make a lesson plan for kindergarten children that has outcomes aligned to the Queensland Kindergarten learning guidelines and Early Years Learning Framework. Base the lesson plan on developing self regulation skills and applying Reboot 3 brain 5 faces model using language and information from the text below . Make sure the lesson is broken into 3 parts 1. Hook. 2. Line 3. Sinker
Introducing the 5 Faces An easy and effective way to introduce the 5 Faces is to put them on a wall and not reference them directly. When asked what they are, a personal response such as “This morning when I woke up I felt like a 3. Then my husband reminded me it was jogging morning and I felt like a 1. I really hate starting the jog. Once I am going I feel like a 4 usually. Then I had a coffee and a chat with my son and I maintained the feeling that I was a 4. After that I had to get ready to come to school and it was such beautiful weather, I kind of didn’t really want to come to school so I really felt unhappy. More like a 2 helps introduce the concept in a subtler and effective way than ‘teaching’ them. Students can see the relevance in everyday life and that people change numbers depending on their perceptions and circumstances. It is perfectly normal to be a 1 or 2. They can learn from your examples that we can be a 1 or a 2 and still respond in grounded, productive and healthy ways. We don’t have to scream and over-react. REBOOT’S 5 FACES Reboot How-To Guide Reboot’s 5 Faces (Primary School) 2 How to use the 5 Faces Co-regulation and self-regulation Co-regulation is the act of supporting a person to self-regulate. Everyone requires this support to develop basic skills in self-regulation, and at challenging times we all require the support of another person to self-regulate. The 5 Faces is a simple visual template to support young people to identify where they are at and what they need to feel better.

1. Establish basic knowledge about the 5 Faces and self-regulation processes, i.e. it is possible to feel many different things in a day and to control how you feel by managing yourself. You can use bottom-up or top-down strategies.
2. Use the Reboot Self-regulation lessons for your age group on a weekly basis to build feelings and emotional literacy, awareness of triggers, understanding of different self-regulation strategies and the motivation to use them. You can trial a selfregulation strategy of the week.
3. Reference the 5 Faces at the beginning of classes or after breaks to encourage understanding and monitor where young people are at. See the Reboot Check-in Guide with a range of check-in processes to keep it interesting and relevant for young people. This repetition provides the ‘practice’ for use in heightened moments.
4. Use the 5 Faces when speaking with a young person who is experiencing any difficulty or challenge, e.g. feeling anxious about school work, become rowdy or disruptive in class, having problems after break time with peers etc. You can identify their current state, what they need to feel better and assure them that you are here to support and help them to feel the best that they can at school. The 3 questions below can be used with individuals or in groups: -- What do you feel? -- What do you need? -- How can I help? Delivery of feelings and emotional literacy lessons helps students better answer question number 1. Use of a What do I need? chart helps students then identify what they might need to sustain their number or feel better.
5. Help individual students who require additional help to identify their key strategies and provide them with a booklet to undertake a self check-in once per hour etc. to be able to engage.