Lesson Plan
My Break Signal Lesson Plan
Students will learn to recognize when they need a break, use a simple visual signal, and verbally request time away from a task to support self-regulation.
Teaching a clear break signal helps kindergarteners communicate needs effectively, reduce frustration, and build self-regulation skills before behaviors escalate.
Audience
Kindergarten Students
Time
30 minutes
Approach
Model, practice together, then let the student try independently.
Materials
- Break Signal Visual Aid, - Self-Regulation Story Handout, - Break Signal Role-Play Script, - Independent Practice Signal Cards, and - Classroom Timer
Prep
Prepare Lesson Materials
5 minutes
- Print and assemble Break Signal Visual Aid.
- Print and staple Self-Regulation Story Handout.
- Review the Break Signal Role-Play Script.
- Cut out Independent Practice Signal Cards.
- Set a visible Classroom Timer to signal break periods.
Step 1
Introduction
5 minutes
- Gather the student in a quiet area.
- Read the Self-Regulation Story Handout aloud.
- Ask: “Have you ever felt tired, upset, or needed a break?”
- Explain that everyone needs a pause sometimes and we’ll learn a special signal to ask for one.
Step 2
Modeling
8 minutes
- Show the Break Signal Visual Aid.
- Verbally model: “I feel frustrated. May I have a break?” while holding up the signal.
- Highlight the words: “May I have a break?” and the visual cue.
- Repeat the model two more times, varying your tone and context.
Step 3
Guided Practice
10 minutes
- Use the Break Signal Role-Play Script to role-play scenarios.
- Teacher plays the role of student and prompts the learner to give the signal and say the phrase.
- Provide positive feedback and correct gently when needed.
- Swap roles so the student can prompt the teacher to request a break.
Step 4
Independent Practice
5 minutes
- Give the student the Independent Practice Signal Cards.
- In a short classroom task (e.g., coloring), allow the student to use the card and say, “May I have a break?” when ready.
- Use the Classroom Timer: after the signal, start a 1-minute break.
- Observe and note accuracy.
Step 5
Closure
2 minutes
- Praise the student: “You did great asking for a break!”
- Review the signal and words once more.
- Remind when and how to use it during the day.
- Record success and plan next check-in.
Slide Deck
My Break Signal
Today we will learn how and why to ask for a break using a simple signal.
Welcome the student and introduce the lesson. Explain that today we’ll learn a special way to ask for a break when we feel tired or upset.
Why We Need Breaks
• Everyone sometimes feels tired, upset, or frustrated.
• A quick break helps us calm down and stay ready to learn.
• Using a clear signal stops hard behaviors before they start.
Refer to the “why” from the lesson plan. Emphasize how asking for a break helps manage big feelings and keeps learning fun.
Our Self-Regulation Story
Let’s read a story about self-regulation.
• Who in the story needed a break?
• How did they ask for it?
Guide the student to look at the handout. Read aloud with expression and pause to ask comprehension questions.
Break Signal & Phrase
Show this card and say:
“May I have a break?”
Hold up the visual aid and say the phrase slowly. Invite the student to echo you three times.
Role-Play Practice
Let’s practice together!
Follow the script:
Break Signal Role-Play Script
• Teacher plays student and prompts learner.
• Swap roles after a few tries.
Use the role-play script to alternate roles. Prompt gently and praise every attempt.
Independent Practice
You get to use your own card:
Independent Practice Signal Cards
• Start the activity.
• When you need a break, hold up the card and say the phrase.
• We’ll take a 1-minute break with the timer.
Set up a short coloring or play task. Give the student their signal cards and watch for opportunities to practice.
Review & Next Steps
• Great job asking for a break!
• Remember: hold up your card and say “May I have a break?”
• Use it anytime you feel tired or upset.
Wrap up by reinforcing success and planning when to use the signal next. Record observations for next lesson.
Worksheet
Self-Regulation Story Handout
Read the Story
Sam loved building tall towers with colorful blocks. One day, Sam’s hands felt tired and the blocks kept tumbling down. Sam felt frustrated and a little upset.
Sam remembered the special break signal card. Sam held up the card and said, “May I have a break, please?”
Sam took a one-minute break, stretched arms up high, and breathed in slowly. After the break, Sam felt calm, happy, and ready to build again!
Comprehension Questions
- Who needed a break in the story?
- What words did Sam say when asking for a break?
- What did Sam do during the break to feel better?
- How did taking a break help Sam build again?
- Draw yourself using the break signal when you need a break.
Activity
Break Signal Role-Play Script
Use these two simple scenarios to practice asking for a break.
Scenario 1: Block Tower Trouble
Teacher (as student): pretending to stack blocks “Oh no! My tower keeps falling. I feel frustrated.”
Teacher (prompt to learner): “Uh oh, I’m feeling upset. What should I do?”
Student: holds up Break Signal Visual Aid “May I have a break, please?”
Teacher: “Yes, you may. Let’s take a one-minute break.”
• After the break, teacher says: “How do you feel now?”
• Student replies: “I feel calm and ready!”
Scenario 2: Puzzle Piece Challenge
Teacher (as student): holding a puzzle piece “I don’t know where this piece goes, and I feel stuck.”
Teacher (prompt to learner): “I’m feeling stuck on this puzzle. What do I do?”
Student: holds up Break Signal Visual Aid “May I have a break, please?”
Teacher: “Good job asking! Let’s take a one-minute break and then try again.”
• After the break, teacher asks: “Ready to try again?”
• Student replies: “Yes, thank you!”
Role Swap
After practicing these scenarios, switch roles: the student plays the “stuck” character and the teacher practices using the break signal card. Provide gentle feedback and praise every successful try.
Activity
Independent Practice Signal Cards
Cut out each card along the dotted lines. When you need a break, hold up a card and say:
“May I have a break?”
✂️ ✂️ ✂️ Cut Here ✂️ ✂️ ✂️
“May I have a break?”
✂️ ✂️ ✂️ Cut Here ✂️ ✂️ ✂️
✂️ ✂️ ✂️ Cut Here ✂️ ✂️ ✂️
“May I have a break?”
✂️ ✂️ ✂️ Cut Here ✂️ ✂️ ✂️
Tips for Use:
- Give one card to the student at a time.
- Remind them to hold it up and say the phrase when they feel tired, upset, or stuck.
- After they use it, take a short (1-minute) break together before returning to the task.
Rubric
Break Signal Use Rubric
This rubric evaluates a kindergarten student’s ability to recognize the need for a break, use the visual signal, correctly verbalize the request, and self-regulate after the break. Each criterion is scored on a 3-point scale:
• 1 – Emerging
• 2 – Developing
• 3 – Mastered
| Criteria | 1 – Emerging | 2 – Developing | 3 – Mastered |
|---|---|---|---|
| Recognition of Need | Student rarely notices feelings (tired, frustrated) without cues. | Student sometimes notices feelings and asks for a break with prompts. | Student consistently notices needs and initiates break independently. |
| Use of Visual Signal | Student forgets or omits the card/signal without support. | Student uses the card/signal but requires occasional reminders. | Student reliably holds up the card/signal without any prompt. |
| Correct Verbal Request Phrase | Student omits key words or uses incorrect phrasing. | Student says “May I have a break?” with slight hesitation or minor errors. | Student confidently and clearly says “May I have a break?” every time. |
| Self-Regulation After Break | Student returns but remains upset or unfocused. | Student usually returns calm but may need a reminder to refocus. | Student returns calm, focused, and resumes the task promptly and happily. |
Scoring Tips:
• Observe the student during independent practice (e.g., coloring task).
• Circle the descriptor that best matches the student’s typical performance.
• Use the total score (4–12) to guide next steps—more practice for emerging skills, reinforcement for developing, and enrichment for mastered skills.
Worksheet
Break Signal Visual Aid
Use this card to ask for a break when you feel tired, upset, or stuck.
─────────────────────────
🙋
May I have a break?