Lesson Plan
Break Time Lesson Plan
Help the 3rd grade student recognize when he’s overwhelmed and practice asking for a break using a social story, visuals, and role-play to build self-advocacy.
Teaching break requests empowers the student to self-regulate sensory overload, supports his IEP goals for communication, and reduces classroom distress.
Audience
3rd Grade Student on Autism Spectrum
Time
15 minutes
Approach
Read social story, model request, guided role-play with visuals.
Prep
Review and Prepare Materials
5 minutes
- Review the student’s IEP accommodations for communication supports
- Open and preview the Break Time Slide Deck
- Print and cut the Break Request Visual Cards
- Print the Break Practice Script Activity Sheet
- Read through the Break-Time Social Story to ensure fluency
Step 1
Introduction
2 minutes
- Greet the student and explain today’s goal: asking for a break when feeling overwhelmed
- Show slide 1 of the Break Time Slide Deck with the session outline
- Encourage the student to ask questions if anything is unclear
Step 2
Social Story Reading
5 minutes
- Present the Break-Time Social Story and read aloud slowly
- Pause at key points to check comprehension:
- “What is happening in this picture?”
- “How do you think Alex feels?”
- Highlight the sentence where Alex asks for a break
Step 3
Modeling with Visual Supports
3 minutes
- Show the Break Request Visual Cards
- Model the phrase: “Can I have a break, please?” while pointing to the ‘break’ card
- Encourage the student to repeat the phrase and point to the card
Step 4
Guided Practice Activity
3 minutes
- Use the Break Practice Script Activity Sheet for a quick role-play
- Prompt the student to use the visual card and phrase when they feel ‘too noisy’ or ‘too busy’
- Provide immediate positive feedback and correction as needed
Step 5
Reflection and Wrap-Up
2 minutes
- Ask the student how they felt practicing the break request
- Review slide 5 of the Break Time Slide Deck with key steps:
- Feel overwhelmed
- Point to card & say the phrase
- Take a short break
- Praise effort and remind when to use the break request in class
use Lenny to create lessons.
No credit card needed
Slide Deck
Break Time Signal
Recognizing and Requesting a Break
Welcome the student. Explain that today we will learn how to ask for a break when feeling overwhelmed. Show this title slide and set a friendly, calm tone.
Today's Goals
• Notice when you feel overwhelmed
• Learn the words and visuals to ask for a break
• Practice asking for a break together
Read each goal aloud. Emphasize why it’s important to know when to ask for a break. Invite the student to ask questions if anything is unclear.
Social Story: Alex Needs a Break
Alex is sitting at his desk. The room is loud and bright. He starts to feel uncomfortable and his heart beats fast. Alex remembers he can ask for a break when he feels overwhelmed.
Read the social story text slowly and clearly. Pause at each sentence to check understanding. Ask: “What is happening here?” or “How does Alex feel?”
Break Request Visuals
• Break Card (stop sign image and word “Break”)
• Please Card (word “Please”)
• Thank You Card (word “Thank you”)
Show the physical visual cards. Introduce each one by name. Model pointing to the card and saying its word. Encourage the student to point and name each card.
How to Ask for a Break
- Notice you feel overwhelmed
- Point to “Break” card and say: “Can I have a break, please?”
- Take a short break in our calm area
Explain the three steps clearly. Demonstrate by pointing to a card and saying the phrase. Have the student repeat each step with you.
Wrap-Up and Reminder
• You did great today!
• Remember the 3 steps whenever you need a break
• Point, ask, and then take a break
Ask the student how they feel about practicing. Praise their effort. Remind them to use these steps any time they feel too busy or noisy.
Reading
Break-Time Social Story: Alex Needs a Break
Alex is sitting at his desk in his Notre Dame classroom. The room is bright and noisy.
Alex feels his heart beating fast and his ears start to ring. His hands feel tight and he does not know what to do.
Alex remembers that it is okay to ask for help. He can use the break card when he feels upset.
He takes a deep breath and points to the “Break” card. He says, “Can I have a break, please?”
His teacher nods and shows him where the calm area is. Alex walks slowly to the calm area.
In the calm area, Alex sits quietly, takes a few deep breaths, and relaxes his shoulders.
After a short break, Alex feels better. He thanks his teacher by pointing to the “Thank you” card.
Alex walks back to his desk ready to learn again and knows he can ask for a break whenever he needs one.
Activity
Break Practice Script Activity Sheet
Instructions: Use the Break Request Visual Cards to help you ask for a break. Read each scenario. Fill in how you feel and what you will say. Practice pointing to the card and saying your phrase.
Scenario 1
Situation: The classroom is loud and bright.
I feel: __________
I will point to the _____ card and say: “________”
Scenario 2
Situation: My desk has too many worksheets and I feel overwhelmed.
I feel: __________
I will point to the _____ card and say: “________”
Scenario 3
Situation: The classroom bell rings but I still feel shaky and can’t focus.
I feel: __________
I will point to the _____ card and say: “________”
Your Turn
Think of another time you might need a break. Write the situation and what you will say.
Script
Break Request Practice Script
Teacher: "[Student Name], today we’re going to practice asking for a break when you start to feel overwhelmed. You can use your Break Request Visual Cards to help. Ready to try?"
Scenario 1: Loud, Bright Classroom
Teacher (modeling):
- (Hold up the Break card.) “I notice the room is loud and bright. I feel my heart beating fast.”
- (Point to the Break card again.) “Can I have a break, please?”
Teacher: "Great! Now you give it a try. Point to the Break card and say, ‘Can I have a break, please?’"
Student: [Student points to card and says the phrase]
Teacher: "Excellent job! You asked for a break just like I modeled."
Scenario 2: Too Many Worksheets
Teacher (prompt): "Now imagine your desk is full of papers and it’s overwhelming. Watch me first."
Teacher (modeling):
- (Pretend sorting papers, looking frustrated.) “I feel overwhelmed by all these worksheets.”
- (Point to Break card.) “Can I have a break, please?”
Teacher: "Your turn. When you feel that way, point to the Break card and say our special phrase."
Student: [Student practices]
Teacher: "Perfect! You did it."
Scenario 3: After the Bell Rings
Teacher (prompt): "Last one! The bell rings but you still feel shaky and can’t focus. Watch me."
Teacher (modeling):
- (Take a gentle breath.) “My body still feels shaky.”
- (Point to Break card.) “Can I have a break, please?”
Teacher: "Now you try. Point and ask just like me."
Student: [Student practices]
Teacher: "Fantastic work! You asked clearly each time."
Wrap-Up
Teacher: "Whenever you feel too noisy, too busy, or just not able to focus, remember these steps:
- Notice how you feel.
- Point to the Break card and say, ‘Can I have a break, please?’
- Take your break in our calm area.
You did great today. I’m proud of you!"