Facilitator Guide Spot the Pattern Lesson Plan Spot the Pattern
Facilitator Guide
Time 45 Min
Objective
Students will analyze a recent conflict using the ABC (Antecedent–Belief–Consequence) model, practice generating two alternative (“reappraisal”) thoughts, and complete a confidential Likert pre-assessment to establish an emotional-regulation baseline.
Why This Matters
By mapping triggers, beliefs, and outcomes, students gain insight into how thoughts shape emotions. Practicing reappraisal empowers them to make healthier choices at critical "choice points."
Teacher Preparation
Review ABC Model & Choice Points slides.
Print ABC Conflict Map & Reappraisal Journal .
Print Pre-Assessment Survey & Reflection Sheet .
Print Confidentiality Agreement Form .
Prepare ground rules: "What's shared here stays here."
Prepare ELL supports: sentence starters & visual prompts.
Instructional Steps
1
7 MIN
Establish Confidentiality & Pre-Assessment
Introduce lesson objectives: explaining how mapping thoughts helps manage emotions.
Present ground rules using the Confidentiality Agreement Form ; have students sign or assent.
Distribute Pre-Assessment Likert Survey . Explain it is strictly confidential.
Collect responses once completed quietly.
2
10 MIN
Model ABC Chart & Cognitive Reappraisal
Display a common scenario on the Slide Deck (e.g., Alex cuts in line).
Fill in Antecedent, Belief, and Consequence columns together on the board.
Demonstrate generating two alternative thoughts (reappraisals).
Highlight how different thoughts lead to different emotional/behavioral outcomes.
3
15 MIN
Independent ABC Mapping & Reappraisal
Distribute ABC Conflict Map Worksheet and Reappraisal Thought Bank Journal .
Students recall a personal conflict and map it out (A-B-C).
In journals, students list two alternative thoughts and their potential impact.
Differentiation: Allow drawing/verbal response for struggling writers.
4
8 MIN
Choice Point Sharing & Rehearsal
Pair students; each shares one "Choice Point" (original belief vs. reappraisal).
Partners practice stating the original belief, alternative thought, and new action.
Focus on empathetic listening. Teacher highlights strong examples.
5
5 MIN
Reflection & Wrap-Up
Distribute Likert Scoring and Reflection Sheet for self-scoring.
Prompt students to answer: "One thing I learned" and "One choice I will try."
Collect all materials and remind students of confidentiality.
Differentiation Strategies
Support
Provide a "Thought Menu" with common reappraisals. Use icons for A, B, and C steps.
Extension
Challenge students to identify "Cognitive Distortions" (e.g., Catastrophizing) in their original beliefs.
ABC Model and Choice Points Slides Spot the Pattern
ABC Model & Choice Points
Grade 5 • SEL Skill Lab
The ABC Model
A
Antecedent
The event or trigger. What happened?
B
Belief
What I thought or told myself.
C
Consequence
How I felt and what I did.
A
Antecedent
The event or trigger that starts it all.
Example:
"Alex cut in front of me in line."
B
Belief
What we tell ourselves about the event.
Example:
"Alex thinks I'm not important."
C
Consequence
How I Felt
Angry, hurt, frustrated
How I Acted
Yelled at Alex, stormed away
The "Choice Point" Reappraisal
Original Pattern
A: Friend didn't invite me to party.
B: "They don't like me."
C: Sad, withdrew from friend.
New Reappraisals
"Maybe they forgot to invite me."
→ Action: Ask kindly / Feel hopeful
"They had a small party."
→ Action: Make other plans / Feel okay
Pair-Share Lab
1
Share your original belief and one reappraisal.
2
Partner repeats: "You thought..., then you might think..."
3
Discuss: How does the new thought change your action?
ABC Conflict Map Worksheet ABC Conflict Map
Thought Detective Lab Sheet
NAME:
DATE:
Instructions
Think of a recent conflict or upsetting event you experienced. Use the chart below to map out what happened (Antecedent), what you told yourself (Belief), and how you felt and acted (Consequence).
A
Antecedent
What happened? Describe the event or trigger in as much detail as you can.
B
Belief
What were you telling yourself about what happened? Write the thought or story that popped into your mind.
C
Consequence
How did you feel (emotions) and what did you do (actions) after that thought?
Visual Evidence (Optional)
If it helps, draw a quick picture of the situation or jot down keywords to capture details.
Once you’ve completed your ABC map, you’ll use this information for your Reappraisal Thought Bank.
Reappraisal Thought Bank Journal Reappraisal Thought Bank
New Perspectives & Better Choices
NAME:
Instructions
Use your ABC Conflict Map to identify the belief you want to challenge. Practice writing two alternative thoughts that could lead to healthier feelings and actions.
1
Original Belief
Copy the thought you wrote in the "B" section of your map.
2
Reappraisal Thought #1
New Thought:
How feelings change:
How actions change:
3
Reappraisal Thought #2
New Thought:
How feelings change:
How actions change:
Thought Starters
• "I wonder if..."
• "Maybe they..."
• "Another way to look at this is..."
• "What if..."
• "It's possible that..."
• "Even if that's true, I can..."
Pre-Assessment Likert Survey Quiz Confidential Assessment
My Thought Habits
Pre-Lesson Reflection Survey
Please answer these questions honestly. This survey is confidential and will only be used to help you see how your skills grow over time. There are no "right" or "wrong" answers!
1 - Strongly Disagree 3 - Neutral 5 - Strongly Agree
1. I can identify the trigger or event that starts my strong emotions.
1
2
3
4
5
2. I am aware of the thoughts I have when I feel upset.
1
2
3
4
5
3. I understand that different thoughts can lead to different feelings and actions.
1
2
3
4
5
4. I feel confident I can come up with a new thought when my first thought makes me upset.
1
2
3
4
5
5. I can choose a different way of thinking to change how I feel.
1
2
3
4
5
6. I feel prepared to notice my thoughts and change them in the future.
1
2
3
4
5
Your responses are safe with your teacher.
Likert Scoring and Reflection Sheet Rubric Scoring & Reflection
Understanding Your Progress
NAME:
1
Interpreting Your Scores
Score Range Descriptor What It Means 1 – 2 Beginning I need more practice identifying triggers and reappraising. Review the ABC steps and ask a classmate or teacher for guidance. 3 Developing I sometimes identify triggers and thoughts but need more consistency. Choose one small situation this week to practice reappraisal. 4 – 5 Confident I can spot triggers, choose new thoughts, and change my reactions. Apply these skills at home or with friends.
My Average Score:
2
Personal Reflection
What my scores tell me about my current skills:
One new thing I learned today:
One choice I will try this week:
Spot the Pattern Reflection Lab
© Thought Skills Curriculum
Confidentiality Agreement Form Handout The Circle of Trust
Our Classroom Confidentiality Agreement
In our classroom, we are learning to "Spot the Pattern" in our thoughts and feelings. For everyone to feel safe sharing their stories, we must agree to a set of promises.
Stay Within the Walls
"What is shared here, stays here." I will not repeat my classmates' personal stories to people outside this room.
Zero-Judgment Zone
I will listen with an open mind and heart. I will not laugh at or tease anyone for what they share.
Respect the Silence
If someone doesn't want to share, I will respect their choice. Everyone has the right to pass.
Student Signature
"I promise to keep our trust."
Facilitator Signature
"I promise to support your growth."
Official Agreement
