Lesson Plan
Pause, Plan, Prevail Lesson Plan
Students will learn to recognize their emotions, pause before reacting, plan a positive response, and prevail by practicing self-control through structured scenarios and reflection.
Self-management skills help students regulate emotions, reduce impulsive behavior, and build resilience, promoting a positive classroom environment and lifelong emotional well-being.
Audience
Elementary School Students
Time
45 minutes
Approach
Direct instruction, modeling, guided and independent practice
Materials
- Chart Paper and Markers, - Sticky Notes, - Timer or Stopwatch, - Emotions Recognition Poster, - Pause Plan Prevail Worksheet, and - Exit Ticket: Reflection on Self-Management
Prep
Prepare Materials
10 minutes
- Print and post the Emotions Recognition Poster in a visible area
- Photocopy the Pause Plan Prevail Worksheet for each student
- Photocopy the Exit Ticket: Reflection on Self-Management
- Gather chart paper, markers, sticky notes, and a timer or stopwatch
- Review the Pause, Plan, Prevail Lesson Plan for flow
Step 1
Warm-Up Activity
5 minutes
- Ask students to recall a recent time they felt upset or frustrated
- Give each student a sticky note to write one emotion word and share with a partner
- Display the Emotions Recognition Poster and discuss how different feelings look and feel
Step 2
Teach the Pause, Plan, Prevail Steps
10 minutes
- Introduce the three steps: Pause (stop and breathe), Plan (think of options), Prevail (choose a positive action)
- Model each step with a teacher-led scenario (e.g., losing in a game)
- Invite volunteers to suggest responses and categorize them under each step on chart paper
Step 3
Guided Practice with Worksheet
15 minutes
- Distribute the Pause Plan Prevail Worksheet
- Read a classroom scenario aloud and guide students to fill in how they would Pause, Plan, and Prevail
- Circulate to support students, asking probing questions to deepen their planning
Step 4
Role-Play Scenarios
10 minutes
- Pair students and assign each pair a new scenario (e.g., playground disagreement)
- Students take turns role-playing and verbalizing the three steps aloud
- Peers offer one positive comment or suggestion on a sticky note
Step 5
Exit Ticket & Reflection
5 minutes
- Hand out the Exit Ticket: Reflection on Self-Management
- Students write one self-management strategy they will use next time they feel upset
- Collect exit tickets to assess understanding and plan follow-up
Slide Deck
Pause, Plan, Prevail
A Self-Management Strategy
45-Minute Lesson for Elementary Students
Welcome, everyone! Today we’re learning a simple three-step self-management strategy called Pause, Plan, Prevail. Use this slide to introduce the lesson and get students excited.
Lesson Objectives
• Recognize and name our emotions
• Practice pausing before we react
• Plan positive responses to challenges
• Prevail by choosing self-controlled actions
Read each objective aloud and connect to students’ own experiences—explain that by the end of today they’ll be able to recognize feelings, stop and think before reacting, and choose positive actions.
Lesson Agenda
- Warm-Up Activity (5 min)
- Teach Pause, Plan, Prevail (10 min)
- Guided Practice (15 min)
- Role-Play Scenarios (10 min)
- Exit Ticket & Reflection (5 min)
Walk through the agenda so students know the flow: warm-up, teaching, guided practice, role-play, and exit ticket. Check for understanding of each step.
Recognizing Our Emotions
Emotions Recognition Poster
• Feelings chart with words and faces
• Helps us notice when we’re upset or frustrated
Point to the poster and review emotion words and faces. Ask volunteers to act out a feeling and have classmates guess it. Emphasize that naming our emotions helps us take control.
Step 1: Pause
• Stop and take 3–5 deep breaths
• Notice how your body feels (heartbeat, tense muscles)
• Give yourself a moment to think
Explain that Step 1—Pause—means stopping for a count of five, taking deep breaths, and noticing how our body feels. Model breathing in and out slowly.
Step 2: Plan
• Think of two or more response options
• Ask: “What could I do next?”
• Choose responses that are safe and respectful
Describe Step 2—Plan—as thinking of at least two positive choices we could make. Write or say options out loud. Model with a simple classroom scenario.
Step 3: Prevail
• Pick your best choice
• Act on your positive response
• Celebrate success in managing emotions
Clarify Step 3—Prevail—means picking the best positive response and following through. Emphasize that practicing this helps build our self-control muscle.
Modeling the Steps
Scenario: You lose a game turn unexpectedly.
• Pause: Take 3 deep breaths when you feel upset.
• Plan: Option 1: Ask to play again politely.
Option 2: Encourage friend’s turn.
• Prevail: Choose to say, “Good luck!” and wait calmly.
Model all three steps with a scenario: e.g., you lose a turn in a game. Talk through your thoughts and actions for each step, then ask volunteers to suggest alternatives.
Guided Practice
• Distribute the Pause Plan Prevail Worksheet
• Read one scenario aloud
• Students write how they would Pause, Plan, and Prevail
• Teacher circulates, asks guiding questions
Introduce the worksheet. Read one scenario together and fill in the three columns as a class. Walk around to support pairs or individuals.
Role-Play Scenarios
• Pair up and choose a scenario card
• Take turns role-playing all 3 steps out loud
• Partner writes one positive note on a sticky note
• Swap roles and repeat
Explain role-play procedures: partners take turns acting out new scenarios, using sticky notes for feedback. Encourage positive comments only.
Exit Ticket & Reflection
Exit Ticket: Reflection on Self-Management
• Write one Pause, Plan, or Prevail strategy you’ll use
• Turn in before you leave
Hand out the exit ticket. Ask students to write one strategy they’ll use next time they feel upset. Collect to gauge understanding and plan follow-up.
Worksheet
Pause Plan Prevail Worksheet
Instructions: For each scenario below, use the three steps—Pause, Plan, Prevail—to work through how you will manage your emotions and choose a positive response.
| Scenario | Pause (Stop & Breathe) | Plan (List 2+ Options) | Prevail (My Chosen Action) |
|---|---|---|---|
| 1. You get cut in line at lunch. | |||
| 2. A classmate accidentally bumps into you and knocks over your supplies. | |||
| 3. You receive a lower score than you expected on a test. | |||
| 4. A friend turns down your invitation to play during recess. | |||
| 5. My own scenario: ________________________________ |
Warm Up
Emotions Warm-Up
A quick activity to help us notice and name our feelings before we begin.
Materials: Sticky notes, pencils, and our Emotions Recognition Poster.
Steps:
- Take 1 minute to think about a time today when you felt a strong emotion (happy, sad, frustrated, excited, etc.).
- On a sticky note, write the emotion word you felt in that moment.
- Find a partner and share your emotion word and why you felt it (30 seconds each).
- Come back to the front and place your sticky note under that emotion on the Emotions Recognition Poster.
- Listen as we look at our poster’s faces and words—notice how many different feelings we recognized!
Time: 5 minutes
Reading
Emotions Recognition Poster
Use this poster to notice, name, and share how you’re feeling. When you write your emotion on a sticky note, place it under the matching column.
| Emotion | Emoji | What It Looks and Feels Like |
|---|---|---|
| Happy | 😊 | Smiling face, eyes bright, feeling warm and excited |
| Sad | 😢 | Downturned mouth, maybe tears, feeling heavy or quiet |
| Angry | 😠 | Furrowed brow, clenched jaw, feeling hot or tense |
| Frustrated | 😤 | Pursed lips, puff of air, feeling stuck or impatient |
| Scared | 😨 | Wide eyes, shaking, feeling jumpy or nervous |
| Excited | 😃 | Big grin, bouncing energy, feeling full of ideas |
| Calm | 😌 | Relaxed face, slow breathing, feeling steady and peaceful |
| Surprised | 😲 | Raised eyebrows, open mouth, feeling caught off guard |
Tips for using the poster:
- Read each emotion aloud and notice the emoji’s expression.
- Think of a time you felt that way—what happened? How did your body feel?
- Write your emotion word on a sticky note and place it in the column.
- Look around: how many different feelings do we have in our class today?
Return to Lesson Plan to continue learning how to Pause, Plan, and Prevail!
Cool Down
Exit Ticket: Reflection on Self-Management
Name: ___________________________ Date: _______________
- Which step of Pause, Plan, Prevail do you think will help you the most today? Why?
- Describe one positive action you will choose next time you feel upset or frustrated.
- How will pausing (taking deep breaths) give you time to plan a better response?
Script
Lesson Script: Pause, Plan, Prevail
Warm-Up Activity (5 minutes)
Teacher: “Good morning, everyone! Today we’re going to learn a special strategy to help us when we feel upset or frustrated. But first, let’s notice how we’re feeling right now.
- Think for one minute about a time today when you felt a strong emotion—happy, sad, excited, or maybe frustrated.
- On your sticky note, write the word for that emotion. Go ahead and take about one minute to write.”
[Teacher circulates while students write]
Teacher: “Okay, friends, please turn to your partner. In your pair, share the emotion you wrote and why you felt it. You each have 30 seconds. Go!”
[After 1 minute]
Teacher: “Thanks for sharing! Now bring your sticky notes up here and place them under the matching feeling on our Emotions Recognition Poster.”
[Students place sticky notes]
Teacher: “Look at all the different emotions in our class today. Let’s read a few out loud together.”
Invite 3–4 students to read their notes and name the emotion.
Teacher: “Great job noticing and naming our feelings!”
Teach the Pause, Plan, Prevail Steps (10 minutes)
Teacher: “Now that we’ve recognized how we feel, let’s learn a three-step strategy called Pause, Plan, Prevail. We’ll write each step on our chart paper:
• Step 1: Pause
• Step 2: Plan
• Step 3: Prevail
Step 1: Pause
Teacher: “Pause means stop for a count of three and take deep breaths so you can calm down. Let’s practice together. Ready? Breathe in... two... three... and out... two... three...”
Model slow, deep breaths.
Teacher: “Pause gives our brain a moment to catch up with our feelings.”
Step 2: Plan
Teacher: “Next, plan means think of at least two positive choices you could make. When you pause, ask yourself, ‘What could I do next?’ Let’s imagine you lose a turn in a game and feel upset. What choices could you plan?”
Invite volunteers to share two ideas and write them on chart paper.
Teacher: “Great ideas! Planning gives you options instead of acting on the first feeling you have.”
Step 3: Prevail
Teacher: “Finally, prevail means pick the best positive response and follow through. You choose the action that helps you manage your emotions. If you planned to say, ‘Good luck!’ when someone else takes your turn, that’s prevailing!”
Teacher: “Let’s model all three steps with our game scenario:
• Pause: Take three breaths when you feel mad.
• Plan: Option 1: Ask to play again politely. Option 2: Cheer for your friend’s turn.
• Prevail: Say, ‘Good luck!’ and wait calmly.”
Ask a student volunteer to role-play using those steps.
Teacher: “Excellent work demonstrating Pause, Plan, Prevail!”
Guided Practice with Worksheet (15 minutes)
Teacher: “I’m handing out the Pause Plan Prevail Worksheet. Let’s work through the first scenario together. Read it with me: ‘You get cut in line at lunch.’”
Read scenario 1 aloud.
Teacher: “In the ‘Pause’ column, write how you would stop and breathe. Raise your hand when you have one idea.”
Select students to share, then repeat for the ‘Plan’ column: ask for two response options. Finally, fill in the ‘Prevail’ column.
Teacher: “Great thinking! Now continue working on scenarios 2 and 3 with a partner. I’ll walk around to help and ask questions like, ‘How else could you pause?’ or ‘Which choice do you like best and why?’”
[Teacher circulates and supports students for 10 minutes]
Teacher: “Time’s up! Let’s return to our seats.”
Role-Play Scenarios (10 minutes)
Teacher: “Now we’ll practice with role-play. Find a partner and choose one of the scenario cards I’m handing out. Take turns acting out all three steps—Pause, Plan, and Prevail. The partner watching will write one positive comment or suggestion on a sticky note.”
Teacher: “You have four minutes. Begin now!”
[After 4 minutes]
Teacher: “Switch roles and try the next scenario. You have another four minutes.”
[After 4 minutes]
Teacher: “Thank you, everyone! I saw lots of excellent pausing, planning, and prevailing.”
Exit Ticket & Reflection (5 minutes)
Teacher: “Finally, please take an exit ticket: Exit Ticket: Reflection on Self-Management. Write your name and answer these questions:
- Which step of Pause, Plan, Prevail will help you most today? Why?
- Describe one positive action you will choose next time you feel upset.
- How will pausing give you time to plan a better response?
You have five minutes. Then turn it in as you leave.”
[After 5 minutes]
Teacher: “Thank you for your thoughtful reflections. Remember, anytime you feel a big emotion, just Pause, Plan, and Prevail—you’ve got this!”