Name: ______________________________ Date: ______________ Period: ______
Directions: Page 1 is the test sheet. Write your baseline number from the do now, then test six tools. After each one, rate your stress 1 (calm) to 5 (a lot) and write one word for how it felt. Honest numbers only. "It did nothing" is a true and useful answer. You may sit out any tool; write "sat out" and a one-word reason. Page 2 is your toolkit card: cut it off and keep it. The test sheet is turned in; the card is yours.
Word bank in other languages
[Check with a native speaker before printing.]
| English | Turkish | Portuguese | Spanish |
|---|---|---|---|
| to breathe | nefes almak | respirar | respirar |
| to walk | yürümek | caminhar | caminar |
| to write | yazmak | escrever | escribir |
| music | müzik | música | música |
| to talk | konuşmak | conversar | hablar |
| sleep | uyku | sono | sueño |
| food | yemek | comida | comida |
Page 1: Test sheet
Baseline. My stress right now, 1 to 5: ______ My earliest body signal (from the map): ____________________
| # | Tool (picture cue) | The steps | Time | Rating after (1 to 5) | One word | Change from baseline (+, 0, or the number it dropped) |
|---|---|---|---|---|---|---|
| 1 | Box breathing (lungs and a square) | In for 4, hold 4, out 4, hold 4. Four rounds. | 90 sec | |||
| 2 | Two-minute walk (footprints) | The loop. No phone. No talking. | 2 min | |||
| 3 | Brain dump (a pencil and a pile) | Write everything in your head onto scrap paper. No order. No sentences. Fold it. Keep it or shred it. | 2 min | |||
| 4 | Music or movement break (a note) | The track plays. Stand, stretch, move, or sit and listen. | 90 sec | |||
| 5 | Talk to someone (two faces) | Partners. One talks for 45 seconds about anything. The other only listens, no advice. Switch. | 2 min | |||
| 6 | Sleep and food basics (a bed and a plate) | Not a live test. Answer: Did I sleep in my window last night? Y / N. Did I eat something real today? Y / N. Rate how you think you would feel if both were yes. | 2 min |
Grade 6: tools 1, 2, 3, and 4.
Compare. The tool that dropped my number the most: ______ (this is my number one)
My top three, ranked: 1. ______________________ 2. ______________________ 3. ______________________
Did your number one surprise you? Y / N Why: _________________________________________________________
Two tools from earlier lessons you may add to the card: the self-talk swap (Lesson 3.5) and the sleep window (Lesson 2.6).
Exit line (turned in with this sheet):
3 tools I tested, with their after ratings: ____________________________________________________________
2 I am keeping: _____________________________________________________________________________
1 sentence on why my number one is number one: ______________________________________________________
Grade 8 stretch (Part 3): pick one tool and write its steps as a three-line card a younger student could follow. Then one sentence: which tool would work in a job (think of the crisis day in the Investor Challenge)?
Page 2: My Toolkit Card (cut on the line; keep it)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -| MY STRESS TOOLKIT | Name (first only): ______________ |
|---|---|
| Tool 1 (my best): | Use it when: |
| Tool 2: | Use it when: |
| Tool 3: | Use it when: |
| If Tool 1 does not work, I will: | (try Tool 2 / bring it to ______, a role) |
| My earliest body signal (the early warning): | |
| People I can bring the big kind to: | counselor, nurse, any teacher, an adult at home |
Situation ideas: before a test; after a fight; Sunday night; on the bus; when the group chat is going; when I cannot sleep.
Grade 6: two tools.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Back of the card (optional): the before and after numbers the next time you use Tool 1. Before: ____ After: ____
Teacher key
There are no right ratings. The test sheet is checked for: a baseline number, a rating and one word after each tool (or "sat out" with a reason), a change column filled, a top three ranked, and an exit line with a reason. A sheet where every rating is the same number, or where the "one word" column is blank, gets a conversation, not a lower score.
Box breathing counts: 4 in, 4 hold, 4 out, 4 hold. Common error: students hold their breath too hard; say "gentle" before the first round.
The toolkit card is glanced at for three tools, three situations, and a backup line; then it goes back to the student. The two tools on the card are the two tools required on the Stress Plan in Lesson 3.9. Keep the test sheets until the Stress Plan is scored, so a student who lost the card can rebuild it.
The brain dump sheet is private. Provide a shred box or a recycling bin. Nobody reads it.