
Expresses and organizes information on their Calming and Focusing strategy with limited effectiveness
Expresses and organizes information on their Calming and Focusing strategy with some effectiveness
E.g. presents some points on their strategy as listed on their handout
Expresses and organizes information on their Calming and Focusing strategy with considerable effectiveness
E.g. presents points on their strategy as listed on their handout
Expresses and organizes information on their Calming and Focusing strategy with a high degree of effectiveness
E.g. presents many points on their strategy as listed on their handout and confidently leads the class in the strategy
Assessment of Health and Physical Education Learning Outcomes, Grade 6 (Role-play)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge
[A1.2]
Demonstrates limited knowledge of resilient taglines and identifying worst-case scenario thoughts
Demonstrates some knowledge of resilient taglines and identifying worst-case scenario thoughts
E.g. uses at least one resilient tagline and voices a worse-case scenario thought for their scenarios
Demonstrates considerable knowledge of resilient taglines and identifying worst-case scenario thoughts
E.g. uses resilient taglines and voices worst-case scenario thoughts for their scenarios
Demonstrates thorough knowledge of resilient taglines and identifying worst-case scenario thoughts
E.g. uses all three resilient taglines and voices worst-case scenario thoughts extensively for their scenarios
Assessment of the Arts, Drama Learning Outcomes, Grade 6 (Role-playing)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Communication
[B1.1]
Expresses their Real-Time Resiliency reality checks and counterproductive thoughts with limited effectiveness
Expresses their Real-Time Resiliency reality checks and counterproductive thoughts with some effectiveness
E.g. uses some body (or facial) language and volume (or tone) of voice to communicate their role
Expresses their Real-Time Resiliency reality checks and counterproductive thoughts with considerable effectiveness
E.g. tries to immerse themselves in the role to show their perspective of the internal dialogue by using body (or facial) language and volume (or tone) of voice
Expresses their Real-Time Resiliency reality checks and counterproductive thoughts with a high degree of effectiveness
E.g. creates a believable role by immersing themselves in the role to show their perspective of the internal dialogue by using body (or facial) language and volume (or tone) of voice
Formal Meditation
Description
Associated Brain Wave
Focused-Attention Meditation
Involves concentrating on a chosen object, idea, or emotion. Focused-attention meditation generates faster brain waves, known as gamma waves (20-50 Hz), which represent a state of active and attentive consciousness.
Open-Monitoring Meditation
Involves non-reactive monitoring of your breath, thoughts, and feelings. Open-monitoring meditation gives rise to slow, theta waves (4-8 Hz) that reflect a relaxed state of mind.
Open-Monitoring Meditation
Open-Monitoring Meditation
Good Situation
Bad Situation
Optimistic Explanatory Style
Me
Always
Everything
Not Me
Not Always
Not Everything
Pessimistic Explanatory Style
Not Me
Not Always
Not Everything
Me
Always
Everything
Factors
High Power
Low Power
Gender
Male
Female
Gender Identity  
Same as a person’s assigned sex at birth.
Different from a person’s assigned sex at birth.
Sexual Orientation
Heterosexual
LGBTQ+
Physical Ability
Able
LGBTQ+
Intellectual Ability
Able
Disabled
Ethnicity
Caucasian
Ethnic Minority
Immigration Status
Canadian  
Non-Canadian or First-Generation Canadian
Socioeconomic Status
High SES
Low SES
Religious Affiliation
Christian
Other religions
Age
20s – 50s
Children and Elderly Adults
Education
University Degree
No Degree

What’s a Rich Text element?

The rich text element allows you to create and format headings, paragraphs, blockquotes, images, and video all in one place instead of having to add and format them individually. Just double-click and easily create content.

Static and dynamic content editing

A rich text element can be used with static or dynamic content. For static content, just drop it into any page and begin editing. For dynamic content, add a rich text field to any collection and then connect a rich text element to that field in the settings panel.

Voila!

  1. ggggg
  2. hhhhh

gfsgfdsgdgdgfg

How to customize formatting for each rich text

Headings, paragraphs, blockquotes, figures, images, and figure captions can all be styled after a class is added to the rich text element using the "When inside of" nested selector system.

Heading