Lesson Plan
Trigger-Tactic Map
Guide the student to pinpoint personal triggers and link them to effective coping tactics, culminating in a personalized trigger-tactic map for ongoing self-management.
By identifying what sets off challenging behaviors and practicing targeted strategies, the student builds self-awareness and proactive skills to regulate emotions and actions.
Audience
6th Grade Student
Time
55 minutes
Approach
Interactive mapping, role-play, and reflection
Prep
Review and Print Materials
10 minutes
- Download and review each material: Trigger ID Workshop Slides, Trigger-Tactic Map, Scenario Simulation Stations Activity, Tactic Reflection Log Journal, and Coping Strategy Mastery Rubric
- Print copies of the map template, scenario cards, reflection log, and rubric
- Set up three stations with scenario cards and coping strategy prompts
Step 1
Introduction & Objective Overview
5 minutes
- Greet the student and explain today’s goal: identify triggers and pair them with coping tactics
- Show agenda on Trigger ID Workshop Slides and clarify success criteria using the Coping Strategy Mastery Rubric
Step 2
Trigger Identification Activity
10 minutes
- Present common classroom and social triggers via slides
- Ask student to brainstorm personal triggers and record them on the slide deck
- Discuss each trigger briefly to ensure clarity
Step 3
Map Creation
10 minutes
- Give student the Trigger-Tactic Map template
- Model mapping one trigger to a coping tactic (e.g., deep breath for frustration)
- Student completes mapping for 3–4 personal triggers
Step 4
Scenario Simulation Stations
15 minutes
- Direct student to rotate through three stations, each with a scenario card and list of coping strategies
- At each station, student reads the scenario, selects a tactic, and role-plays responding
- Teacher provides immediate feedback and prompts alternative tactics if needed
Step 5
Tactic Reflection Log
10 minutes
- Hand student the Tactic Reflection Log Journal
- Student reflects on which tactic felt most effective at each station and why
- Discuss insights and any adjustments to the trigger-tactic map
Step 6
Coping Strategy Mastery & Next Steps
5 minutes
- Review student’s performance against the Coping Strategy Mastery Rubric
- Highlight strengths and set a short-term goal for practicing one new tactic each day
- Save materials for next session and encourage student to refer to their map
Slide Deck
Trigger ID Workshop
Identifying common triggers and setting the stage for effective coping tactics.
Welcome the student and introduce today’s focus: understanding what triggers are and why identifying them matters. Emphasize that knowing triggers helps us choose the right coping tactic.
Workshop Objectives
• Define what a trigger is
• Explore common triggers in school and social settings
• Brainstorm personal triggers
• Prepare to map triggers to coping tactics
Read through each objective and check for understanding. Explain that these steps mirror the larger goal of self-managing behavior.
What Is a Trigger?
A trigger is anything that sparks a strong emotion or challenging behavior.
Examples:
– Frustration when stuck on a problem
– Loud noises in the hallway
– Feeling left out by peers
Explain that a trigger isn’t ‘bad’—it’s simply a cue that can lead to a strong feeling or reaction. Use a simple example, like feeling upset when someone cuts in line.
Common Classroom Triggers
- Unexpected changes in routine
- Loud or sudden noises
- High workload or tight deadlines
- Peer teasing or exclusion
Review each classroom trigger. Ask the student if any sound familiar or if they’ve noticed others reacting this way.
Common Social Triggers
- Feeling excluded from a group
- Teasing or name-calling
- Misunderstandings with friends
- Group work conflicts
Highlight how social situations can also trigger strong reactions. Encourage the student to think of times they felt left out or misunderstood.
Brainstorm Your Triggers
Take a moment to think of situations that make you feel upset, frustrated, or overwhelmed. Jot down your personal triggers here.
Give the student 2–3 minutes to list their own top 3–5 triggers on this slide. Prompt with questions: “What makes you feel most frustrated or upset?”
Next: Trigger-Tactic Map
We’ll soon use the Trigger-Tactic Map to connect your triggers with strategies that help you stay calm and focused.
Explain that next they’ll link each trigger to a coping strategy using the Trigger-Tactic Map. Show the map template briefly.
Coming Up: Practice Stations
Get ready for the Scenario Simulation Stations Activity where you’ll try out different coping tactics in real-life scenarios.
Preview the interactive scenario practice. Explain that they’ll rotate through stations and role-play using tactics.
Activity
Scenario Simulation Stations Activity Overview
In this hands-on activity, the student will rotate through three distinct stations. Each station presents a real-life scenario, a list of coping strategies, and an opportunity to role-play the selected tactic. This practice helps the student build confidence in applying coping skills in the moment.
Materials:
- Printed scenario cards for each station
- Coping strategy handouts at each station
- Timer or stopwatch
- Tactic Reflection Log Journal for brief notes after each station
Stations (5 minutes each)
Station 1: Deadline Pressure
Scenario Card:
“Your group project is due tomorrow, but your teammates haven’t done their parts. You feel overwhelmed and frustrated.”
Coping Strategies List:
- Take three deep breaths
- Break the task into smaller steps
- Ask the teacher or a peer for help
- Use positive self-talk (“I can handle this one step at a time”)
Role-Play Prompt:
Choose one strategy and act out how you’d use it. For example, practice asking the teacher for clarification or taking calm breaths while talking.
Station 2: Peer Teasing
Scenario Card:
“During recess, a friend starts teasing you in front of others. You feel hurt and angry.”
Coping Strategies List:
- Pause and take a deep breath
- Use assertive “I” statements (“I don’t like when you say that”)
- Walk away and find a trusted friend
- Tell an adult if it continues
Role-Play Prompt:
Pick a strategy and role-play how you’d respond. For instance, practice saying your “I” statement or walking away calmly.
Station 3: Surprise Quiz Anxiety
Scenario Card:
“The teacher announces a pop quiz at the start of class. You weren’t prepared and feel anxious.”
Coping Strategies List:
- Stand up and stretch quietly
- Ask the teacher to clarify the instructions
- Focus on what you know first (easy questions)
- Jot down key facts on scrap paper to organize thoughts
Role-Play Prompt:
Select one tactic and act it out. You might practice stretching in place or politely asking for more details.
Instructions for Rotation
- Set the timer for 5 minutes per station.
- At each station:
- Read the scenario card.
- Review the coping strategies.
- Choose one strategy to role-play.
- After 5 minutes, rotate to the next station.
- After completing all three stations, use the Tactic Reflection Log Journal to note:
- Which tactic you used
- How it felt
- Any ideas for adjusting the tactic next time
Once finished, discuss observations and consider adding any adjustments to the Trigger-Tactic Map.
Journal
Tactic Reflection Log Journal
Use this journal to record your experience with each coping tactic you tried during the practice stations. Reflect honestly on what felt helpful, what was challenging, and how you might improve next time.
Station 1: Deadline Pressure
1. Which tactic did you choose?
2. How effective was this tactic at helping you manage your feelings?
3. How easy or difficult was it to use this tactic in the moment?
4. If you could adjust this tactic for next time, what would you change?
Station 2: Peer Teasing
1. Which tactic did you choose?
2. How effective was this tactic at helping you manage your feelings?
3. How easy or difficult was it to use this tactic in the moment?
4. If you could adjust this tactic for next time, what would you change?
Station 3: Surprise Quiz Anxiety
1. Which tactic did you choose?
2. How effective was this tactic at helping you manage your feelings?
3. How easy or difficult was it to use this tactic in the moment?
4. If you could adjust this tactic for next time, what would you change?
Overall Reflection
1. Which tactic across all stations felt most helpful, and why?
2. What is one goal you have for practicing a new or adjusted tactic this week?
3. How will you remind yourself to use this tactic in real-life situations?
After you finish, review your reflections with your teacher and consider updating your Trigger-Tactic Map with any new adjustments or strategies you want to try next time.
Rubric
Coping Strategy Mastery Rubric
Use this rubric to evaluate the student’s ability to identify triggers, select appropriate coping tactics, role-play effectively, and reflect accurately. Each criterion is scored on a 4-point scale.
| Criterion | 1 – Beginning | 2 – Developing | 3 – Proficient | 4 – Exemplary |
|---|---|---|---|---|
| Trigger Identification | Cannot articulate personal triggers or lists unrelated events. | Identifies a few personal triggers, but descriptions are vague or incomplete. | Identifies several relevant personal triggers with clear descriptions. | Identifies multiple relevant personal triggers with detailed, insightful descriptions. |
| Tactic Selection | Chooses coping strategies that are inappropriate or ineffective. | Sometimes selects appropriate tactics, but choices are inconsistent or partially effective. | Consistently selects appropriate and effective coping tactics for most triggers. | Consistently selects highly appropriate, targeted coping tactics perfectly matched to each trigger. |
| Role-Play Execution | Struggles to demonstrate the tactic; lacks understanding or confidence. | Role-plays with limited confidence; execution of tactic is partial or unclear. | Role-plays with clear understanding and reasonable confidence; tactic is executed well. | Role-plays with strong confidence and clarity; demonstrates tactic effectively and naturally. |
| Reflective Insight | Reflection is minimal, superficial, or missing. | Provides basic reflection with limited insight into effectiveness or challenges. | Provides thoughtful reflection, clearly identifying what worked and areas to improve. | Provides in-depth reflection with actionable next steps, deeper insights, and self-directed adjustments. |
Scoring Guide:
• 1 – Beginning: Needs significant support and practice.
• 2 – Developing: Shows emerging skills with guidance.
• 3 – Proficient: Meets expectations independently.
• 4 – Exemplary: Exceeds expectations with mastery.
Use this rubric at the end of the session to highlight strengths, identify growth areas, and set clear goals for continued practice.