Lesson Plan
Corner Setup Guide
Equip the teacher with clear, step-by-step guidance to design, install, and maintain a calming sensory corner for an individual kindergarten student, ensuring safety, accessibility, and measurable behavior support.
A well-prepared sensory corner reduces student distress, promotes self-regulation, and provides data for ongoing behavior intervention planning.
Audience
Kindergarten Student (Individual)
Time
10 minutes per session
Approach
Structured, step-by-step setup with built-in safety and data checks.
Materials
- Soft Seating (e.g., bean bag, floor cushion), - Sensory Tools Basket (e.g., stress ball, tactile fabric swatches), - Visual Schedule Chart, - Safety Inspection Checklist, and - Behavior Data Log Sheet
Prep
Review and Gather Materials
5 minutes
- Review this Corner Setup Guide thoroughly.
- Collect and inspect each item on the Safety Inspection Checklist to confirm it’s in good working order.
- Pre-print or laminate the Visual Schedule Chart and Behavior Data Log Sheet.
- Arrange seating and storage so the student can access tools independently.
Step 1
Designate and Prepare the Space
2 minutes
- Choose a low-traffic, quiet area in the classroom.
- Position seating against a wall to create a boundary and sense of enclosure.
- Lay down a small rug or mat to define the zone visually.
- Ensure no sharp edges or loose cords are within reach (use the Safety Inspection Checklist).
Step 2
Arrange Sensory Tools
2 minutes
- Place a basket or low bin with tactile items (stress ball, fabric swatches) within easy reach.
- Add one visual calm-down cue (e.g., calm down jar or picture cards) next to tangible tools.
- Label each tool with a simple icon or word to support recognition.
Step 3
Install Visual Schedule
2 minutes
- Mount the Visual Schedule Chart at the student’s eye level.
- Include steps: “Feeling Upset,” “Go to Quiet Corner,” “Choose Tool,” “Calm Down,” “Return.”
- Use Velcro-backed icons so the student can remove and reattach steps as they complete them.
Step 4
Conduct Safety Checks
1 minute
- Walk through the Safety Inspection Checklist:
- No choking hazards in tool basket
- No loose staples or sharp edges
- Seating stable and non-slip
- Document pass/fail in the checklist and address any issues immediately.
Step 5
Monitor and Adjust
3 minutes (ongoing)
- Observe the student’s first few uses and note tool preferences on the Behavior Data Log Sheet.
- Record date, time, trigger, tool chosen, and student’s calm-down level (1–5).
- After each session, adjust tool selection or visual steps based on student feedback and data.
Slide Deck
Sensory Tool Demo
Explore the tools in the Quiet Corner and learn how to use them to support self-regulation.
Welcome the teacher and overview the slide deck.
Objective
Identify sensory tools and understand how each supports self-calming.
Read the objective aloud to set clear expectations for the session.
Soft Seating
• Bean Bag Chair
• Floor Cushion
Purpose: Provide comfortable support.
How to Use: Sit comfortably, lean back, and focus on feeling relaxed.
Show each seating option, invite the teacher to try it, and explain its calming benefits.
Tactile Items
• Stress Ball
• Fabric Swatches
Purpose: Offer sensory stimulation to channel energy.
How to Use: Squeeze or rub each item to reduce tension.
Pass around the items so the teacher can feel the textures; explain how tactile input helps.
Visual Calm-Down Cues
• Calm-Down Jar
• Picture Cards
Purpose: Guide breathing and focus attention.
How to Use: Shake jar and watch bubbles settle; follow the sequence on the cards.
Demonstrate shaking the jar and slowly breathing as bubbles settle; walk through picture cards.
Play a short clip of a student using the Quiet Corner tools in sequence. Pause after to discuss.
Conclusion & Next Steps
• Encourage the student to explore each tool.
• Record tool preferences in the Behavior Data Log Sheet.
• Adjust tools and procedures based on observed effectiveness.
Reiterate the importance of practice and data collection; confirm next steps.
Script
Guide to Using Quiet Corner
Introduction
Teacher: "Hello, [Student Name]! Today we’re going to learn how to use our Quiet Corner when you start feeling upset. This special spot will help you calm down and feel better. Ready?"
Step 1: Notice Feelings and Go to Quiet Corner
Teacher: "First, when you notice big feelings—like feeling angry or sad—you can look at our Feeling Upset icon on the chart here."
Teacher points to chart: "Can you show me the ‘Feeling Upset’ picture?"
Teacher: "Great! Now let’s walk together to the Quiet Corner."
Step 2: Choose a Tool
Teacher: "Here are your tools: a stress ball, fabric swatches, and our calm-down jar. Which one would you like to try first?"
Teacher: "I will hand you the stress ball. When you squeeze it, try a slow squeeze—one…two…three—until you feel your body relax."
Step 3: Use the Visual Calm-Down Cues
Teacher: "You can also watch the bubbles in the calm-down jar. Let’s shake it gently, and watch the bubbles float down. Breathe in as your eyes follow the bubbles up…breathe out as they settle."
Teacher: "Can you take three big breaths with me? Breathe in…and out…that’s wonderful!"
Step 4: Follow the Visual Schedule
Teacher: "Now let’s use our Velcro icons on the chart. Move ‘Choose Tool’ here…then move ‘Calm Down’ next. When you’re ready to go back, move ‘Return.’"
Teacher assists as needed to place each icon.
Step 5: Return and Reflect
Teacher: "You did a great job calming down! Do you notice how your body feels calmer?"
Teacher: "When you feel calm, we move to ‘Return’ and go back to our activity spot. Let’s put the icons back for next time."
Closing and Data Reminder
Teacher: "I’m proud of you for using your Quiet Corner! I’ll write down which tool you chose and how you felt on our Behavior Data Log. Next time, we can choose the tool that helps you the most."
Teacher: "High five for a job well done!"
Activity
Tool Exploration Station
Objective
Students will explore each sensory tool, notice how it makes them feel, and communicate their preferences using emoji cards.
Materials
- Stress Ball
- Fabric Swatches
- Calm-Down Jar
- Picture Cards (Feeling Upset, Calm, Happy)
- Emoji Feelings Cards (😃, 😐, 😟)
- Recording Sheet or Student Response Page
Duration
7 minutes (rotate through each tool for ~1½ minutes)
Setup
- Arrange four small stations in the corner, one for each tool.
- Place an emoji feelings card at each station.
- Provide the Recording Sheet centrally for the student to mark preferences.
Instructions
- Teacher Introduction (30 seconds)
- “Today you’ll visit each station and try the tool. Then you’ll show me how it makes you feel by picking an emoji card.”
- Station Rotations (1½ minutes per tool)
For each station:- Prompt: “Let’s try the [Tool Name]. Squeeze, rub, or shake it gently.”
- After 60 seconds, ask: “How did that feel?”
- Student picks an emoji card that matches their feeling and places it next to the tool.
- Teacher notes the choice on the Recording Sheet.
- Reflection and Choice (1 minute)
- Review the emoji cards at each station with the student.
- Ask: “Which tool helped you feel the calmest?”
- Student marks their favorite tool on the Recording Sheet.
- Wrap-Up (30 seconds)
- Teacher: “Great exploring! We’ll use your favorite tool first the next time you visit the Quiet Corner.”
Teacher Prompts
- “Show me the calm emoji if this tool feels good.”
- “Which one made you feel a little better?”
- “Can you tell me why you like this tool?”
Data Recording
Use the Behavior Data Log Sheet from the Corner Setup Guide to note: date, tool tried, emoji chosen, and any student comments. Adjust tool offerings based on preferences over time.
Rubric
Self-Calming Use Checklist
Use this rubric to track the student’s independent use of the Quiet Corner across key steps. Circle or initial the descriptor that matches performance at each session.
| Criterion | 3 – Independent | 2 – With Prompts | 1 – Needs Support |
|---|---|---|---|
| Identifies Feeling | Student independently notices big feelings and points to the “Feeling Upset” icon. | Student notices feeling when verbally prompted. | Student cannot identify feeling without adult labeling. |
| Selects Appropriate Tool | Student chooses a tool (stress ball, jar, swatch) independently. | Student chooses tool after a reminder or model. | Student needs teacher to hand over a specific tool. |
| Follows Visual Schedule Steps | Student removes and attaches icons in correct order without help. | Student arranges icons with minimal verbal cues. | Student requires hand-over-hand assistance to move icons. |
| Demonstrates Calming Strategies | Student uses chosen tool and breathing cues correctly for 1–2 minutes. | Student uses strategy with occasional verbal prompts. | Student needs continuous guidance to use the tool or breathe. |
| Returns to Task | Student replaces tools and icons, then smoothly resumes the original activity. | Student returns with a reminder to put things away. | Student remains in corner until teacher physically redirects. |
Scoring Scale:
• 3 = Independent (no adult support)
• 2 = Emerging (needs minimal prompts)
• 1 = Needs Support (requires direct assistance)