Day 3 Lesson: Inside My Head: Intrapersonal Mind Map
A tighter, classroom-realistic 60-minute lesson that helps learners define intrapersonal communication, map their inner dialogue, and practice realistic reframing—without forcing personal disclosure.
Lesson Overview
Communication does not start when we open our mouths. It starts earlier—quietly—inside our heads. Day 3 is designed to make that invisible “inside talk” visible, organized, and usable. Learners will build a simple mind map that shows how an event becomes a thought, how that thought shapes a feeling, and how feelings push actions. They will also practice reframing, not as “fake positivity,” but as a realistic self-coaching skill that improves performance, decision-making, and self-control.
This Day 3 lesson is intentionally tight: it prioritizes the essentials (definition, contrast with interpersonal communication, and the mind map output) while keeping class time realistic. It also protects learner privacy by using optional “school scenario” examples instead of requiring personal disclosures.
Learning Targets
- Define intrapersonal communication using their own words.
- Differentiate intrapersonal (within the self) from interpersonal (between people).
- Explain the Thought–Feeling–Action chain using a class example.
- Create an Intrapersonal Mind Map with clear branches and examples.
- Reframe at least two “red-bubble” thoughts into realistic self-coaching statements.
Materials
- One sheet of paper (A4 / long bond) or notebook page
- Pen (markers optional)
- Board / TV for a teacher sample map
- Timer (phone)
Teacher Pacing Map (60 Minutes)
Step-by-Step Lesson Delivery
1) Warm-up (0–5 minutes): Thought Bubble Check
Ask learners to write privately. Emphasize that this is not graded and does not need to be shared. The purpose is awareness: to notice that an internal message often appears before a reaction.
Right now, one thought I often repeat is: ____________
It usually makes me feel: ____________
So I usually do: ____________
If you want a quick share, limit it to general examples (“Some people think ‘I can’t do this’ before recitation”) rather than personal stories. Keep the classroom tone calm and respectful.
2) Mini-lesson (5–12 minutes): What intrapersonal communication is
Intrapersonal communication is communication within oneself: self-talk, inner dialogue, interpretation, reflection, planning, and mental rehearsal. It is the “drafting stage” of communication. Before learners speak, they often write an invisible script in their minds. That script can help them succeed—or sabotage them.
Intrapersonal vs Interpersonal (T-Chart)
Intrapersonal = within the self
- Self-talk (“I can try again.”)
- Inner questions (“What should I say?”)
- Reflection (“Next time I will…”)
Interpersonal = between people
- Conversation
- Group discussion
- Feedback or conflict resolution
Micro-check (2 minutes)
Intrapersonal communication is ____________.
One example is ____________.
Interpersonal communication is ____________.
Call 2–3 learners for answers. Correct gently and keep definitions simple. The goal is conceptual clarity, not a perfect textbook sentence.
3) Guided Example (12–20 minutes): The Thought–Feeling–Action chain
Tell learners: “When we say, ‘I can’t control my feelings,’ we usually forget the step before feelings: thoughts. The same event can produce different outcomes depending on what we tell ourselves.”
Event → Thought → Feeling → Action → Result
Use a class-safe scenario that fits SHS reality. Then show two different thought paths:
Scenario A: Surprise recitation
Event: Teacher calls your name to answer.
Thought (Red-bubble): “I will embarrass myself.”
Feeling: Anxiety, fear
Action: Avoid eye contact, speak too fast, go blank
Result: Poor response, lower confidence
Scenario B: Same event, better self-talk
Event: Teacher calls your name to answer.
Thought (Reframe): “I can start with what I know. I can speak slowly. If I’m wrong, I learn.”
Feeling: Nervous but focused
Action: Pause, answer step-by-step, ask for clarification if needed
Result: Better performance, stronger confidence over time
Highlight the key lesson: reframing is not denying the difficulty; it is choosing a thought that is accurate, helpful, and actionable. In effective communication, this matters because intrapersonal messages shape tone, clarity, and self-control when speaking to others.
4) Reframing Drill (20–28 minutes): “Red-bubbles” to realistic reframes
Introduce “red-bubble thoughts” as unhelpful, exaggerated, or self-defeating thoughts that commonly show up under stress. Make it clear: feelings are valid, but some thoughts push us toward unhelpful actions.
Reframe = Truth + Control + Next step
Give learners two red-bubble thoughts (use the board) and let them reframe in pairs. Require realistic language. Avoid “Everything will be perfect.” Choose balanced coaching language that a mature student can actually believe.
Red-bubble #1
“I’m not smart enough.”
Example realistic reframe: “I struggle in some topics, but I can improve through practice and feedback. I will ask one question today and review for 20 minutes tonight.”
Red-bubble #2
“If I make one mistake, I’m a failure.”
Example realistic reframe: “A mistake shows what to fix, not who I am. I will correct it, then try again using a better strategy.”
After 3 minutes pair work, call 2–3 reframes from different pairs. Affirm effort, then improve the phrasing if needed. Keep reframes short enough to remember during real stress.
Add a quick bridge to online presence (to prepare for Day 5): “The same reframing skill applies online—before we post, comment, or react to what we see. Inner talk affects digital behavior.”
5) Main Output (28–50 minutes): Intrapersonal Mind Map (scaffolded)
Learners will now build a mind map. To keep time realistic, the task uses 4 core branches and 2 optional branches. This reduces overload while still preserving depth. Learners who finish early may add extra branches or design elements.
Center title: “INTRAPERSONAL COMMUNICATION: INSIDE MY HEAD”
Core branches (required):
1) Self-talk
2) Triggers (what activates strong thoughts)
3) Feelings (common emotions that follow)
4) Healthy strategies (what helps me reset)
Optional branches (choose 2):
A) Inner dialogue / questions I ask myself
B) Actions + results (what I do and what happens next)
Requirement: Include at least 2 red-bubbles and 2 reframes somewhere
in your map.
Example Bank (so learners do not get stuck)
Post this bank on the board so learners can borrow phrases if needed. This keeps slower writers moving and makes the output more consistent.
Possible Triggers
- Recitation / reporting
- Quiz / performance task
- Group work conflicts
- Deadline pressure
- Getting corrected by a teacher
- Posting / commenting online
- Seeing negative posts or comparisons
Common Feelings
- Nervous, anxious
- Embarrassed
- Angry, irritated
- Disappointed
- Motivated
- Calm, focused
- Confident
Healthy Strategies
- Reframe (Truth + Control + Next step)
- Pause + slow breathing (10 seconds)
- Write a quick plan (3 steps)
- Ask for clarification
- Practice first sentence
- Take a short break then return
- Limit impulsive posting; “pause before send”
How to run this work time (22 minutes)
To keep the class moving, give learners a clear three-part workflow. Announce each step and show the timer.
- 2 minutes: Draw center title + 4 core branches.
- 10 minutes: Add sub-branches and examples (use the example bank).
- 10 minutes: Add 2 optional branches + place 2 red-bubbles and 2 reframes clearly.
Circulate and coach quickly. Ask guiding questions that push learners to connect cause and effect: “What trigger usually creates that thought?” “What feeling follows?” “What strategy would change your action?” If a learner writes an extreme negative statement, redirect: “Can you rewrite it into a realistic coaching sentence?”
6) Reflection (50–58 minutes): Change the map
Learners write a short paragraph (6–7 sentences). This is where reframing becomes a transfer skill rather than a decorative idea. Keep it brief so it fits real class time and so you can check it quickly.
Choose one red-bubble thought (personal or school scenario).
Explain: (1) what triggers it, (2) what feeling follows, and (3)
what action it usually pushes you to do.
Then write your realistic reframe and one strategy you will use next
time.
Write 6–7 sentences.
If learners struggle to write, allow a sentence starter bank: “When ______ happens, I often think ______.” “This makes me feel ______.” “So I usually ______.” “A better reframe is ______.” “Next time, I will ______.” “This can lead to ______.”
7) Closure (58–60 minutes): Strategy-only share + exit check
Do not ask learners to share personal red-bubbles. Instead, ask for one strategy from their “Healthy strategies” branch: “One strategy I can use before recitation/posting/responding is ______.” Take 3 quick answers.
End with a one-sentence exit check (choral or quick call): “Intrapersonal communication is communication ________.” Learners answer: “within myself.”
Assessment (Aligned to the Task)
Formative Checks (during class)
- Can learners state the difference between intrapersonal and interpersonal communication?
- Can learners explain an Event → Thought → Feeling → Action chain using the class example?
- Can learners produce reframes that are realistic (not exaggerated positivity)?
Mind Map Rubric (10 points)
Reflection Quick Check (5 points, optional)
Differentiation and Classroom Safety
Support for learners who need scaffolding
Some learners freeze when asked to “create” from scratch. Use structure without lowering expectations. Offer one of these supports: a pre-drawn mind map skeleton on the board, an example bank (already provided), and sentence starters for the reflection. You may also allow learners to begin by copying the class example chain, then replacing only one part (for instance, changing the trigger from recitation to online posting).
Extensions for fast finishers
Fast finishers can add a branch called “Values and goals” (what matters to me) or “Digital pause” (what I check before I post). They can also design a “self-coach script” of three short sentences they can repeat during stress: one truth, one control statement, and one next step. This keeps extension work aligned to the lesson instead of just decorating.
Privacy and emotional safety
Intrapersonal communication can touch sensitive experiences. The lesson is built to avoid forced disclosure. You can reinforce this by repeating: learners may use school scenarios, and sharing is strategy-only. If a learner writes content that suggests serious distress, respond calmly and privately using your school’s standard support protocol. The objective of Day 3 is not therapy; it is a communication skill: recognizing internal messages and choosing a healthier response.
Why Day 3 Fits the 5-Day Strategy
Day 1 builds awareness of self-talk and its “tone” (helpful versus unhelpful). Day 2 strengthens observation through journaling and reflection. Day 3 is the structure day: it organizes inner communication into a map and teaches a concrete technique (reframing) that learners can apply immediately. This prepares Day 4, where learners match tools to scenarios and strengthen application. It also sets up Day 5 on online presence and privacy, because digital behavior is often driven by impulsive thoughts and emotional reactions. If learners can name their intrapersonal process, they can pause, reframe, and communicate responsibly—offline and online.
Quick FAQ (Teacher-facing but reader-friendly)
Do learners need to share personal thoughts?
No. The output can use realistic school scenarios. Sharing is strategy-only. The grade is for structure, clarity, and skill use.
How do I keep this within 60 minutes?
Use the reduced branch requirement (4 core + 2 optional), post the example bank, and enforce the 3-step mind map workflow. Keep reframing to two red-bubbles only. Reflection is 6–7 sentences, not a full essay.
What if learners write “unrealistic reframes”?
Coach them to make it believable. Replace “Everything will be perfect” with “I can do the next step.” A good reframe sounds like a mature self-coach: accurate, calm, and actionable.
How do I connect this to online presence?
Use one trigger example related to posting, commenting, or comparing oneself online. Reinforce the “pause-before-post” strategy. Day 5 will expand this into privacy and digital safety.
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