Grade Level

Kindergarten - 5th Grade (Small group of 2 students with IEP counseling goals)

Duration

30 minutes

---

Learning Objectives

By the end of this session, students will:

• Identify and name at least two coping strategies: deep breathing, asking for a break, and positive self-talk (Common Core Connection: Speaking & Listening SL.K.4, SL.1.4, SL.2.4 – Describe people, places, things, and events with relevant details).
• Demonstrate appropriate use of these coping strategies during two role-play scenarios with no more than three prompts (CCSS ELA Speaking & Listening SL.K.1-5 – Participate in collaborative conversations).
• Reflect and express preference of a coping strategy in a simple sentence (CCSS ELA Writing W.K.2, W.1.2, W.2.2 – Writing informative/explanatory texts with a focus).

---

Standards Alignment

• CCSS.ELA-LITERACY.SL.K.4: Describe familiar people, places, things, and events with prompting and support.
• CCSS.ELA-LITERACY.SL.1.4 & SL.2.4: Describe people, places, things, and events with relevant details.
• CCSS.ELA-LITERACY.SL.K.1 - SL.2.1: Participate in collaborative conversations with diverse partners about grade-appropriate topics and texts with peers and adults in small and larger groups.
• CCSS.ELA-LITERACY.W.K.2 - W.2.2: Write informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

---

Materials Needed

• Feelings chart with simple faces (happy, sad, angry, calm)
• Visual cards illustrating coping strategies (deep breathing, asking for a break, positive self-talk)
• Role-play scenario cards (peer distraction, change in routine)
• Reflection worksheet with sentence starter: “The strategy I liked best was…”
• Timer or visual stopwatch
• Data collection sheet for prompts

---

Session Breakdown

1. Welcome and Feelings Check-in (5 minutes)

• Greet students warmly and ask, “How are you feeling today?”
• Show feelings chart and have each student point to or name their current feeling.
• Briefly talk about how different feelings are okay but sometimes we want to feel calm or happy.
• Purpose: Activate emotional awareness (aligns with CCSS Speaking & Listening)

2. Introduce and Teach Coping Strategies (8 minutes)

• Present visuals of coping strategies one at a time:
  1. Deep Breathing: Demonstrate “smell the flower, blow out the candle” slow breaths.
  2. Asking for a Break: Explain and model how to politely ask a teacher or adult for a moment to calm down.
  3. Positive Self-Talk: Show phrases such as “I can do this,” “I am calm,” “I will try my best.”
• Use a fun brief chant or rhyme to practice deep breathing together (e.g., “Breathe in… breathe out, I can handle this no doubt!”)
• Encourage students to try each strategy out loud and quietly.
• Engagement: Incorporate movement and visuals for sensory input and retention.

3. Role-Play Practice (12 minutes)

• Explain: “Now we will pretend you’re in different situations and you can use one of your new strategies.”
• Present Scenario 1: Peer distraction during work time (e.g., a classmate talking or tapping).
• Prompt students to choose and use a coping strategy. Support each student with no more than 3 prompts if needed:
  • Prompt examples: “What can you do to feel calm?” / “Remember your coping strategies.” / “Try asking for a break.”
• Present Scenario 2: Change in routine (e.g., surprise schedule change or moved seats).
• Repeat the process.
• Record number of prompts each student needed to independently use the strategy for data collection.

4. Reflection and Sharing (4 minutes)

• Give each student the “The strategy I liked best was…” worksheet or have them express their answer orally if writing is difficult.
• Encourage explanations like “I liked deep breathing because it helps me feel calm.”
• Validate all responses and praise efforts.
• This reflection connects to CCSS Writing Standards for informational expression and oral language development.

5. Wrap-up and Preview (1 minute)

• Review key points: “Remember, when you feel upset, you can…”
• Give a compliment for trying hard and remind them they can practice these strategies anytime.
• Preview next session theme or encourage practice with teacher or family.

---

Data Collection Notes

• Track each student's ability to initiate a coping strategy during role-play scenarios.
• Record number of prompts needed (0–3) per strategy per scenario.
• Use this to measure progress over time and adjust goals.

---

Differentiation Tips

• For younger students or those with limited verbal skills, use pictures or gestures to express feelings and choices.
• Provide additional prompting or use physical aids like stress balls or cozy corner visuals if helpful.
• Reinforce positive behavior with immediate praise and reward systems aligned with individual IEP goals.

---

Teacher’s Reflection

This lesson blends social-emotional learning with foundational communication standards from the Common Core, making coping skills both accessible and academically relevant. It harnesses interactive play, clear visuals, and mindful reflection to empower young learners with tools for self-regulation—a critical foundation for success in school and life.