Materials and Preparation

(Click here for printable lesson plan)


Curriculum Provided Materials:

  • For Teacher Use:
    • One copy of  “Student Friendly Objectives”
    • One set of “Topic” cards
    • One Whole Selves booklet
  • For Student Use:
    • One Whole Selves booklet
    • One Exit Ticket (A or B)

Teacher Materials:

  • White board, blackboard, chart paper, or document camera
  • Markers or chalk
  • Pad of sticky notes
  • Binder or folder for each student to keep their work in

Preparation Notes:

NOTE: If you are teaching the curriculum remotely, use these links for virtual-friendly documents.

Supplemental Materials:

  • None

Note: To print booklet:

1. Click on printer icon.
2. Click “More Settings” drop down.
3. Make sure “Print on both sides” is checked.
4. Choose “Flip on short edge” from drop down.
5. Click “Print”.

Lesson What is Whole Selves? Introductory Unit Setting the Tone
Lesson Number Approximate Length 45 Minutes


Standard(s) No National Sexuality Education Standards are specifically addressed due to this being an introductory lesson.
Objective(s) Students will be able to explain that Whole Selves is a program that will help them become healthy and safe adults. 

Students will be able to identify topics from the Whole Selves curriculum that they want to learn more about (e.g. boundaries, self-esteem, etc.).

Student Friendly Objective(s) I know that Whole Selves will help me become a healthy and safe adult.

I can name two topics in Whole Selves that I want to learn more about.

Transition Goals  N/A
Evidence/Assessments Exit Ticket
Lesson Vocabulary Words Whole Selves: a class where we learn how to become healthy and safe adults

Notes to Remember (teacher only)
Review This is the first lesson in the Whole Selves curriculum. Throughout the series you will reinforce the tone of the class that you start today. This is your first opportunity to create a safe, empowering, and understanding environment where your students will learn the ins and outs of growing up. Begin this lesson with enthusiasm and determination. Set high expectations and then provide your students with ample opportunities to meet them.
Introduction  (10 minutes) Have students sit in a semi-circle or another way that allows them to all see each other and the board.

Let students know that they are starting a class called Whole Selves. Write “Whole Selves” on the board or chart paper. Explain that this is a class about becoming a healthy and safe adult. Point to the “Student Friendly Objectives”, read each one out loud and then discuss.

Next, present each “Topic” card to students, one at a time, reading the definition on the back. If possible, provide a simple example of each topic. After you read each card, either place on table in front of students, or tape onto board. Explain that we will learn about each topic in Whole Selves. Explain that each topic is an important part of becoming a healthy and safe adult. Keep conversations short and explain that they will learn about each word in a few minutes.

Transition to a brief “get to know you” activity. Have each student introduce themselves by sharing one book or movie they like. Teachers should model first so students know how to share. Think about your students and make sure each person will be able to answer the prompt successfully.

After introductions, repeat definitions of topics to students, and ask them to choose the correct topic card. For example: Ask: “This is the word for keeping your body clean. Things like brushing your teeth and taking a shower go with this topic. Can you guess which topic I’m thinking of?” Students should say ‘hygiene’ or point to corresponding topic card.


  • Pre-program student responses into iPads or create answer cards.
  • Have students spend a few minutes drawing, writing, or finding a picture that represents one of their “favorites”.
  • Write directions and sentence starter on the board (e.g., Hi, my name is ________. My favorite book or movie is__________).
Activity  (25 minutes) 1. Ask students to raise their hands if one day they would like to do each of the following things: go on a date, have a job, go to college, live by themselves, go places without parents, have a best friend, make your own decisions about your life. Generate some enthusiasm for these fun future-goals. Explain that, if they want these things, they will first need to learn to be a healthy and safe adult. Explain that learning about these topics (gesturing at the board) is what Whole Selves is all about.

2. Explain that now it’s time to learn more about Whole Selves.

3. Hand each student their own “About Whole Selves” booklet and read aloud together. Make time for discussion after each page.

4. After you have finished, hand each student their Whole Selves binder/folder and have them place their booklet inside. Collect the binders/folders and explain that you will keep them somewhere safe so that students will be able to use them throughout the class.

5. Next, give each student a sticky note. Explain that we are now going to “vote” on the most interesting topic.  Let them “vote” on which topic they are most excited about by placing their sticky note up on the board.

6. Refer to the board and the votes that students have cast. Ask students why they made the choices that they made. Engage in a quick discussion about topics students have selected. Demonstrate enthusiasm for the students’ responses.

 Conclusion and Exit Ticket (10 minutes) Congratulate your students on a great first class!

Reiterate that Whole Selves is a class that will help them become healthy and safe adults. Write the words “healthy” and “safe” on the board. Gesture to the board and explain that all of these words will be used as their word bank for the last part of class.

Pass out one Exit Ticket for each student to complete. Exit Tickets will be used throughout the Whole Selves course to assess students’ understanding and keep a record of their progress. All of the concepts introduced in today’s class will be addressed later in more detail, so this is really about establishing a baseline for understanding.

Suggested Supplemental Activity(ies) N/A


Student Friendly Objectives

Setting the Tone Lesson 1 Student Friendly Objectives


“Topic” Cards

Setting the Tone Lesson 1 Topic Cards


“Whole Selves” Booklet

Setting the Tone Lesson 1 Whole Selves Booklet


Exit Ticket

Setting the Tone Lesson 1 Exit Ticket Form A

Setting the Tone Lesson 1 Exit Ticket Form B