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Think It Through

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JOYCE PURCELL

Tier 1
For Schools

Lesson Plan

Teacher Guide Impulse Control

Students will apply the STOPP routine to a personal trigger by identifying their cue, pausing, exploring options, and planning a replacement behavior, then rehearse it in a role-play.

Impulse control helps teens manage emotions and make better decisions under stress. Learning STOPP equips students with a step-by-step tool to pause and choose healthy responses.

Audience

9th Grade

Time

30 minutes

Approach

Interactive modeling, games, guided practice

Materials

Slides Think It Through, Do Now Trigger Tally, Spin-a-Scenario Wheel, STOPP Planner Worksheet, Role-Play Scenario Cards, My Replacement Plan Journal, and Exit Ticket: One Cue

Prep

Teacher Preparation

5 minutes

  • Review the STOPP routine steps and desired learning outcomes.
  • Preview all materials: Slides Think It Through, Do Now Trigger Tally, Spin-a-Scenario Wheel, STOPP Planner Worksheet, Role-Play Scenario Cards, My Replacement Plan Journal, Exit Ticket: One Cue.
  • Arrange classroom for quick transitions between board work, wheel game, and role-play spaces.

Step 1

Do Now: Identify a Trigger

5 minutes

  • Distribute Do Now Trigger Tally.
  • Ask students to recall and tally one recent situation where they felt the urge to react impulsively.
  • Prompt: "What happened? How did you feel?" Write brief notes.

Step 2

Teach the STOPP Routine

8 minutes

  • Display Slides Think It Through.
  • Model each STOPP step with a classroom example:
    1. Stop
    2. Take a breath
    3. Observe thoughts/feelings
    4. Pull back (perspective)
    5. Practice what works
  • Invite quick check-for-understanding questions.

Step 3

Interactive Spin-a-Scenario

5 minutes

  • Introduce the Spin-a-Scenario Wheel.
  • Students spin (or teacher selects) to get a practice scenario card.
  • In pairs, students discuss which STOPP step their scenario highlights.

Step 4

Guided STOPP Planning & Role-Play

8 minutes

  • Hand out STOPP Planner Worksheet.
  • Students pick their personal trigger from the Do Now and complete all STOPP boxes.
  • In pairs, exchange planners and use Role-Play Scenario Cards to rehearse applying the STOPP plan.
  • Circulate, coach, and provide feedback.

Step 5

Reflect & Exit Ticket

4 minutes

  • Distribute My Replacement Plan Journal for a 1-minute written reflection: "What STOPP step felt most helpful?"
  • Finally, collect Exit Ticket: One Cue where each student names one cue they’ll watch for tomorrow.
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Slide Deck

Think It Through: Beat Impulses

Objective:
• Use the STOPP routine to plan a response to one personal trigger.
• Rehearse your plan in a partner role-play.

Welcome everyone! Today we’ll learn a simple 5-step tool—STOPP—to help you pause and make better choices when you feel the urge to act on impulse.

• Introduce yourself and the lesson title.
• Read the objective: "Students will use the STOPP routine to plan a response to one personal trigger and rehearse it in a role-play."

Why Impulse Control?

• Impulses are urges to act immediately.
• Acting on impulse can lead to regret or conflict.
• Learning to pause builds better decision-making.

Quickly activate prior knowledge about acting without thinking.

• Ask: "Tell me about a time you acted on impulse and wished you hadn’t. What happened?"

STOPP Routine Overview

S – Stop
T – Take a Breath
O – Observe Thoughts & Feelings
P – Pull Back (Perspective)
P – Practice What Works

Introduce the five steps with a visual icon for each. Explain that STOPP is an acronym.

• Point to each letter as you describe the step short form.

Step 1: Stop

• Pause your body and mind.
• Don’t act on the urge yet.
• Create space to choose.

Deep dive into Step 1.

• Explain: “Stopping” means hitting the pause button in your mind.
• Example: You feel like snapping at a friend—stop before you speak.
• Ask a volunteer to share an impulse they might stop.

Step 2: Take a Breath

• Breathe in slowly.
• Let go of built-up tension.
• Ground yourself in the moment.

Explain the value of a deep breath to calm your system.

• Model taking a slow inhale and exhale.
• Encourage students to practice one breath now.

Step 3: Observe Thoughts & Feelings

• Notice your thoughts.
• Label your emotions.
• Understand what’s driving the impulse.

Describe the importance of tuning in to what’s happening inside.

• Thoughts: “They’re laughing at me.”
• Feelings: anger, embarrassment, etc.
• Prompt: "What am I thinking? How am I feeling?"

Step 4: Pull Back (Perspective)

• Step out of “hot” emotions.
• Consider other viewpoints.
• Ask yourself, “What if I wait?”

Explain pulling back—seeing the bigger picture.

• Perspective helps reduce reactivity.
• Ask: “Is this worth the drama? Will it matter tomorrow?”

Step 5: Practice What Works

• Plan a healthy response.
• Test it out in your mind or out loud.
• Adjust as needed.

Discuss how to choose a constructive action.

• Replacement behaviors: counting to ten, asking a question, walking away.
• Example: Instead of yelling, text your friend you need a minute.

Interactive Practice: Spin-a-Scenario

• Form pairs.
• Spin the wheel to select a scenario.
• Discuss which STOPP step applies and why.

Explain the upcoming spin-a-scenario game.

• Students will spin the wheel to get a scenario card.
• In pairs, identify which STOPP step you’d use first.

Guided Practice & Role-Play

• Fill out the STOPP Planner Worksheet.
• Exchange planners with a partner.
• Use Role-Play Scenario Cards to rehearse.

Introduce the STOPP planner and role-play.

• Students choose their own trigger from the Do Now.
• Complete each box on the worksheet.
• Role-play with a partner using scenario cards.

Reflect & Commit

• Journal: What STOPP step felt most useful?
• Exit Ticket: Name one cue you’ll notice tomorrow.

Wrap up with a quick reflection and exit ticket.

• Ask: “Which STOPP step did you find most helpful?”
• Collect each student’s one cue they’ll watch for tomorrow.

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Warm Up

Do Now: Trigger Tally

Name: ______________________ Date: _______________

Take 5 minutes to complete the following. Be honest—there are no right or wrong answers.

  1. Identify one situation (trigger) in the past week when you felt the urge to act impulsively:Trigger: _________________________________________________
  2. Tally how many times you noticed this urge in the past week (draw one slash for each time):|| || || || || (use tally marks below)
  3. Briefly describe the last time you felt this urge. Answer both prompts:
    • What happened?
    • How did you feel?____________________________________________________________





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Game

Spin-a-Scenario Wheel

Use this spinner game to practice identifying which STOPP step to use.

Setup:

  • Print the wheel or display it on screen.
  • Use a paperclip + pencil or an online spinner tool.

How to Play:

  1. A student spins the wheel.
  2. Read the scenario aloud.
  3. In pairs, decide which STOPP step you’d use first and why.
  4. Briefly role-play that step or explain your reasoning to the class.

Scenarios:

  1. A classmate whispers something mean about you behind your back.
  2. You get a lower grade than you expected on an important test.
  3. Your sibling eats the snack you were saving.
  4. A friend ignores your text all day.
  5. Someone cuts in front of you in the lunch line.
  6. A teammate blames you for losing the game.
  7. A rumor starts circulating about you online.
  8. You receive an unexpected request for help right before dinner.



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Worksheet

STOPP Planner Worksheet

Name: ______________________ Date: _______________

Use the STOPP routine to plan how you’ll respond to your personal trigger.
Refer to the trigger you identified in the Do Now.

1. Stop

What cue or situation signals that you’re about to act on impulse?
Write your personal trigger here:







2. Take a Breath

How will you physically or mentally pause to calm down?
Describe a breathing or grounding strategy you’ll use:







3. Observe Thoughts & Feelings

What thoughts are running through your mind? What emotions do you notice?

  • Thoughts:




  • Feelings:






4. Pull Back (Perspective)

What questions or reminders will help you step back and see the bigger picture?
(e.g., “Will this matter tomorrow?”)







5. Practice What Works

What healthy replacement behavior or action will you choose instead of the impulsive reaction?







Reflection

Which STOPP step felt most helpful as you filled out this planner, and why?







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Script

Role-Play Scenario Cards

Cut these cards apart and distribute one to each pair. Each card describes a scenario and roles for Partner A (who describes their impulse and STOPP plan) and Partner B (who plays the other person in the scenario). After each role-play, partners switch roles or pick a new card.

Card 1
Scenario: A friend ignores your text all day.
• Partner A: Describe how you felt when you saw no reply and share your STOPP plan for Step 5 (replacement behavior).
• Partner B: Act as the friend when they finally reply. Show Partner A using their planned response.

Card 2
Scenario: You get a lower grade than expected on an important test.
• Partner A: Explain your impulse (e.g., yell at the teacher or give up) and walk through your STOPP steps out loud.
• Partner B: Play the teacher—respond calmly and let Partner A practice their chosen healthy reaction.

Card 3
Scenario: Someone cuts ahead of you in the lunch line.
• Partner A: Describe the urge to push past or complain. Tell Partner B your “Stop” cue and how you’ll “Take a Breath.”
• Partner B: Pretend to be the line-cutter. Listen and let Partner A role-play their new behavior (e.g., smile and wait, ask politely).

Card 4
Scenario: A sibling eats the snack you were saving.
• Partner A: Share what you thought and felt in the moment. Talk through your “Observe” and “Pull Back” steps.
• Partner B: Act as the sibling apologizing. Practice Partner A’s planned response (e.g., asking for a snack trade instead of yelling).

Card 5
Scenario: A classmate whispers something mean about you behind your back.
• Partner A: Describe your impulse to confront or insult back. Show how you’ll use STOPP to decide on a better action.
• Partner B: Play the classmate—respond to Partner A’s replacement behavior (e.g., walking away or asking for clarification).

Card 6
Scenario: You receive an unexpected request for help right before dinner.
• Partner A: Explain your thoughts (“I’ll be late,” “I’m tired”) and how you’ll use “Pull Back” to see other viewpoints.
• Partner B: Act as the person asking. Partner A practices their healthy response (e.g., offering an alternate time).

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Journal

My Replacement Plan Journal

Name: ______________________ Date: _______________

Use this space to reflect on your STOPP practice and plan how you’ll keep improving your impulse control.

  1. Which STOPP step felt most helpful for you today, and why?











  1. Think of a situation you might face this week where your personal trigger could come up again. Describe what that scenario could be and how you’ll apply your STOPP plan step by step.











  1. What reminders or strategies will you use to cue yourself to pause and use your replacement behavior when you notice your trigger?






  1. (Optional) Write a quick affirmation you can say to yourself when you need to STOPP.






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Cool Down

Exit Ticket: One Cue

Name: ______________________ Date: _______________

  1. Identify one cue you will watch for tomorrow that signals you might act on impulse:



  2. What healthy action will you take instead when you notice this cue? Describe your replacement behavior:






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