Texas Compliance & House Bill 13 Alignment

I Want to Play This

Lesson Summary

In this story, the protagonist wants to control every part of playtime, choosing the game, the rules, and the toys. When friends no longer want to play, the protagonist realizes that friendships rely on cooperation, shared decisions, and respect for others’ ideas.

TEKS Alignment

Health TEKS Grade 1: 115.13(b)(3)(D) describe ways peers and families build healthy relationships, 115.13(b)(3)(E) describe ways to build and maintain friendships, 115.13(b)(3)(F) identify respectful communication, 115.13(b)(3)(G) identify feelings expressed by others, 115.13(b)(3)(H) practice conflict resolution with peers.
Health TEKS Grade 2: 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways, 115.14(b)(3)(D) explain peer influence on behavior, 115.14(b)(3)(E) describe qualities of a good friend, 115.14(b)(3)(F) demonstrate respectful communication, 115.14(b)(3)(G) identify others’ feelings and perspectives, 115.14(b)(3)(H) identify ways to prevent and repair friendships.
ELA TEKS Grade 1: 110.3(b)(1)(D) follow rules for collaborative discussions, 110.3(b)(7)(A) describe personal connections to sources, 110.3(b)(7)(B) write brief comments on texts, 110.3(b)(7)(E) interact with sources by writing or illustrating.
ELA TEKS Grade 2: 110.4(b)(1)(D) engage in collaborative discussions with appropriate contributions, 110.4(b)(7)(A) describe personal connections, 110.4(b)(7)(B) write brief responses, 110.4(b)(7)(E) interact with sources in meaningful ways.

HB 13 Alignment

This lesson supports HB 13 by delivering Tier 1 preventative instruction that helps students practice fair decision-making, cooperation, and empathy during everyday play. By modeling how to listen, take turns, and consider others’ ideas, it contributes to a positive classroom climate where conflicts are less likely to escalate. The story and activities promote safer peer interactions by reinforcing respectful communication and reducing bossy or exclusionary behavior. Teachers can observe how students apply sharing, turn-taking, and problem-solving strategies during guided practice, which supports consistent reinforcement of classroom expectations. The lesson is simple to deliver, requires no additional training, and reduces teacher burden with ready-to-use routines. By strengthening communication, kindness, and conflict-prevention skills, the lesson supports safer, more respectful relationships among young students.
 

Why Should I Do That?

Lesson Summary

In this story, the protagonist prefers video games and online distractions over real-world responsibilities, ignoring how their choices affect themselves and others. Throughout the adventure, the character gradually discovers how balanced habits, honesty, and responsibility help them feel better, support relationships, and create more meaningful experiences.

TEKS Alignment

Health TEKS Grade 1: 115.12(b)(1)(A) identify and practice healthy habits such as sleep, rest, and balanced activities, 115.12(b)(1)(B) explain the importance of self-control, 115.12(b)(7)(C) describe why following school rules matters, 115.12(b)(8)(A) describe benefits of positive relationships, 115.12(b)(9)(A) demonstrate decision-making skills, 115.12(b)(9)(B) identify consequences of responsible and irresponsible decisions.
Health TEKS Grade 2: 115.13(b)(1)(A) practice behaviors that prevent health problems, 115.13(b)(1)(D) identify the importance of rest and avoiding fatigue, 115.13(b)(2)(C) demonstrate personal responsibility, 115.13(b)(3)(A) identify and describe feelings and emotions, 115.13(b)(7)(A) describe the value of individual contributions, 115.13(b)(9)(A) apply decision-making skills, 115.13(b)(9)(B) predict consequences of choices.
ELA TEKS Grade 1: 110.3(b)(1)(A) listen actively and ask relevant questions, 110.3(b)(1)(B) follow and give oral instructions, 110.3(b)(5)(A) describe personal connections to texts, 110.3(b)(7)(A) discuss main ideas and supporting details.
ELA TEKS Grade 2: 110.4(b)(1)(A) participate in discussions, 110.4(b)(5)(A) express ideas and connect to experiences, 110.4(b)(7)(A) explain main ideas and themes, 110.4(b)(7)(C) retell important events logically.

HB 13 Alignment

This lesson supports HB 13 by offering clear Tier 1 preventative instruction that helps students understand how responsible choices, such as balancing screen time, completing tasks, and following daily routines, impact their well-being and the learning environment. By showing how small decisions can strengthen or disrupt relationships, the lesson reinforces behaviors that support a calmer, safer classroom climate. Students practice identifying consequences and making respectful choices, which supports positive peer interactions and classroom expectations. Teachers can observe how students apply routines, self-control, and decision-making strategies during discussion and activities, which helps reinforce consistent behavior supports. The ready-to-use format keeps teacher burden low while promoting uniform expectations across classrooms. By strengthening responsibility and safe daily habits, the lesson supports HB 13 priorities related to prevention and positive school climate.
 

Do We Feel the Same?

Lesson Summary

A school recital is approaching, and everyone feels something different—excitement, worry, curiosity, or nervousness. The protagonist wonders why children can react so differently to the same event, leading to a gentle exploration of emotions and how understanding others’ feelings helps us treat one another with kindness and respect.

TEKS Alignment

Health TEKS Grade 1: 115.13(b)(3)(A) identify and describe a variety of feelings and emotions, 115.13(b)(3)(B) describe and practice ways to express feelings appropriately, 115.13(b)(3)(C) demonstrate self-control and respect for others, 115.13(b)(3)(D) identify characteristics of healthy friendships and ways to be a good friend.
Health TEKS Grade 2: 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways, 115.14(b)(3)(B) describe strategies for assessing thoughts and applying calming or self-management practices, 115.14(b)(3)(F) describe ways to engage in and promote positive interactions when conflict arises.
ELA TEKS Grade 1: 110.3(b)(1)(C) develop social communication such as expressing emotions, 110.3(b)(6)(F) make connections to personal experiences, 110.3(b)(7)(B) ask and answer questions about texts.
ELA TEKS Grade 2: 110.4(b)(1)(C) develop social communication by expressing emotions and showing empathy, 110.4(b)(6)(F) connect ideas from texts to personal experiences, 110.4(b)(7)(C) ask and answer questions to clarify understanding.

HB 13 Alignment

This lesson supports HB 13 by providing Tier 1 preventative instruction that helps students identify feelings, understand emotional differences, and communicate respectfully during shared classroom experiences. By teaching students to respond kindly to peers who may feel nervous or excited in the same situation, the lesson contributes to a positive and supportive classroom climate. Recognizing how emotions influence behavior helps reduce misunderstandings and prevents conflicts, supporting safer daily routines and smooth peer interactions. Teachers can observe how students express feelings and practice respectful listening during structured discussions, reinforcing consistent expectations for communication and self-management. The ready-to-use activities minimize teacher burden while supporting campus-wide consistency. By reinforcing empathy, calm communication, and cooperation, the lesson aligns with HB 13’s prevention and school-climate priorities.
 

My Emotions and Me

Lesson Summary

In this story, the young protagonist begins to notice that different situations elicit different emotions. They learn that feelings themselves are neither right nor wrong; what matters is expressing them safely and respectfully. Through relatable moments, students explore how emotions work and how understanding them helps them interact positively with others.

TEKS Alignment

Health TEKS Grade 1: 115.13(b)(3)(A) identify and practice ways of communicating feelings to others, 115.13(b)(3)(B) describe and practice behaviors that help maintain emotional health, 115.13(b)(3)(F) describe ways to seek help if feeling sad, unsafe, or threatened.
Health TEKS Grade 2: 115.14(b)(3)(A) identify and practice ways of communicating feelings to others, 115.14(b)(3)(B) describe and practice behaviors that support emotional health, 115.14(b)(3)(F) describe ways to seek help if feeling sad, unsafe, or threatened.
ELA TEKS Grade 1: 110.3(b)(1)(C) develop social communication such as expressing needs, thoughts, and feelings, 110.3(b)(6)(E) make connections to personal experiences and ideas in texts, 110.3(b)(9)(B) compose or dictate personal narratives describing real or imagined experiences.
ELA TEKS Grade 2: 110.4(b)(1)(C) develop social communication, including expressing needs, thoughts, and feelings, 110.4(b)(6)(E) connect ideas from texts to personal and societal experiences, 110.4(b)(9)(B) compose personal narratives based on real or imagined events.

HB 13 Alignment

This lesson supports HB 13 by providing Tier 1 preventative instruction that helps students understand and appropriately express a range of emotions, strengthening self-control and responsible behavior. When students can name what they feel and communicate it calmly, classroom interactions become more predictable, positive, and safe, contributing to a healthier campus climate. By highlighting healthy ways to manage strong emotions, such as using words, asking for help from a trusted adult, and choosing calming strategies, the lesson supports safer daily routines and reduces conflict. Teachers can observe how students practice expressing feelings respectfully during discussion and activities, reinforcing consistent expectations for communication and behavior. The lesson is simple to deliver and requires no additional training, reducing teacher burden while supporting consistent implementation across classrooms.
 

Feelings Can Make You Feel Big or Small

Lesson Summary

In this magical story, the protagonist becomes smaller and smaller each time anger takes over. Determined to break the spell, they begin exploring what anger feels like, where it comes from, and how choosing calm, responsible actions helps them “grow” again. Students learn that anger is a normal feeling, and with the right strategies, they can manage it in healthy, safe ways.

TEKS Alignment

Health TEKS Grade 1: 115.13(b)(3)(A) identify their own feelings and emotions, 115.13(b)(3)(B) describe how emotions can interrupt thinking and self-management, 115.13(b)(3)(C) practice calming and self-management strategies, 115.13(b)(3)(H) identify and practice ways to solve conflicts with friends and peers.
Health TEKS Grade 2: 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways, 115.14(b)(3)(B) describe and practice calming and self-management strategies and identify how stressors affect emotions and learning.
ELA TEKS Grade 1: 110.3(b)(1) follow rules for discussions including listening and taking turns, 110.3(b)(5) respond to stories by retelling and discussing characters’ feelings while making personal connections.
ELA TEKS Grade 2: 110.4(b)(1) participate in collaborative conversations and ask/answer questions about texts, 110.4(b)(5) describe how characters change and connect these ideas to personal experiences with feelings or anger.

HB 13 Alignment

This lesson supports HB 13 by providing Tier 1 preventative instruction that helps students recognize anger, understand how it influences behavior, and practice safe, responsible ways to calm down. By teaching students how strong feelings can affect choices and how calm strategies improve interactions, the lesson supports a safer, more predictable classroom climate.

Activities help students identify triggers, name emotions, and practice calmer responses, reducing escalation and supporting consistent daily routines. Teachers can observe how students apply self-management strategies during guided practice and reinforce expectations for respectful behavior. The lesson’s structured format reduces teacher burden and supports consistent implementation across classrooms. By strengthening self-control, communication, and constructive peer interactions, the lesson supports HB 13 prevention goals and positive school climate.
 

We Can All Be Great Friends

Lesson Summary

In this story, our young hero makes unexpected new friends and discovers that good friendships grow through kindness, fairness, and respectful choices. Students learn that even when people have different interests, strengths, or backgrounds, everyone deserves to be treated with courtesy and to feel they belong.

TEKS Alignment

Health TEKS Grade 1: 115.13(b)(3)(C) demonstrate self-control and respect for others, 115.13(b)(3)(D) identify characteristics of healthy friendships and ways to be a good friend, 115.13(b)(3)(H) identify and practice ways to solve conflicts and get along with peers.
Health TEKS Grade 2: 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways with peers, 115.14(b)(3)(D) describe ways to show consideration and respect for others, including those who are different, 115.14(b)(3)(F) describe ways to engage in and promote positive interactions when conflict or exclusion arises.
ELA TEKS Grade 1: 110.3(b)(1) participate in shared conversations by listening, taking turns, and responding appropriately, 110.3(b)(5) describe characters, their feelings, and how they treat one another.
ELA TEKS Grade 2: 110.4(b)(1) engage in collaborative discussions by asking and answering questions and building on others’ ideas, 110.4(b)(5) explain how characters’ actions demonstrate themes of fairness, friendship, and inclusion and connect these ideas to personal experiences.

HB 13 Alignment

This lesson supports HB 13 by providing Tier 1 preventative instruction that teaches students how to treat classmates with fairness, kindness, and respect, strengthening daily peer interactions and supporting a positive campus climate. By modeling inclusive behavior, courteous communication, and friendly problem-solving, the story reinforces routines that reduce conflict and help maintain a safe, supportive classroom environment. Students learn practical ways to respond when disagreements or exclusion arise, supporting predictable expectations that lower disruptions. Teachers can observe how students practice respectful language, sharing, and cooperation during structured discussion and activities, reinforcing consistent classroom norms. The ready-to-use structure keeps teacher burden low and supports uniform expectations across classrooms. By strengthening communication, fairness, and responsible friendship behavior, the lesson aligns with HB 13’s focus on prevention and positive student conduct.
 

Why Can’t I Be as Good as That?

Lesson Summary

Our young protagonist tries out for several after-school clubs but doesn’t make the cut for singing, dancing, or theatre. Feeling discouraged, the hero soon discovers a talent that is completely their own, something no one else can do. Students learn that everyone has different strengths, and growth comes through effort, responsibility, and appreciating what makes each person unique.

TEKS Alignment

Health TEKS Grade 1: 115.13(b)(1)(A) identify personal strengths and qualities, 115.13(b)(1)(B) describe ways to improve personal skills, 115.13(b)(1)(D) explain the importance of accepting and respecting individual differences, 115.13(b)(3)(A) identify and describe a variety of feelings, 115.13(b)(3)(B) practice expressing feelings appropriately.
Health TEKS Grade 2: 115.14(b)(1)(A) describe personal strengths and areas for growth, 115.14(b)(1)(B) set a personal goal and identify steps to achieve it, 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways, 115.14(b)(3)(C) describe and practice self-management skills such as perseverance and positive self-talk.
ELA TEKS Grade 1: 110.3(b)(1) follow rules for discussions, 110.3(b)(6)(A) discuss topics and texts with peers and adults, 110.3(b)(12)(A) compose brief personal narratives.
ELA TEKS Grade 2: 110.4(b)(1) participate in collaborative conversations, 110.4(b)(6)(A) respond to texts through speaking and listening, 110.4(b)(12)(A) compose personal reflections including relevant details.

HB 13 Alignment

This lesson supports HB 13 by providing Tier 1 preventative instruction that helps students manage discouragement and respond responsibly when challenges arise. By teaching students to value effort, communicate feelings calmly, and appreciate differences, the lesson supports a positive classroom climate where frustration is less likely to turn into conflict. Students practice healthy ways to handle disappointment and keep trying, which promotes safer interactions and reduces behaviors that can disrupt learning. Teachers can observe how students talk about effort, strengths, and perseverance during discussion and reflection, reinforcing consistent expectations for respectful communication and self-management. The ready-to-use format keeps teacher burden low and supports consistent implementation across classrooms. By reinforcing responsibility and positive peer support, the lesson aligns with HB 13’s prevention and school-climate priorities.
 

Oh No! I Did It Again!

Lesson Summary

At a friend’s birthday party, our little hero accidentally destroys the cake and feels so embarrassed that they hide in the bathroom. With support from the birthday girl, the protagonist learns that mistakes happen to everyone, and that taking responsibility, asking for help, and repairing the situation are much better choices than avoiding it.

TEKS Alignment

Health TEKS Grade 1: 115.12(b)(1)(B) describe and practice ways to seek help from a trusted adult, 115.12(b)(4)(A) identify and practice ways to manage emotions, 115.12(b)(4)(B) identify ways to cope with uncomfortable emotions such as embarrassment or worry, 115.12(b)(5)(B) describe and practice skills for managing stress.
Health TEKS Grade 2: 115.13(b)(1)(B) describe ways to seek help when feeling upset, sad, or worried, 115.13(b)(4)(A) describe and practice ways to manage one’s own emotions, 115.13(b)(4)(B) practice self-control skills, 115.13(b)(5)(B) describe healthy ways to deal with disappointment or embarrassment.
ELA TEKS Grade 1: 110.3(b)(1)(A–C) participate respectfully in discussions, 110.3(b)(6)(A) respond to texts and connect to personal experiences, 110.3(b)(7)(A) discuss topics and make personal connections, 110.3(b)(12)(A) compose brief personal narratives.
ELA TEKS Grade 2: 110.4(b)(1)(A–C) participate in collaborative conversations and ask/answer questions, 110.4(b)(6)(A) respond to texts through speaking and listening, 110.4(b)(7)(A) discuss and connect ideas to personal experiences, 110.4(b)(11)(A) compose personal narratives with clear sequence and details.

HB 13 Alignment

This lesson supports HB 13 by offering Tier 1 preventative instruction that helps students understand that mistakes are normal and manageable, reducing the shame or avoidance behaviors that can lead to disruptions. By teaching students to handle accidents responsibly—through apologizing, repairing the situation, and seeking help—the lesson reinforces positive behavior that strengthens daily safety and classroom climate. Students learn calm, respectful responses to embarrassment and frustration, helping prevent conflicts and misunderstandings during group activities. Teachers can easily observe which students struggle with responsibility, emotional control, or coping with mistakes, supporting early identification without adding training demands. The lesson’s simple routines and story-based approach reduce teacher burden and promote consistent expectations across classrooms. By strengthening communication, responsibility, and supportive peer interactions, the lesson contributes directly to HB 13’s goals of prevention, safety, and positive school culture.

Empathy - What a Tricky Word

Lesson Summary

In this lesson, students work on a group project to explore the difference between sympathy and empathy. As they team up, they practice noticing how others feel and choosing actions that are kind and helpful. Through the story and class activities, our young hero learns that empathy means understanding someone else’s feelings and responding in a way that supports them.

TEKS Alignment

Health TEKS Grade 1: 115.13(b)(2)(A) identify examples of kind and unkind behaviors, 115.13(b)(3)(A) identify and describe a variety of feelings in self and others, 115.13(b)(3)(B) describe and practice ways to show care and concern for others.
Health TEKS Grade 2: 115.14(b)(2)(A) explain the importance of showing respect and kindness at home, school, and in the community, 115.14(b)(3)(B) describe how words and actions affect how others feel.
ELA TEKS Grade 1: 110.3(b)(6)(F) make connections to personal experiences, ideas, and feelings about stories, 110.3(b)(7)(B) participate in discussions by listening, taking turns, and responding appropriately.
ELA TEKS Grade 2: 110.4(b)(6)(F) make connections to one’s own experiences and other texts, 110.4(b)(7)(C) listen actively and ask/answer questions to clarify meaning.

HB 13 Alignment

This lesson supports HB 13 by providing Tier 1 preventative instruction that helps students notice others’ feelings, respond respectfully, and practice responsible communication during group work. By teaching students to choose helpful, supportive actions instead of ignoring or dismissing a peer’s emotions, the lesson strengthens daily interactions and contributes to a safer, more predictable classroom climate. Understanding how words and actions affect others helps reduce conflict and promotes courteous behavior, supporting overall campus safety. Teachers can observe how students respond to peers who are upset or frustrated, offering natural opportunities for early identification of students who may struggle with peer awareness, kindness, or cooperative behavior. The lesson’s simple group routines reduce teacher burden and make implementation consistent across classrooms. By reinforcing fairness, empathy, and respectful problem-solving, the lesson directly supports HB 13’s goals of prevention, positive climate, and strong communication skills.

A Day Full of Choices

Lesson Summary

Throughout the day, our hero is faced with several situations where they must choose between right and wrong. By practicing self-control and resisting negative peer pressure, the hero not only makes responsible choices but also inspires classmates to do the same. Students learn how one person’s actions can encourage fairness, honesty, and positive behavior in others.

TEKS Alignment

Health TEKS Grade 1: 115.13(b)(3)(A) identify and describe a variety of feelings and emotions, 115.13(b)(3)(B) practice expressing feelings in appropriate ways, 115.13(b)(3)(C) demonstrate self-control and respect for others, 115.13(b)(3)(D) identify characteristics of healthy friendships, 115.13(b)(3)(F) identify ways to resolve conflicts with friends.
Health TEKS Grade 2: 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways, 115.14(b)(3)(D) distinguish between healthy and harmful influences from peers, 115.14(b)(3)(F) describe ways to engage in positive interactions when conflict arises.
ELA TEKS Grade 1: 110.3(b)(1) follow agreed-upon rules for discussions, 110.3(b)(12)(A) compose brief personal narratives.
ELA TEKS Grade 2: 110.4(b)(1) ask and answer questions and build on others’ talk, 110.4(b)(12)(A) compose personal narratives with details and sequence.

HB 13 Alignment

This lesson supports HB 13 by providing Tier 1 preventative instruction that teaches students how to recognize peer pressure, make responsible decisions, and communicate respectfully during challenging moments. By showing how thoughtful choices contribute to a safer, more predictable classroom environment, the story reinforces behaviors that reduce conflict and encourage fairness. Students practice identifying right vs. wrong actions, which helps prevent impulsive behavior and supports a positive campus climate. Teachers can easily observe which students struggle with peer influence, self-control, or decision-making, allowing early identification without additional training. The lesson’s simple routines and clear examples reduce teacher burden and ensure consistent expectations across classrooms. By strengthening communication, integrity, and responsible peer interactions, the lesson directly supports HB 13’s goals for prevention, positive student conduct, and improved daily safety.

Stranger Danger!

Lesson Summary

While enjoying a fun day at the park, our young hero loses their ball in a tree. A stranger offers to help, and the hero must decide what to do. Through the story and class discussion, students learn how to recognize unsafe situations, practice personal safety rules, and make responsible choices that protect themselves.

TEKS Alignment

Health TEKS Grade 1: 115.13(b)(9)(A) identify and practice personal safety rules such as staying with a trusted adult and refusing unsafe requests, 115.13(b)(11)(A) describe unsafe situations involving strangers or inappropriate requests for personal information, 115.13(b)(13)(C) identify parents and trusted adults who help promote safety.
Health TEKS Grade 2: 115.14(b)(10)(A) demonstrate refusal skills to avoid unsafe situations, 115.14(b)(10)(B) explain the importance of telling a trusted adult when boundaries are not respected, 115.14(b)(11)(A) describe unsafe situations involving strangers in person, by phone, or online, 115.14(b)(13)(C) explain how seeking assistance from trusted adults supports personal safety.
ELA TEKS Grade 1: 110.3(b)(1)(C) develop social communication through retelling, asking and answering questions, and following oral directions, 110.3(b)(12)(A) compose brief personal narratives about experiences such as making safe choices.
ELA TEKS Grade 2: 110.4(b)(1)(C) develop social communication through asking relevant questions, giving and following oral directions, and retelling for safety role-plays, 110.4(b)(12)(A) compose personal narratives describing real or imagined safety decisions.

HB 13 Alignment

This lesson supports HB 13 by strengthening Tier 1 preventative instruction focused on student safety, responsible decision-making, and recognizing unsafe situations. By teaching students clear personal safety rules — including refusing unsafe requests, staying with trusted adults, and seeking help — the lesson directly contributes to a safer classroom and campus climate. Practicing refusal skills and identifying trusted adults helps reduce risky behaviors and supports positive daily routines. Teachers can observe how students respond to safety scenarios, which provides early identification of those who may need additional guidance in boundary-setting or help-seeking. The lesson’s structure is simple and predictable, keeping teacher burden low while ensuring consistent safety expectations across classrooms. By reinforcing communication, good judgment, and responsible choices, the lesson aligns with HB 13’s focus on prevention, student well-being, and safer interactions on campus.

I Will Do Better Next Time

Lesson Summary

Our young hero wants to master the monkey bars but keeps struggling. Instead of giving up, the hero keeps practicing with determination, learning that improvement takes time, effort, and responsible choices. Students explore how perseverance helps them grow and how being honest about challenges is an important part of learning.

TEKS Alignment

Health TEKS Grade 1: 115.3(b)(1) understand health behaviors and personal responsibility, 115.3(b)(5) practice self-management skills such as effort and persistence, 115.3(b)(7) identify factors that influence decision-making and goal-setting for personal improvement.
Health TEKS Grade 2: 115.4(b)(1) apply knowledge to personal health behaviors, 115.4(b)(5) practice skills for self-management, effort, and improvement, 115.4(b)(7) identify and evaluate choices that support personal growth and success.
ELA TEKS Grade 1: 110.3(b)(1) participate in collaborative discussions using agreed-upon rules, 110.3(b)(6)(A) discuss texts and ideas with peers and adults, 110.3(b)(7) respond to texts by retelling and connecting to personal experiences, 110.3(b)(12)(A) compose brief personal narratives.
ELA TEKS Grade 2: 110.4(b)(1) engage in collaborative discussions, 110.4(b)(6)(A) ask and answer questions about texts, 110.4(b)(7) make personal connections and describe how characters respond to challenges, 110.4(b)(12)(A) compose personal narratives with details and sequence.

HB 13 Alignment

This lesson supports HB 13 by promoting Tier 1 preventative instruction that helps students develop perseverance, responsible decision-making, and healthy responses to failure. By showing how effort and calm problem-solving lead to success, the story supports a positive classroom climate where students feel safe to try, learn, and improve without fear of judgment. Encouraging students to set small goals and keep practicing reduces frustration and prevents behavior that can disrupt learning. Teachers can easily observe which students struggle with discouragement, low effort, or difficulty recovering from mistakes, supporting early identification without additional training demands. The lesson’s simple structure and ready-to-use routines keep teacher burden low and support consistent expectations across classrooms. By reinforcing self-control, courage, and constructive peer interactions, the lesson aligns with HB 13’s focus on prevention, positive conduct, and safe daily routines.

Yikes! The Shadow of My Mistakes

Lesson Summary
A mysterious shadow begins following our little hero after they make a mistake and choose to hide the truth. The harder the hero tries to ignore the problem, the bigger the shadow seems to grow. Through the story, students learn that honesty, responsibility, and making amends help difficulties shrink and restore trust.

TEKS Alignment
Health TEKS Grade 1: 115.13(b)(3)(A) identify and describe a variety of feelings and emotions, 115.13(b)(3)(B) practice expressing feelings appropriately, 115.13(b)(3)(C) demonstrate self-control and respect for others, 115.13(b)(3)(F) identify ways to resolve conflicts with friends.
Health TEKS Grade 2: 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways, 115.14(b)(3)(B) describe strategies for assessing thoughts and applying calming or self-management practices, 115.14(b)(3)(F) describe ways to promote positive interactions when conflict arises.
ELA TEKS Grade 1: 110.3(b)(1) follow agreed-upon rules for discussions.
ELA TEKS Grade 2: 110.4(b)(1) ask and answer questions and build on others’ talk.

HB 13 Alignment
This lesson supports HB 13 by providing Tier 1 preventative instruction that teaches students how to take responsibility when mistakes occur, communicate honestly, and make choices that help resolve conflict rather than avoid it. By showing how problems grow when ignored and shrink when addressed respectfully, the lesson strengthens daily classroom routines and contributes to a safer, more predictable climate. Students practice identifying feelings such as worry or guilt and learn healthy, calm ways to respond, which reduces disruptive behavior and supports positive peer interactions. Teachers can observe how students handle accountability, honesty, and self-control, giving them opportunities for early identification of students who may need additional guidance. The ready-to-use structure minimizes teacher burden and promotes consistent expectations across classrooms. By reinforcing trustworthiness, respectful communication, and responsible decision-making, the lesson aligns with HB 13’s goals for prevention, campus safety, and improved student well-being.

Making the Right Choice

Lesson Summary
Our hero faces a difficult situation: friends want them to do something they know is wrong. Choosing the responsible option might upset their friends, but doing what is right matters. Students explore how to recognize peer pressure, think about consequences, and choose actions that show honesty, courage, and integrity.

TEKS Alignment
Health TEKS Grade 1: 115.13(b)(1)(B) identify and apply decision-making skills by predicting consequences, 115.13(b)(1)(C) demonstrate personal responsibility for actions, 115.13(b)(3)(H) identify and practice ways to solve conflicts with peers, including saying no or offering alternatives.
Health TEKS Grade 2: 115.14(b)(1)(C) explain why responsible choices matter and how they affect self and others, 115.14(b)(3)(B) describe and practice self-management and refusal skills, 115.14(b)(3)(D) describe ways to show consideration and respect for others.
ELA TEKS Grade 1: 110.3(b)(1) participate in collaborative conversations, follow rules for discussions, and respond to questions, 110.3(b)(5) describe characters’ feelings, choices, and consequences.
ELA TEKS Grade 2: 110.4(b)(1) participate in conversations and ask/answer questions about texts, 110.4(b)(5) explain how a character’s decisions shape the story and connect to their own experiences.

HB 13 Alignment
This lesson supports HB 13 by offering Tier 1 preventative instruction that helps students recognize peer pressure, evaluate choices, and respond with responsible, respectful behavior. By teaching students how to say no, think ahead, and choose actions that are safe and fair, the lesson strengthens daily classroom routines and contributes to a positive, predictable climate. Students learn how harmful choices can affect themselves and others, which reduces impulsive behavior and helps prevent conflicts. Teachers can observe how students handle pressure, communicate boundaries, and manage emotions, giving them opportunities for early identification of students who may need additional guidance. The lesson’s simple structure keeps teacher burden low and supports consistent expectations across classrooms. By reinforcing integrity, courage, and respectful communication, it aligns closely with HB 13’s focus on prevention, improved student conduct, and safer interactions on campus.

Turn a Bad Day Into a Good Day

Lesson Summary
Not everything goes our hero’s way today, and frustration starts to take over. As unexpected problems change their plans, the hero must decide whether to stay upset or try to shift their perspective. Students learn how small choices—gratitude, positive thinking, and focusing on what is still going well—can turn a disappointing day into a better one.

TEKS Alignment
Health TEKS Grade 1: 115.13(b)(3)(A) identify and describe a variety of feelings and emotions, 115.13(b)(3)(B) describe and practice expressing feelings appropriately.
Health TEKS Grade 2: 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways, 115.14(b)(3)(B) describe strategies for assessing thoughts and applying calming or self-management practices.
ELA TEKS Grade 1: 110.3(b)(1) follow agreed-upon rules for discussions, 110.3(b)(12)(A) compose brief personal narratives.
ELA TEKS Grade 2: 110.4(b)(1) participate in discussions by asking and answering questions and building on others’ ideas, 110.4(b)(12)(A) compose personal narratives with details and sequence.

HB 13 Alignment
This lesson supports HB 13 by providing Tier 1 preventative instruction that helps students recognize their emotions, practice calm decision-making, and respond safely and respectfully when daily challenges occur. By teaching students how to shift from frustration to a more positive outlook using simple strategies like gratitude and positive self-talk, the lesson reduces emotional reactions that can disrupt classroom routines and supports a more predictable learning environment. Students practice expressing feelings in appropriate ways, which contributes to safer peer interactions and reduces conflict. Teachers can observe which students struggle with discouragement, emotional control, or reframing difficult moments, supporting early identification without additional training demands. The lesson’s clear, ready-to-use activities minimize teacher burden and help maintain consistent expectations across classrooms. By strengthening responsibility, empathy, and constructive responses to setbacks, the lesson aligns directly with HB 13’s goals of prevention, improved student well-being, and a positive campus climate.

The Hero of Self-Control

Lesson Summary
Follow our hero through school, the playground, and home as they uncover simple “superhero” strategies for staying calm, making good choices, and working well with others. With humor and heart, the story shows how self-control helps children handle challenges, build friendships, and enjoy their day.

TEKS Alignment
Health TEKS Grade 1: 115.13(b)(3)(A) identify and describe a variety of feelings and emotions, 115.13(b)(3)(B) describe and practice ways to express feelings appropriately, 115.13(b)(3)(C) demonstrate self-control and respect for others, 115.13(b)(3)(H) identify and practice ways to solve conflicts with peers, 115.13(b)(4)(A) describe the importance of sleep and rest for healthy routines and self-control.
Health TEKS Grade 2: 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways, 115.14(b)(3)(B) describe and practice calming and self-management strategies, 115.14(b)(3)(D) describe ways to show consideration and respect for others such as waiting turns or not interrupting.
ELA TEKS Grade 1: 110.3(b)(1) participate in shared conversations by listening, taking turns, and responding to questions, 110.3(b)(5) retell key events and describe characters’ feelings and actions.
ELA TEKS Grade 2: 110.4(b)(1) engage in collaborative discussions by listening, asking/answering questions, and building on others’ ideas, 110.4(b)(5) explain how the main character’s actions change and connect these ideas to personal experiences.

HB 13 Alignment
This lesson supports HB 13 by providing Tier 1 preventative instruction that teaches students how to recognize strong feelings and use calm, responsible strategies to manage their behavior. By practicing self-control, waiting their turn, and communicating respectfully, students strengthen the routines and interactions that lead to a positive, safe classroom climate. The lesson reduces impulsive behaviors that may lead to conflict and helps students handle challenging moments in predictable, constructive ways. Teachers can observe which students struggle with impulse control, frustration, or cooperative behavior, enabling early identification without increasing training demands. Its clear, ready-to-use activities help maintain consistent expectations across classrooms while reducing teacher burden. By reinforcing responsibility, kindness, and safe behavior choices, the lesson aligns directly with HB 13’s focus on prevention, improved student conduct, and a supportive campus environment.

Whimsyville Wonders - The Bumbling Boundaries Adventure

Lesson Summary
In lively Whimsyville, our energetic hero and a mischievous friend discover why personal boundaries matter. From playful moments with pets to navigating space with classmates, the story shows how respecting others’ belongings, bodies, and feelings keeps friendships strong and interactions safe. Students learn that asking permission, using kind words, and noticing others’ comfort levels are important parts of responsible behavior.

TEKS Alignment
Health TEKS Grade 1: 115.13(b)(3)(C) demonstrate self-control and respect for others, 115.13(b)(3)(D) identify characteristics of healthy friendships and ways to be a good friend.
Health TEKS Grade 2: 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways, 115.14(b)(10) explain the importance of using refusal skills when personal boundaries or privacy are not respected.
ELA TEKS Grade 1: 110.3(b)(1) follow agreed-upon rules for discussions, 110.3(b)(12)(A) compose brief personal narratives.
ELA TEKS Grade 2: 110.4(b)(1) ask and answer questions and build on others’ ideas during discussions, 110.4(b)(12)(A) compose personal narratives including details and sequence.

HB 13 Alignment
This lesson supports HB 13 by providing Tier 1 preventative instruction that teaches students how to recognize personal boundaries, communicate respectfully, and use self-control in everyday interactions. Understanding how to ask permission, say no politely, and respect others’ space contributes to safer classroom routines and reduces common conflicts that can disrupt learning. Students practice identifying when a situation feels uncomfortable and learn to communicate their boundaries in clear, appropriate ways, reinforcing a positive, predictable campus climate. Teachers can observe how students respond to issues like crowding, interrupting, or handling others’ belongings, offering early identification of students who may need additional support with safe behavior or communication. The lesson’s structured role-plays and clear expectations help reduce teacher burden and ensure consistency across classrooms. By strengthening respect, responsibility, and caring peer interactions, the lesson aligns with HB 13’s goals of prevention, improved conduct, and safe daily routines.

Shine Together

Lesson Summary
Join our young hero and their friends as they explore what it means to build strong, healthy friendships. Through sharing, teamwork, and peaceful conflict resolution, students discover how small acts of kindness and fairness help everyone feel included and valued. The story highlights how working together allows all children to shine.

TEKS Alignment
Health TEKS Grade 1: §115.3(b)(4)(A) identify and practice ways to develop respectful, caring friendships, §115.3(b)(4)(B) describe and practice resolving conflicts appropriately, §115.3(b)(4)(C) identify ways to communicate consideration, honesty, and respect.
Health TEKS Grade 2: §115.4(b)(4)(A) explain the importance of showing respect and kindness at school and home, §115.4(b)(4)(B) demonstrate effective communication and cooperation to solve peer conflicts, §115.4(b)(4)(C) identify when to seek help from a trusted adult for interpersonal problems.
ELA TEKS Grade 1: 110.3(b)(1)(D) work collaboratively by following rules for discussion, 110.3(b)(1)(E) develop social communication such as sharing experiences and expressing needs.
ELA TEKS Grade 2: 110.4(b)(1)(D) work collaboratively by listening, taking turns, and contributing appropriately, 110.4(b)(1)(E) develop social communication by engaging in conversations, sharing ideas, and expressing feelings respectfully.

HB 13 Alignment
This lesson supports HB 13 by providing Tier 1 preventative instruction that strengthens cooperation, respectful communication, and positive peer relationships, essential elements of a safe and predictable classroom climate. Students practice sharing, taking turns, and resolving conflicts peacefully, all of which reduce common classroom disruptions and support daily safety routines. By highlighting how to listen, communicate feelings clearly, and include others, the lesson promotes safer peer interactions and reduces behaviors that may escalate into conflict. Teachers can easily observe which students struggle with cooperation, emotional control, or peer problem-solving, supporting early identification without adding training demands. Its ready-to-use routines and structured activities reduce teacher burden and help maintain consistent expectations across classrooms. By reinforcing fairness, responsibility, and kindness, the lesson aligns closely with HB 13’s goals for prevention, improved student conduct, and a positive campus environment.

Lessons Beyond the ABC’s

Lesson Summary
In a vibrant school community, children learn far more than reading and numbers. They discover how to treat others with respect, follow classroom expectations, and work together to build a supportive environment. Through everyday adventures, students explore what it means to show kindness, take responsibility, and help their community shine.

TEKS Alignment
Health TEKS Grade 1: 115.13(b)(3)(A) identify and describe a variety of feelings and emotions, 115.13(b)(3)(B) practice expressing feelings appropriately, 115.13(b)(3)(C) demonstrate self-control and respect for others, 115.13(b)(3)(D) identify characteristics of healthy friendships.
Health TEKS Grade 2: 115.14(b)(3)(A) communicate needs, wants, and emotions in healthy ways, 115.14(b)(3)(D) show consideration and respect for others, 115.14(b)(3)(F) promote positive interactions when conflict arises.
ELA TEKS Grade 1: 110.3(b)(1)(A–D) follow rules for discussion, take turns, and ask/answer questions, 110.3(b)(5) respond to texts through retelling, discussing, and making personal connections.
ELA TEKS Grade 2: 110.4(b)(1) participate in discussions using agreed-upon rules, 110.4(b)(5) identify key ideas in stories and connect them to personal experiences.

HB 13 Alignment
This lesson supports HB 13 by providing Tier 1 preventative instruction that teaches respectful, responsible behavior and reinforces the routines that contribute to a safe classroom climate. Students practice following rules, listening respectfully, and working cooperatively, which reduces conflict and helps maintain predictable daily structures. By encouraging empathy and awareness of others’ feelings, the lesson promotes safer peer interactions and prevents behaviors that may escalate into disruptions. Teachers can easily observe which students struggle with self-control, respectful communication, or group behavior, offering opportunities for early identification without additional staff training. The lesson’s clear structure and activity-based approach help reduce teacher burden while ensuring consistent expectations across classrooms. By strengthening fairness, responsibility, caring behaviors, and positive citizenship, the lesson aligns directly with HB 13’s focus on prevention, improved student conduct, and a supportive school environment.

Emotion Expedition: Our Amazing Adventure!

Lesson Summary
In this uplifting story, the protagonist sets out on an “emotion expedition,” learning from friends and trusted guides about feelings such as sorrow, fear, jealousy, anger, disappointment, shame, and guilt. Along the way, they discover that emotions aren’t “good” or “bad”, they’re signals that help us grow, understand ourselves, and make responsible choices. Students learn that acknowledging feelings and responding calmly strengthens courage, empathy, and self-control.

TEKS Alignment
Health TEKS Grade 1: 115.12(b)(1)(A–B) identify ways to seek help from trusted adults, 115.12(b)(3)(A–B) identify and express a variety of feelings appropriately, 115.12(b)(4)(A–B) identify and practice ways to manage emotions such as sadness, fear, anger, or jealousy, 115.12(b)(5)(B) practice skills for managing stress.
Health TEKS Grade 2: 115.13(b)(3)(A–C) identify and describe feelings, express them appropriately, and demonstrate self-control and respect for others, 115.13(b)(4)(A–B) practice strategies for managing strong emotions, 115.13(b)(5)(B) describe healthy ways to handle disappointment and other strong emotions.
ELA TEKS Grade 1: 110.3(b)(1)(A–C) follow rules for discussions and take turns speaking, 110.3(b)(6)(A) respond to texts and make personal connections to feelings, 110.3(b)(7)(A) discuss topics and connect them to personal experiences, 110.3(b)(12)(A) compose brief personal narratives about real or imagined emotional experiences.
ELA TEKS Grade 2: 110.4(b)(1)(A–C) participate in collaborative discussions and ask/answer questions, 110.4(b)(6)(A) respond to texts by relating them to personal feelings and experiences, 110.4(b)(7)(A) discuss topics and connect them to personal ideas and experiences, 110.4(b)(11)(A) compose personal narratives with details and sequential events describing thoughts and feelings.

HB 13 Alignment
This lesson supports HB 13 by providing Tier 1 preventative instruction that helps students understand strong emotions, communicate them safely, and use calm, appropriate strategies when challenges arise. By teaching students that all feelings have a purpose and can be managed responsibly, the lesson contributes to a positive, predictable classroom climate and reduces behaviors that may lead to conflict or disruption. Students learn to seek help from trusted adults, use self-control strategies, and show empathy toward classmates, supporting safer peer interactions throughout the school day. Teachers can observe how students identify emotions, respond to frustration, or communicate their needs, offering natural opportunities for early identification of students who may need additional support. The structured routines and ready-to-use activities reduce teacher burden and help maintain consistent expectations across classrooms. By reinforcing responsibility, courage, and healthy communication, the lesson aligns closely with HB 13’s goals for prevention, improved student well-being, and safer campus environments.

Shine Together

Lesson Summary
Join our young hero and their friends as they explore what it means to build strong, healthy friendships. Through sharing, teamwork, and peaceful conflict resolution, students discover how small acts of kindness and fairness help everyone feel included and valued. The story highlights how working together allows all children to shine.

TEKS Alignment
Health TEKS Grade 1: §115.3(b)(4)(A) identify and practice ways to develop respectful, caring friendships, §115.3(b)(4)(B) describe and practice resolving conflicts appropriately, §115.3(b)(4)(C) identify ways to communicate consideration, honesty, and respect.
Health TEKS Grade 2: §115.4(b)(4)(A) explain the importance of showing respect and kindness at school and home, §115.4(b)(4)(B) demonstrate effective communication and cooperation to solve peer conflicts, §115.4(b)(4)(C) identify when to seek help from a trusted adult for interpersonal problems.
ELA TEKS Grade 1: 110.3(b)(1)(D) work collaboratively by following rules for discussion, 110.3(b)(1)(E) develop social communication such as sharing experiences and expressing needs.
ELA TEKS Grade 2: 110.4(b)(1)(D) work collaboratively by listening, taking turns, and contributing appropriately, 110.4(b)(1)(E) develop social communication by engaging in conversations, sharing ideas, and expressing feelings respectfully.

HB 13 Alignment
This lesson supports HB 13 by providing Tier 1 preventative instruction that strengthens cooperation, respectful communication, and positive peer relationships, essential elements of a safe and predictable classroom climate. Students practice sharing, taking turns, and resolving conflicts peacefully, all of which reduce common classroom disruptions and support daily safety routines. By highlighting how to listen, communicate feelings clearly, and include others, the lesson promotes safer peer interactions and reduces behaviors that may escalate into conflict. Teachers can easily observe which students struggle with cooperation, emotional control, or peer problem-solving, supporting early identification without adding training demands. Its ready-to-use routines and structured activities reduce teacher burden and help maintain consistent expectations across classrooms. By reinforcing fairness, responsibility, and kindness, the lesson aligns closely with HB 13’s goals for prevention, improved student conduct, and a positive campus environment.

The Great Schoolbag Cleanup!

Lesson Summary
Join our little hero on a humorous and meaningful journey of responsibility. Forgotten schoolbags, missing materials, and smelly surprises lead to important lessons about following routines, owning up to mistakes, and considering how our choices affect classmates, teachers, and family. Through reflection and positive change, the hero discovers that responsibility helps everyone’s day run more smoothly.

TEKS Alignment
Health TEKS Grade 1: 115.12(b)(2)(A–B) identify responsibilities at home and school and how responsibility supports success, 115.12(b)(3)(A–B) identify and express feelings appropriately, 115.12(b)(4)(A–B) describe daily habits and routines that support learning, 115.12(b)(5)(A–B) identify decision-making skills and practice making good choices about personal behavior.
Health TEKS Grade 2: 115.13(b)(2)(A–B) describe personal responsibilities and how fulfilling them affects self and others, 115.13(b)(3)(A–C) identify feelings associated with success or frustration and practice strategies for managing them, 115.13(b)(4)(A–B) practice self-management skills for completing tasks and staying prepared, 115.13(b)(5)(A–B) demonstrate responsible decisions that consider consequences.
ELA TEKS Grade 1: 110.3(b)(1)(A–C) follow discussion rules, listen, and take turns, 110.3(b)(6)(A) respond to texts and make connections to personal experiences, 110.3(b)(7)(A) discuss topics and relate them to personal routines, 110.3(b)(12)(A) compose brief narratives about real experiences.
ELA TEKS Grade 2: 110.4(b)(1)(A–C) participate in collaborative discussions and ask/answer questions, 110.4(b)(6)(A) relate story events and feelings to personal school routines, 110.4(b)(7)(A) discuss topics and connect them to personal choices, 110.4(b)(11)(A) compose personal narratives with sequence and details.

HB 13 Alignment
This lesson supports HB 13 by offering Tier 1 preventative instruction focused on responsibility, organization, and positive daily routines that strengthen classroom safety and predictability. By showing students how simple habits, packing their schoolbag, cleaning materials, preparing for the day, reduce stress and prevent disruptions, the story helps maintain a calm and orderly learning environment. Students learn to take ownership of mistakes and repair them, promoting respectful interactions and reducing conflict. Teachers can observe which students struggle with organization, self-management, or follow-through, supporting early identification of those who may need extra guidance. The lesson’s clear, ready-to-use activities reduce teacher burden while helping campuses maintain consistent expectations. By reinforcing responsibility, integrity, and consideration for others, the lesson aligns with HB 13’s focus on prevention, improved conduct, and a positive, safe school climate.

If Someone Lost Their Smile, Give Them Yours!

Lesson Summary
In a cheerful town, our little hero discovers the magic of kindness. By sharing smiles and noticing when others need encouragement, the hero brightens their community one moment at a time. Students learn that small acts of caring—kind words, helpful actions, or a friendly smile—can lift someone’s day and help create a positive, supportive classroom environment.

TEKS Alignment
Health TEKS Grade 1: 115.12(b)(3)(A) identify and describe a variety of emotions, 115.12(b)(3)(B) describe and practice appropriate expression of emotions, 115.12(b)(4)(A) demonstrate helpful and polite behavior, 115.12(b)(4)(B) identify ways to build and maintain relationships.
Health TEKS Grade 2: 115.13(b)(3)(A) identify and describe a variety of emotions, 115.13(b)(3)(B) practice expressing emotions appropriately, 115.13(b)(4)(A) demonstrate communication skills that support healthy relationships, 115.13(b)(4)(B) identify ways to build and maintain positive peer relationships.
ELA TEKS Grade 1: 110.3(b)(6)(A) listen actively and ask relevant questions, 110.3(b)(6)(B) follow and give oral instructions, 110.3(b)(7)(A) discuss topics and texts with peers and adults, 110.3(b)(8)(A) describe personal connections to texts.
ELA TEKS Grade 2: 110.4(b)(6)(A) listen actively and ask relevant questions, 110.4(b)(6)(B) follow and give oral instructions, 110.4(b)(7)(A) discuss topics and texts with peers and adults, 110.4(b)(8)(A) describe personal connections to texts.

HB 13 Alignment

This lesson supports HB 13 by providing Tier 1 preventative instruction that strengthens kindness, empathy, and supportive peer interactions that contribute to a safe and positive classroom climate. When students practice noticing others’ feelings and responding with simple caring actions, they help reduce conflict and promote respectful daily routines. Students practice calm communication and helpful behavior that supports predictable expectations in the classroom. Teachers can observe how students participate in kindness routines during discussion and activities and reinforce consistent expectations for respectful behavior. The ready-to-use structure reduces teacher burden and supports consistent implementation across classrooms. By reinforcing caring actions and positive peer relationships, the lesson aligns with HB 13’s focus on prevention and school climate.
 

Our Magic Hands

Lesson Summary
In this heartwarming adventure, our young hero discovers the “magic” our hands can bring to the world, helping others, caring for animals, protecting our environment, creating beautiful things, and showing kindness. Students learn that their hands carry great responsibility and that choosing helpful, respectful actions can make home, school, and community a better place.

TEKS Alignment
Health TEKS Grade 1: 115.13(b)(1)(C) identify ways to show respect for self and others, 115.13(b)(2)(A) practice personal communication and rule-following skills, 115.13(b)(4)(A) identify situations requiring self-control, 115.13(b)(4)(B) practice calming strategies, 115.13(b)(5)(B) demonstrate cooperation and teamwork, 115.13(b)(6)(A) identify safe and unsafe behaviors.
Health TEKS Grade 2: 115.14(b)(1)(A) explain the importance of showing respect for oneself and others, 115.14(b)(2)(B) demonstrate problem-solving skills, 115.14(b)(3)(C) describe and practice self-control strategies, 115.14(b)(4)(A) identify peer influence, 115.14(b)(5)(A) identify ways to help others, 115.14(b)(6)(A) identify safe and unsafe actions.
ELA TEKS Grade 1: 110.3(b)(1)(A–B) listen actively and follow oral directions, 110.3(b)(3)(A) make personal connections to texts, 110.3(b)(7)(A) discuss an author’s purpose or message, 110.3(b)(8)(A) discuss topics and texts with peers and adults.
ELA TEKS Grade 2: 110.4(b)(1)(A–C) listen actively, ask relevant questions, and give oral instructions, 110.4(b)(3)(A) connect texts to personal experiences, 110.4(b)(7)(A) identify moral lessons or themes in stories, 110.4(b)(8)(A) discuss texts and topics with peers and adults.

HB 13 Alignment

This lesson supports HB 13 by providing Tier 1 preventative instruction that teaches students to make safe, respectful, and responsible choices in everyday settings. By helping children understand how their actions affect the safety and comfort of others, the lesson reinforces predictable routines that support a positive classroom climate. Students practice self-control, cooperation, and safe decision-making in age-appropriate scenarios, which reduces opportunities for conflict or harm. Teachers can observe how students apply safety expectations during discussion and activities and reinforce consistent behavior routines. The story-based structure reduces teacher burden and supports consistent implementation across classrooms. By strengthening cooperation, empathy, and good citizenship, the lesson aligns with HB 13’s prevention and positive conduct priorities.