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Make a Calm Plan

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JOYCE PURCELL

Tier 1
For Schools

Lesson Plan

Calm Plan Conferencing Guide

Students will create a one-page personal regulation plan including triggers, cues, two strategies, and a help-seeking script.

This lesson is important because it equips students with practical self-regulation tools for managing stress and advocating for their needs.

Audience

10th Grade

Time

30 minutes

Approach

Students will identify triggers and cues, develop coping strategies, and craft a help-seeking script.

Materials

From Plan to Practice Slides, Personal Calm Plan Template, Partner Feedback Protocol, and Exit Ticket Where Will I Keep It

Prep

Preparation

10 minutes

  • Review the From Plan to Practice Slides and customize as needed.
    - Print copies of the Personal Calm Plan Template for each student.
    - Review the Partner Feedback Protocol for guiding student discussions.
    - Prepare copies of the Exit Ticket Where Will I Keep It.

Step 1

Warm-Up: Recall Last Effective Strategy (5 minutes)

5 minutes

  • Display a prompt asking students to recall and share one effective strategy they used recently to manage a challenging emotion or situation.
    - Facilitate a brief class discussion or allow students to share with a partner. (Connects to the implicit idea of a 'Do Now' from the instructional arc)

Step 2

Model Components of a Calm Plan (10 minutes)

10 minutes

  • Use the From Plan to Practice Slides to introduce and explain the components of a personal calm plan: triggers, cues, strategies, and help-seeking.
    - Model how to fill out each section using a personal (or hypothetical) example.
    - Distribute the Personal Calm Plan Template.

Step 3

Draft Plan and Confer with Partner (10 minutes)

10 minutes

  • Students begin drafting their personal calm plan using the Personal Calm Plan Template.
    - Once they have drafted initial ideas, pair students up and guide them through the Partner Feedback Protocol to provide constructive feedback on each other's plans.

Step 4

Revise with Feedback and Finalize (5 minutes)

5 minutes

  • Students revise their calm plans based on partner feedback.
    - Encourage them to make any necessary adjustments and finalize their one-page plan.

Step 5

Cool-Down: Plan Storage/Location and Next Step (3 minutes)

3 minutes

  • Distribute the Exit Ticket Where Will I Keep It.
    - Students complete the exit ticket reflecting on where they will keep their plan and one next step to utilize it.
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Slide Deck

From Plan to Practice: Creating Your Calm Plan

Today, we're building YOUR personal toolkit for managing tough moments.

Welcome students and introduce the lesson's purpose: creating a personal calm plan.

What Kicks It Off? Triggers & Cues

Triggers: Things that set off strong emotions.
(Ex: too much homework, an argument with a friend)

Cues: Your body's warning signs that you're getting overwhelmed.
(Ex: clenched jaw, fast heartbeat, feeling hot)

Review the concept of triggers and cues. Ask students for examples of what might trigger them and what their body might do as a cue.

Finding Your Calm: Strategies That Work

What helps you feel better when you're stressed or upset?

  • Mindfulness: Deep breaths, counting, focusing on senses
  • Movement: Walking, stretching, dancing
  • Sensory: Listening to music, holding a fidget toy
  • Social: Talking to a trusted person

Explain different types of strategies (mindfulness, movement, sensory, social). Ask students to think about what works for them.

Asking for What You Need: Help-Seeking

It's okay to ask for help! It's a sign of strength.

  • Who can you ask?
  • What exactly will you say?
  • Practice being clear and direct.

Emphasize the importance of asking for help and how to do it clearly and respectfully.

Your Plan, Your Power!

Now it's YOUR turn.

  • You'll create your own one-page "Calm Plan."
  • Think about what really works for YOU.
  • This is a tool for your well-being!

Introduce the Personal Calm Plan Template and explain that students will now draft their own plan. Highlight that this is a personal tool.

Share & Strengthen: Partner Feedback

We'll work with a partner to get feedback.

  • Share your plan.
  • Listen to your partner's ideas.
  • Give supportive and helpful suggestions.

(See the Partner Feedback Protocol)

Explain the partner conferencing process using the protocol. Remind students to be supportive and constructive.

Ready to Use Your Calm Plan?

Your calm plan is a powerful tool.

  • Where will you keep it?
  • How will you remember to use it?
  • This plan is for YOU!

Conclude by reminding students about the value of their plan and the importance of having it accessible.

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Worksheet

My Personal Calm Plan

Name: _____________________________
Date: _____________________________

This plan is a tool to help you manage strong emotions and challenging situations. Fill it out with strategies that genuinely work for you!

1. My Triggers: What sets me off?

Think about situations, events, or thoughts that often lead to you feeling overwhelmed, stressed, angry, or sad. (List at least 2)

  • _____________________________________________________________


  • _____________________________________________________________


2. My Cues: What are my body's warning signs?

What do you notice in your body or mind when you start to feel triggered or overwhelmed? (e.g., heart racing, tense shoulders, stomach ache, feeling irritable, difficulty concentrating) (List at least 2)

  • _____________________________________________________________


  • _____________________________________________________________


3. My Calm Strategies: What helps me feel better?

When you notice your cues, what can you do to help yourself calm down or manage the situation? (List at least 2 specific strategies you can use, such as deep breathing, listening to music, taking a walk, talking to a pet, writing in a journal, counting)

  • Strategy 1: __________________________________________________

    How I will do it: __________________________________________________


  • Strategy 2: __________________________________________________

    How I will do it: __________________________________________________


4. My Help-Seeking Script: Asking for what I need

Sometimes, you need to reach out for support. Who is a trusted person you can talk to, and what would you say to them? (Think about a teacher, counselor, family member, or friend).

  • Trusted Person: ____________________________________________

  • What I will say (my script):

    • "I am feeling [emotion/state, e.g., overwhelmed/stressed] because [brief explanation]. I need [specific help, e.g., a break, to talk, help with this task]."

    My specific script:

    "_________________________________________________________________

    _________________________________________________________________

    _________________________________________________________________"



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Discussion

Partner Feedback Protocol: My Calm Plan

Purpose: To give and receive constructive feedback on your personal calm plan to make it even more effective.

Instructions:

  1. Pair Up: Find a partner. Decide who will be "Partner A" and "Partner B" for the first round.
  2. Time: Each partner will have 3-4 minutes to share their plan and receive feedback.

Round 1: Partner A Shares, Partner B Listens & Responds (4 minutes)

Partner A:

  • Share your Personal Calm Plan Template with your partner.
  • Briefly explain your triggers, cues, strategies, and help-seeking script.
  • Specifically ask your partner for feedback on one area you are unsure about (e.g., "Do my strategies sound realistic?" or "Is my help-seeking script clear?").

Partner B (Listener & Feedback Provider):

  • Listen carefully without interrupting.
  • When Partner A finishes, offer feedback using the prompts below:
    • "I noticed you included... which is really strong because..."
    • "One question I have is... "
    • "Have you considered... for [a specific section]?"
    • "Your help-seeking script is clear/could be clearer by..."





Round 2: Partner B Shares, Partner A Listens & Responds (4 minutes)

Partner B:

  • Now, share your Personal Calm Plan Template with Partner A.
  • Briefly explain your triggers, cues, strategies, and help-seeking script.
  • Specifically ask your partner for feedback on one area you are unsure about.

Partner A (Listener & Feedback Provider):

  • Listen carefully without interrupting.
  • When Partner B finishes, offer feedback using the prompts below:
    • "I noticed you included... which is really strong because..."
    • "One question I have is... "
    • "Have you considered... for [a specific section]?"
    • "Your help-seeking script is clear/could be clearer by..."





Reflection (Individual)

After both partners have shared, take a moment to reflect:

  • What was one helpful piece of feedback you received?

    _________________________________________________________________

    _________________________________________________________________

  • How will you use this feedback to revise your Calm Plan?

    _________________________________________________________________

    _________________________________________________________________

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Cool Down

Exit Ticket: Where Will I Keep It?

Name: _____________________________
Date: _____________________________

Now that you have created your Personal Calm Plan, it's important to think about how you will use it.

1. Where will you keep your Personal Calm Plan so that it is accessible when you need it?

  • (Consider places like your binder, locker, phone, desk at home, etc.)

    _________________________________________________________________


2. What is one specific next step you will take to make sure you use your plan?

  • (e.g., "I will review it every morning," "I will tell a trusted adult about it," "I will practice one strategy tonight")

    _________________________________________________________________


3. On a scale of 1 to 5, how confident are you that your Calm Plan will help you in a challenging situation? (Circle one)

1 (Not confident)      2      3 (Somewhat confident)      4      5 (Very confident)

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