Lesson Plan
Emotion Regulation Roadmap
Students will identify big emotions, learn three self-regulation tools, and practice using them to manage feelings effectively.
Developing emotion regulation skills early reduces classroom disruptions, boosts self-awareness, and promotes a positive learning environment.
Audience
3rd Grade Class
Time
45 minutes
Approach
Modeling, hands-on practice, discussion, and reflection.
Materials
Big Feelings, Big Tools, Feelings Check-In, Calm-Down Stations Tour, Tips & Tricks Share-Out, Reflection Exit Ticket, Chart Paper and Markers, and Timer or Stopwatch
Prep
Teacher Preparation
10 minutes
- Review slides in Big Feelings, Big Tools
- Print and post the Feelings Check-In poster in a visible location
- Set up three Calm-Down Stations around the room (breathing corner, quiet reading nook, stress-ball area)
- Prepare chart paper or whiteboard space for the Tips & Tricks Share-Out
- Copy the Reflection Exit Ticket for each student
Step 1
Warm-Up: Feelings Check-In
5 minutes
- Gather students in a circle near the Feelings Check-In.
- Ask, “How are you feeling today?” and invite volunteers to point to or name their emotion.
- Model identifying your own emotion and share a brief story about why you feel that way.
Step 2
Introduction: Big Feelings, Big Tools
10 minutes
- Project the Big Feelings, Big Tools slide deck.
- Introduce three self-regulation tools: deep breathing, counting to five, and positive self-talk.
- Model each tool: demonstrate a deep-breathing exercise, count aloud, and say a positive phrase.
Step 3
Main Activity: Calm-Down Stations Tour
15 minutes
- Divide students into three small groups and assign each group to a station:
- Breathing Corner (practice belly breaths)
- Quiet Reading Nook (read a calming book)
- Stress-Ball Area (squeeze and release)
- Set a timer for 4 minutes at each station; students rotate on signal.
- Circulate to observe and guide proper use of each tool.
Step 4
Discussion: Tips & Tricks Share-Out
10 minutes
- Reconvene whole class around chart paper or whiteboard.
- Invite each group to share which station/tool they liked best and why.
- Record their tips and any new strategies on the Tips & Tricks Share-Out chart.
Step 5
Cool-Down: Reflection Exit Ticket
5 minutes
- Distribute the Reflection Exit Ticket worksheet to each student.
- Prompt students to write:
- Which tool helped you the most?
- How will you use it when you feel big emotions?
- Collect tickets for review to inform future support.
Slide Deck
Big Feelings, Big Tools
Self-Regulation Strategies for Managing Strong Emotions
Welcome students! Today we’ll learn how to notice big feelings and use three calming tools to help us stay in control.
Our Objectives
By the end of this lesson, you will:
• Identify big feelings
• Learn three calming tools
• Practice using a tool when you feel upset
Read objectives aloud and invite students to follow along.
What Are Big Feelings?
Big feelings are strong emotions like anger, sadness, excitement, or frustration. They can feel overwhelming and make it hard to focus.
Ask students to share examples of big feelings they’ve experienced.
Tool 1: Deep Breathing
Taking slow, deep breaths helps calm your body and mind.
When you’re upset, try this tool first.
Introduce Tool 1 and demonstrate belly breathing.
How to Breathe Deeply
- Sit up tall and put one hand on your belly.
- Inhale slowly through your nose for 4 counts.
- Feel your belly rise.
- Exhale through your mouth for 4 counts.
- Repeat 3 times.
Guide students step by step through the breathing exercise.
Tool 2: Counting to Five
Counting slowly gives your mind something to focus on and helps you calm down.
Let’s practice together.
Introduce Tool 2 and model counting.
How to Count to Five
- Take a breath in.
- Count quietly in your head: 1…2…3…4…5.
- Notice how you feel.
- Repeat if you need more time.
Lead students in a slow counting exercise.
Tool 3: Positive Self-Talk
Using kind words to yourself helps change how you feel.
Examples:
• “I can handle this.”
• “I am safe.”
• “I will feel better soon.”
Introduce Tool 3 and share positive statements.
How to Use Self-Talk
- Pick a calm phrase (e.g., “I am in control”).
- Say it quietly or in your head.
- Repeat it whenever you need support.
Invite students to say each phrase with you.
Now Let’s Practice!
Choose one tool: deep breathing, counting to five, or positive self-talk.
Practice quietly for 1 minute and notice how you feel afterwards.
Explain the practice activity and set a timer.
Warm Up
Feelings Check-In Poster
How are you feeling today?
Circle the face that shows your feeling:
😄 😢 😠 😲 😌
(happy / sad / angry / surprised / calm)
I feel ________________________________ because ________________________________.
Activity
Calm-Down Stations Tour
Time: 15 minutes
Objective: Practice three self-regulation tools in small groups and reflect on their effectiveness.
Stations & Materials
- Breathing Corner: floor mats, emotion cards
- Quiet Reading Nook: calming books, pillows
- Stress-Ball Area: stress balls, soft seating
Instructions
- Group Formation
- Divide the class into three equal groups.
- Assign each group to one station to start.
- Station Practice
- Set a timer for 4 minutes at each station.
- At the Breathing Corner, students practice deep belly breaths.
- In the Quiet Reading Nook, students choose a calming book and read quietly.
- In the Stress-Ball Area, students use stress balls, squeezing and releasing slowly.
- Rotate
- When the timer rings, groups rotate clockwise to the next station.
- Continue until each group visits all three stations.
Group Rotation Guide
| Station | Tool Practiced | Time |
|---|---|---|
| Breathing Corner | Deep Breathing | 4 min |
| Quiet Reading Nook | Calming Reading | 4 min |
| Stress-Ball Area | Squeeze & Release | 4 min |
Reflection Questions (Whole-Class Debrief)
- Which station did you enjoy most? Why?
- Which tool felt the most calming?
- How will you use this tool next time you feel a big emotion?
Discussion
Tips & Tricks Share-Out Discussion Guide
Time: 10 minutes
Objective: Co-create a class list of effective self-regulation strategies based on students’ station experiences.
Materials
- Chart paper or whiteboard
- Markers
Discussion Steps
- Revisit the Tools
• Remind students of the three Calm-Down Stations and the tools practiced: deep breathing, calming reading, and stress-ball squeezing. - Group Share-Out
• Invite each small group, one at a time, to share:- Which station they visited first
- The tool they used
- What they liked about it
- How it made them feel
• As each group speaks, record a tip on chart paper in this format:
• Tool Name: Student insight (e.g., “Deep Breathing: I felt my body calm down when I took slow belly breaths.”)
- Whole-Class Reflection
• After all groups share, ask open-ended questions to deepen understanding:- “Why do you think that tool helped you feel calmer?”
- “Can you think of a time in class when you might need this tool?”
- “How could you use this tool at home or on the playground?”
- Finalize Our Class Tips List
• Review the recorded tips together.
• Have students vote (show of hands) for their top three favorite tools.
• Circle or highlight those on your chart to create a “Top Tools” section. - Connect to Real-Life Scenarios
• Prompt students to brainstorm situations when they might use these tools (e.g., before a test, during a disagreement, when they feel nervous).
• Add one or two example scenarios under each tool on the chart.
Possible Follow-Up Points
- Encourage students to visit Calm-Down Stations when they notice a big emotion.
- Remind them they’ve built a class toolkit—tools on the chart are always available.
- Plan a quick tool check later in the week: ask, “Who used deep breathing this week?” to reinforce practice.
Cool Down
Reflection Exit Ticket
1. Which tool helped you the most today?
2. How will you use this tool the next time you feel big emotions?