Lesson Plan
Emotion Regulation Workshop
In this 30-minute small-group workshop, 4th graders will learn and practice two emotion regulation strategies—mindful breathing and positive self-talk—then reflect on their feelings using a Mood Meter to build self-awareness and coping skills.
Children equipped with emotion regulation tools can manage stress, improve focus, and interact more positively with peers. This tier-2 workshop offers targeted support for students needing extra practice to navigate big feelings.
Audience
4th Grade Students
Time
30 minutes
Approach
Interactive modeling, guided practice, and reflective tracking.
Materials
Prep
Workshop Preparation
10 minutes
- Review the Coping Strategies Slides and Guided Calm Talk content
- Print and assemble enough Mood Meter Tracking worksheets for each student
- Arrange a quiet corner with seating and calming props as outlined in Calm Corner Setup
- Queue up the slide deck on your device and test audio if needed
Step 1
Emotional Check-In
5 minutes
- Have students sit in the Calm Corner
- Distribute the Mood Meter Tracking worksheets
- Ask each student to mark and share their current emotion on the Mood Meter
- Emphasize there are no right or wrong feelings
Step 2
Strategy Introduction
7 minutes
- Present the Coping Strategies Slides
- Explain mindful breathing and positive self-talk
- Model a 4-count inhale/exhale breathing exercise together
- Read a brief excerpt from Guided Calm Talk demonstrating self-talk
Step 3
Guided Practice
8 minutes
- Lead students through the full breathing exercise from Guided Calm Talk
- Prompt them to repeat positive self-talk statements aloud
- Circulate to observe technique and offer supportive feedback
Step 4
Independent Application
7 minutes
- Invite students to silently practice one chosen strategy in the Calm Corner
- Ask them to note the strategy and any changes in emotion on their Mood Meter Tracking
- Encourage volunteers to share their experience
Step 5
Wrap-Up and Reflection
3 minutes
- Facilitate a quick discussion: What did you notice about your feelings?
- Reinforce that they can use these strategies anytime
- Collect worksheets for review and follow-up
use Lenny to create lessons.
No credit card needed
Slide Deck
Coping Strategies: Mindful Breathing & Self-Talk
• Mindful Breathing
• Positive Self-Talk
Let’s explore how these can help us feel calmer!
Introduce the session: today we’ll learn two simple tools to help calm our bodies and minds when big feelings come up. Emphasize that these tools can be used anytime.
Mindful Breathing
- Sit tall and relaxed
- Breathe in slowly for a count of 4
- Hold for 1 second
- Exhale slowly for a count of 4
- Repeat 3 times
Demonstrate slowly and clearly. Invite students to put their hands on their bellies to feel the breath.
Positive Self-Talk
• Speak kindly to yourself
• Examples:
– “I can do hard things.”
– “I am calm and safe.”
• Say it out loud or in your head
Explain that our inner voice can be our helper. Give examples and encourage students to think of their own kind phrases.
Let’s Practice Together
- Breathe in (1-2-3-4)
- Breathe out (1-2-3-4)
- Say: “I am calm and ready.”
Repeat twice more as a group.
Lead the group step-by-step: inhale 1-2-3-4, exhale 1-2-3-4, then say “I am calm.”
Recap & Next Steps
• Breathing + Self-Talk = Feeling calmer
• Use these tools at school, home, or the Calm Corner
• Keep practicing—big feelings aren’t too big to handle!
Reinforce usage: they can go to the Calm Corner, use their Mood Meter worksheet, or practice anytime.
Activity
Calm Corner Setup
Purpose: Create a cozy, inviting space where students can practice calming strategies and self-regulate their emotions.
Materials Needed:
- Soft seating (bean bags, floor cushions, small pillows)
- Calming visuals or posters
- Noise-canceling headphones or a small music player with soft, instrumental tracks
- Fidget tools (stress balls, squishy toys, textured strips)
- Mood Meter Tracking poster or extra worksheets
- Timer or visual timer (e.g., sand timer or digital countdown)
- Soft lighting (string lights, desk lamp with warm bulb)
- Optional: calm-down bottles, sensory jars, or glitter wands
- Positive affirmation cards or a small picture book with gentle reminders
Setup Steps:
- Choose a quiet corner or alcove away from high-traffic areas.
- Arrange seating close together to form a cozy “nest.”
- Hang or display a large Mood Meter Tracking poster at child height.
- Place a container with fidget tools, stress balls, and sensory objects on a low shelf.
- Include a small basket or stand with positive affirmation cards or calm-down bottles.
- Set up a visual timer so students can see how long they’ve been practicing.
- Position a small speaker or headphones station with gentle music or nature sounds.
- Add soft lighting to create a soothing atmosphere.
- Label the area with a “Calm Corner” sign and basic rules (e.g., “1. Take 3 breaths 2. Choose a tool 3. Check your mood”).
Teacher Tips:
- Review expected behaviors and time limits before first use.
- Encourage each student to spend 2–5 minutes here when feeling overwhelmed.
- Rotate or replenish fidget tools regularly to maintain novelty.
Students can personalize the space over time—adding favorite soft toys, drawing their own calm posters, or contributing new self-talk cards.
Worksheet
Mood Meter Tracking
Use this worksheet to check in with your feelings before and after practicing calming strategies.
Part 1: Identify Your Current Feeling
Look at the Mood Meter below. Put a dot or circle in the quadrant that best matches how you feel right now.
| High Energy Unpleasant | High Energy Pleasant |
|---|---|
| (Angry, Anxious) | (Excited, Happy) |
| ![red quadrant] | ![yellow quadrant] |
| Low Energy Unpleasant | Low Energy Pleasant |
| (Sad, Tired) | (Calm, Relaxed) |
| ![blue quadrant] | ![green quadrant] |
(You can draw the Mood Meter grid and then place your dot.)
Part 2: Reflection After Practice
- Before using a strategy, I felt:
- Which strategy did you use?
- After using the strategy, I felt:
- How did this strategy help you?
Remember, you can use mindful breathing or positive self-talk anytime you notice big feelings. Keep this worksheet to track your progress and share with your teacher when you’re ready!
Script
Teacher: “Alright, friends—let’s make ourselves comfy in our Calm Corner. Sit tall like a proud tree, feet flat on the floor, hands resting gently in your lap. Close your eyes if that feels okay, or softly gaze at the floor.”
Teacher: “First, we’re going to notice our breath. Place one hand on your belly and one hand on your chest. Feel your belly rise like a balloon when you breathe in, and fall when you breathe out.”
Teacher (softly modeling): “Watch me. Breathe in—1…2…3…4. Hold—1. Now breathe out—4…3…2…1.”
Teacher (inviting students): “Let’s try it together.”
All breathe in—1…2…3…4.
Hold—1.
Breathe out—4…3…2…1.
(Repeat two more times.)
Teacher: “Nice work! What did you notice in your body when you breathed like that? Maybe your shoulders felt looser or your mind felt quieter. Turn and tell a friend, or share with me.”
Teacher: “Now we’ll practice talking kindly to ourselves—positive self-talk. Our words can help us feel brave and calm.”
Teacher (modeling): “I’ll show you an example. I might say, ‘I can do hard things,’ or ‘I am calm and safe.’”
Teacher: “Let’s say one together: ‘I can do hard things.’”
All: “I can do hard things.”
Teacher: “Nice! Now it’s your turn. Think of one kind sentence you could say to yourself when you feel upset, worried, or angry. Raise your hand when you’ve got one.”
(Allow time for students to think and share a few examples.)
Teacher: “Those are wonderful! Remember, your self-talk can be silent in your head or spoken out loud—whatever feels best. When you notice big feelings, you can pause, breathe, and then tell yourself your brave words.”
Teacher: “Let’s put breathing and self-talk together one more time. Breathe in—1…2…3…4. Hold—1. Breathe out—4…3…2…1. Then say, ‘I am calm and ready.’”
(All practice once.)
Teacher: “How do you feel now compared to when we started? You can look at your Mood Meter worksheet to check. Hands up if you notice a change!”
Teacher: “Excellent. Remember, these two tools—mindful breathing and positive self-talk—are yours anytime you need them. You can come back to this Calm Corner, use your fidget tool, check your Mood Meter, and whisper your kind words.”
Teacher: “Before we finish, who can tell me one way they might use these tools during our school day?”
(Invite a few volunteers.)
Teacher: “I love your ideas! Feel free to practice these whenever you notice big feelings. You’ve done amazing work today.”