Session 1 Lesson Plan Teacher Guide Session 1 Lesson Plan
Tattling vs Reporting Boss
Session 1 / 5
Why This Matters
Understanding tattling vs reporting helps students develop self-regulation, respect peers’ boundaries, and know when to seek help for safety rather than just to get someone in trouble.
Preparation
Print Session 1 Worksheet per student
Print and cut Scenario Role-Play Cards
Review Tattling vs Reporting Story
Prepare chart paper and markers
Materials Needed
• Chart Paper & Markers
• Tattling vs Reporting Story
• Session 1 Worksheet
• Scenario Role-Play Cards
• Reward Stickers/Tokens
Total Time: 20 Minutes
Individual/Small Group
Objective
By the end of this session, students will understand the difference between tattling and reporting, define each term, and identify examples through discussion and role-play.
Instructional Steps
1
Introduction to Tattling vs Reporting
5 MIN
Gather students in a circle and ask: "What does tattling mean? What does reporting mean?" Record initial ideas on chart paper under two columns: "Tattling" and "Reporting".
2
Define and Model Terms
5 MIN
Tattling: telling to get someone in troubleReporting: telling to keep someone safe
Model one example of each and add to the chart. Invite students to offer their own.
3
Read-Aloud Story
5 MIN
Read "Tattling vs Reporting Story" aloud. Pause to ask: "Was this an example of tattling or reporting? Why?" Highlight moments of reporting for safety.
4
Role-Play Practice
3 MIN
Pair students and give each pair a Scenario Card. Partners decide if it's tattling or reporting and act it out briefly. Share reasoning.
5
Worksheet & Assessment
2 MIN
Distribute Session 1 Worksheet. Students complete the first two items. Circulate, offer feedback, and collect for assessment.
Tattling vs Reporting Story Reading The Business Report
Mia and Jordan’s Big Choices
A Story About Tattling and Reporting
One sunny morning at Maple Leaf Elementary, Mia and Carlos were coloring pictures at their table. Carlos picked up Tommy’s blue crayon without asking and started drawing. When Tommy looked for his crayon, it was gone!
Mia quietly whispered to her friend, “Carlos took Tommy’s crayon!” before the teacher even noticed. The teacher came over, eyes wide, and asked Carlos to give the crayon back. Carlos felt embarrassed and upset. Mia’s words got Carlos in trouble, even though it was a small mistake.
This is Tattling — Telling just to get someone in trouble.
Later that day at recess, Sarah tripped and scraped her knee. She sat on the ground, tears in her eyes. Jordan saw Sarah’s knee bleeding and remembered that cuts need quick care.
Jordan ran to the teacher and said, “Sarah fell on the pavement and hurt her knee. Can you please help her?” The teacher knelt down to clean and bandage Sarah’s scrape. Sarah felt better. Jordan’s words helped keep Sarah safe.
This is Reporting — Telling so someone can get help.
Thinking About the Story
1. Was Mia tattling or reporting? Why did her words make Carlos feel embarrassed?
2. Was Jordan tattling or reporting? How did his choice help Sarah feel better?
3. How can you remember the difference between tattling and reporting when you see something happen?
Tattling or Reporting Worksheet Activity Business Practice
Session 1 Activity
Tattling or Reporting?
Name:
Date:
Directions: Read each scenario. Write T for Tattling or R for Reporting.
1. You see Mia whispering that Carlos took Tommy’s crayon so he would get in trouble.
2. Jordan calls the teacher because Sarah scraped her knee and needs a bandage.
3. You tell the teacher that Jason’s shoes are untied so he won't fall.
4. You tell the teacher Emma was talking so she gets a timeout.
5. You run to tell the teacher a ball rolled into the street and a car might hit it.
6. You point out that Noah left his snack on the floor because someone could slip.
Thinking and Writing
1. Give your own example of TATTLING. Why is it tattling?
2. Give your own example of REPORTING. How does it keep someone safe?
3. Why is it important to mind your own business when something small happens?
Great job, Business Boss!
Session 1 Quiz Review Official Review
Session 1: Tattling vs Reporting
Verification Required
Ref: BB-01 Level: Boss
Agent Name
Reporting Date
1 Scenario 1: Mia quietly whispers to her friend that Carlos took Tommy’s crayon so that Carlos will get in trouble. Is this tattling or reporting?
Tattling
Reporting
2 Scenario 2: You see a ball roll into the street and worry a car might hit it, so you tell the teacher right away. Is this tattling or reporting?
Tattling
Reporting
3 Scenario 3: Emma talks during quiet reading time so you tell the teacher so she’ll give Emma a timeout. Is this tattling or reporting?
Tattling
Reporting
4 How confident do you feel about telling the difference between tattling and reporting?
Not Confident
A Little
Somewhat
Very Confident
5 In your own words, explain why it’s important to mind your own business when something small happens. Session 2 Lesson Plan Teacher Guide Session 2 Lesson Plan
Empathy and Boundaries Boss
Session 2 / 5
Why This Matters
Teaching empathy and boundaries helps students support peers appropriately, reduces intrusive behaviors like staring or pressing for details, and fosters emotional safety in the classroom.
Preparation
Print Empathy Worksheet per student
Print and cut Empathy Role-Play Cards
Review Big Feelings Story
Display feelings wheel/emotion cards
Materials
• Big Feelings Story
• Empathy Worksheet
• Empathy Role-Play Cards
• Session 2 Quiz
• Emotion Cards / Feelings Wheel
Total Time: 20 Minutes
Skills: Empathy & Limits
Objective
By the end of this session, students will recognize when peers are experiencing big feelings and learn empathetic responses while respecting personal boundaries.
Instructional Steps
1
Introduction to Empathy
5 MIN
Ask: "What might you do when a friend seems upset or crying?" Record responses on chart paper under "Empathy" and "Boundaries". Explain: care without intruding.
2
Read-Aloud: Big Feelings Story
5 MIN
Read "Big Feelings Story". Pause and ask: "How do you think Alex feels? What would you do?" Highlight respectful support.
3
Define Empathy vs Intrusion
4 MIN
Empathy: noticing feelings and offering supportIntrusion: pressing for details or staring, making someone uncomfortable
4
Role-Play Practice
4 MIN
Pair students with Empathy Role-Play Cards. Act out showing care while respecting space. Discuss what worked.
5
Assessment
2 MIN
Distribute Session 2 Worksheet. Focus on distinguishing responses. Collect and review for understanding.
Big Feelings Story Reading The Empathy Report
Alex and the Clay Mistake
Understanding Big Feelings and Boundaries
One warm afternoon at Maple Leaf Elementary, Alex was working on a clay project in art class. She carefully rolled out a long snake of clay, but her wrist bumped the table and the clay snake fell to the floor. Alex sighed and tears sprang to her eyes. She felt her cheeks grow hot and her bottom lip tremble.
Across the table, some classmates stopped what they were doing and stared. Their eyes lingered as Alex’s tears fell. That made her feel even more embarrassed and alone.
This is Intrusion — Staring or pressing for details.
Just then, Mia quietly slid her chair next to Alex. She whispered, “Are you OK? Do you want help picking that up?” Mia gently handed Alex a soft cloth to wipe her tears and gave her a little space. Alex wiped her face and nodded.
Alex felt cared for and less upset. Mia said, “I’ll keep painting across from you. I’ll be right here if you need me.” Alex took a deep breath and smiled a little. When the teacher walked by, Mia pointed to Alex and quietly told her, “She might like a fresh piece of clay.”
This is Empathy — Noticing feelings and offering support.
Thinking About the Story
1. What big feelings did Alex have after her clay snake fell?
2. How did staring at Alex make her feel?
3. What did Mia do and say that showed empathy?
4. How is showing empathy different from intrusion?
Empathy and Boundaries Worksheet Activity Empathy Project
Session 2 Activity
Empathy & Boundaries
Name:
Date:
Directions: Read each scenario. Write E for Empathy or I for Intrusion.
1. Maya’s eyes fill with tears. You quietly slide your chair next to her and whisper, “Do you want a hug or some help?”
2. You notice Alex crying. You stop what you’re doing, stare at him, and ask, “What’s wrong? Tell me everything!”
3. When Lily’s clay project falls apart, you kneel beside her and offer to help pick up the pieces.
4. You walk over to Emma and ask her lots of questions about why she’s upset, even though she looks uncomfortable.
5. You quietly tell the teacher that Jackson is crying and might need a tissue or some time to calm down.
6. You lean in close to watch Sam’s tears and whisper to your friend, “Watch her, she’ll cry more soon.”
Thinking and Writing
1. Describe a time someone showed you empathy when you were upset. What did they say or do?
2. Describe a behavior that would feel intrusive if someone did it to you when you had big feelings.
3. Why is it important to respect a friend’s space when they are upset?
Empathy Role Play Cards Activity Empathy Role-Play Cards
Cut out these cards to practice showing empathy while respecting boundaries.
Scenario 1
The Recess Slip
A friend trips during a game of tag. They aren't seriously hurt, but their face is red and they look like they might cry from embarrassment.
Boss Move:
How can you help without making them feel more embarrassed?
Scenario 2
The Test Trouble
You notice the person sitting next to you erase their answer many times. They sigh loudly and put their head down on their desk.
Boss Move:
What is a quiet way to show you care without interrupting their work?
Scenario 3
The Messy Mistake
In art class, someone spills water all over their painting. They look frozen and very upset. Other kids are starting to point and whisper.
Boss Move:
How can you use empathy instead of intrusion here?
Scenario 4
The Loner
A classmate is sitting by themselves at lunch. They aren't eating and they look like they are trying to hide that they are crying.
Boss Move:
What can you say or do to give them space but let them know you’re there?
Facilitation Tip
Encourage students to use a "Stage Whisper" or quiet actions rather than big, loud gestures when role-playing these scenarios.
Session 2 Quiz Review Empathy Check
Session 2: Empathy vs Intrusion
Emotional Intelligence Verified
1 Scenario 1: You notice some classmates staring at Jordan while she cries over her art project. Is this an example of empathy or intrusion?
Empathy
Intrusion
2 Scenario 2: You see Maya’s eyes fill with tears and quietly slide your chair next to her, whispering, “Do you want a hug or some help?” Is this empathy or intrusion?
Empathy
Intrusion
3 Scenario 3: You quietly tell the teacher that Sam is upset and might need a tissue or some time to calm down. Is this empathy or intrusion?
Empathy
Intrusion
4 How confident do you feel about telling the difference between empathy and intrusion?
Not Confident
A Little
Somewhat
Very Confident
5 In your own words, explain why respecting someone’s space when they are upset is important. How does this help your friend? Session 3 Lesson Plan Teacher Guide Session 3 Lesson Plan
Self Regulation Boss
Session 3 / 5
Why This Matters
Building self-regulation helps students manage emotions, reduces impulsive tattling, and promotes independent problem-solving and respect for peers.
Preparation
Print Session 3 Worksheet per student
Print and cut Deep Breathing Cards
Display Feelings Thermometer Poster
Gather calm-down tools (stress balls, etc.)
Materials Box
• Feelings Thermometer
• Deep Breathing Cards
• Stress Balls / Calm Tools
• Session 3 Worksheet
• Session 3 Quiz
Total Time: 20 Minutes
Focus: Impulse Control
Objective
By the end of this session, students will identify their own feelings when upset and practice self-regulation strategies to calm down and resist tattling over small issues.
Instructional Steps
1
Feelings Awareness
5 MIN
Ask: "What happens in your body when you feel upset or mad?" Record responses. Explain that noticing feelings early helps us choose a calm-down strategy.
2
Modeling Strategies
5 MIN
Show the Feelings Thermometer. Model taking three deep breaths when feeling a Level 4. Demonstrate using breathing cards or stress balls.
3
Thermometer Practice
4 MIN
Students point to a feeling on the thermometer. Choose a calm-down tool or card and demonstrate its use. Record choices on the chart.
4
Guided Role-Play
3 MIN
Pair students for scenarios where they feel tempted to tattle or stare. Practice noticing feelings, using a strategy, and handling it calmly.
5
Worksheet & Reflection
3 MIN
Distribute Session 3 Worksheet. Students list feeling levels and strategies for a specific scenario. Collect for review.
Feelings Thermometer Poster Reading Feelings Thermometer
Notice Your Body. Choose Your Calm.
1 2 3 4 5
5
Furious
Hands shaking, wanting to yell, face very hot.
Breathe & Quiet Corner
4
Angry
Heart pounding, heat in face, teeth clenched.
4-Count Breathing
3
Frustrated
Tension in shoulders, clenched jaw, heavy sighs.
Stress Ball / Squeeze
2
A Little Upset
Butterflies in stomach, frown forming, fidgeting.
Stretch & Count to 3
1
Calm
Body relaxed, breathing steady, mind quiet.
Keep It Up!
How to Use Your Thermometer
1
Stop and take a slow breath.
2
Check your body (Level 1-5).
3
Pick a strategy that matches.
4
Decide to Report or Mind Your Biz.
Deep Breathing Cards Reading Deep Breathing Cards
Tools to help you stay calm and in control of your business.
Star Breathing
Spread your hand out like a star.
Trace up your finger: Breathe In.
Trace down your finger: Breathe Out.
Repeat for all 5 fingers.
4-Square Breathing
In: Count to 4.
Hold: Count to 4.
Out: Count to 4.
Hold: Count to 4.
Repeat 3 times.
Bubble Breathing
Pretend you have a bubble wand.
In: Fill up with air.
Out: Blow a slow, gentle bubble.
Keep blowing bubbles until you feel light and calm.
Counting Breath
In: Count 1 — 2 — 3.
Out: Count 1 — 2 — 3 — 4 — 5.
Focus only on the numbers.
Repeat 4 times.
Self-Regulation Strategies Worksheet Activity Strategy Log
Session 3: Managing Big Impulses
Agent Status: Level 3 Boss
Name:
Date:
Scenario 1
Your friend accidentally bumps into you and your art project falls apart. You feel upset and want to tattle or stare at them.
Feeling Level
Calm Strategy
Result
Scenario 2
You see two classmates arguing over a ball at recess. You feel tension in your shoulders and want to get the teacher.
Feeling Level
Calm Strategy
Result
Scenario 3
During quiet reading time, you notice someone gazing at you. You feel embarrassed and want to cry or call out.
Feeling Level
Calm Strategy
Result
Personal Reflection
Think of a time you felt really upset or angry. What happened?
Which calm-down strategy did you use or could you have used?
How does calming down help you mind your own business?
Session 3 Quiz Review Self-Check
Session 3: Regulation Review
Emotional Control Verified
1 Scenario: Your cheeks feel hot and your heart is racing because someone pushed in front of you in line. Which feeling word describes how you feel?
Calm
A Little Upset
Frustrated
Angry
Furious
2 When you are a little upset (Level 2), which calm-down strategy should you try?
Star Breathing
Stretch and count to 3
Four-Square Breathing
Find a quiet corner
3 If you feel very angry (Level 4), which strategy would help most?
Use a stress ball
Bubble Breathing
Star Breathing
Stretch and count to 3
4 How confident do you feel about using the Feelings Thermometer?
Not Confident
A Little
Somewhat
Very Confident
5 Explain how noticing your feeling level helps you choose what to do next. Session 4 Lesson Plan Teacher Guide Session 4 Lesson Plan
Step Back vs Step In Boss
Session 4 / 5
Why This Matters
Reinforcing independent decision-making and respect for peers’ boundaries helps students reduce tattling and intrusive behaviors, fostering a more positive classroom climate.
Preparation
Print Session 4 Worksheet per student
Print and cut Session 4 Role-Play Cards
Set up Mind Your Own Business Game
Prepare chart paper: "Step Back" & "Step In"
Materials Box
• Session 4 Story
• Role-Play Cards
• Worksheet
• Session 4 Quiz
• Board Game + Tokens
Total Time: 20 Minutes
Cooperative Play
Objective
By the end of this session, students will practice "minding their own business" by deciding when to step back versus step in, using real-world scenarios and a cooperative game.
Instructional Steps
1
Introduction & Review
4 MIN
Review tattling vs reporting. Ask: "What does it mean to mind your own business?" Record responses under "Step Back" and "Step In".
2
Read-Aloud Story
4 MIN
Read "Mind Your Own Business in Action". Pause at decision points and ask: "Should Mia mind her business or tell the teacher? Why?"
3
Scenario Role-Play
5 MIN
Pair students with Role-Play Cards. Deciding whether to step back or step in, then act it out. Share reasoning.
4
Cooperative Game
5 MIN
Introduce the Mind Your Own Business Game. Draw scenario cards and choose "Step Back" or "Step In" to earn points and move tokens.
5
Worksheet & Assessment
2 MIN
Students complete the first two scenarios on the Session 4 Worksheet. Circle choices and explain why.
Mind Your Own Business Story Reading The Decision Report
Mia’s School Day Decisions
Choosing When to Step Back or Step In
One Tuesday morning at Maple Leaf Elementary, Mia was walking down the hallway when she saw Ellie drop her stack of spelling cards. The cards scattered across the floor and Ellie knelt down, cheeks pink with embarrassment.
A group of kids paused and pointed at the mess. Mia felt a tingle in her chest—she wanted to tell the teacher so Ellie would look even more silly. Instead, Mia remembered how it feels when someone stares at her mistakes. She slipped her backpack off, knelt beside Ellie, and quietly whispered, “Here, I’ll help you pick them up.” Ellie smiled and thanked her.
Mia Stepped In — She offered helpful support.
Later that day during art, Jonah knocked over a jar of glitter, and sparkles flew everywhere. Some friends laughed and held out their hands to catch more glitter to tease Jonah. Mia saw glitter on his shirt and thought, “Should I say something?”
Mia checked her thermometer feeling—she was calm. She decided to mind her own business and continued with her painting. Later, she mentioned to Jonah in a soft voice, “You might want to brush off the glitter so it doesn’t get on your desk.” Jonah nodded and dusted himself off.
Mia Stepped Back — She minded her own business first.
At recess, Mia saw Sam sitting alone on the bench, looking down at his shoes. His shoulders looked slumped. Mia’s heart softened. She remembered the difference between stepping back and stepping in. This time, she stepped in: she sat next to Sam and asked, “Hey, want to kick the ball with me for a few minutes?” Sam’s eyes brightened as he stood up to join.
Thinking About the Story
1. When Ellie’s cards fell, what choice did Mia make? Why?
2. How did Mia decide whether to step in or mind her own business with Jonah’s glitter?
3. Describe one time YOU might mind your own business and one time you might step in.
Step Back vs Step In Role Play Cards Activity Step Back vs Step In Cards
Cards for role-play and the Mind Your Own Business Game.
Scenario 1
The Eraser Spill
You walk past a desk and see a box of erasers fall and bounce everywhere. The student looks frustrated and is trying to gather them quickly.
Step Back
Mind your business
Step In
Offer quick help
Scenario 2
The Secret Whisper
Two friends are whispering and giggling during a work break. They look happy and no one is hurt or upset.
Step Back
Mind your business
Step In
Join or tell
Scenario 3
The Street Ball
A soccer ball rolls through the playground gate and into the street. Cars are passing by and a student looks like they might run after it.
Step Back
Mind your business
Step In
REPORT FOR SAFETY
Scenario 4
The Recess Bench
Sam is sitting alone on the bench. He is looking at his shoes and his shoulders are slumped. He looks lonely and sad.
Step Back
Mind your business
Step In
Invite him to play
Mind Your Own Business Game Activity Business Boss Game
The "Step Back vs Step In" Challenge
Instructions
Each player puts their token on START.
Draw a Scenario Card and read it aloud.
Decide: Step Back or Step In?
Explain WHY you made that choice.
If the Boss (teacher) agrees, roll the die and move forward!
Start Here
Boss Space
+1 Move
Mind Biz
Finish Line
Teacher Facilitation Tips
• Praise students for clear, empathetic reasoning.
• If they get stuck, ask: "How would you feel if someone did that to you?"
• Use the board game to make repetition feel like play!
