Lesson Plan
What Do We Do Now Lesson Outline
By the end of this lesson, students will identify signs of a behavioral crisis, use a class signal to request help, and practice a breathing strategy or safe-space response to support calm and safety.
Establishing a shared crisis response language and safety plan fosters emotional resilience, reduces escalation, and creates a supportive classroom environment.
Audience
6th Grade Students
Time
45 minutes
Approach
Interactive discussion, role-play, and reflective practice.
Prep
Gather and Review Materials
10 minutes
- Review the Crisis Calm Classroom Slides.
- Print and cut scenario cards from Signal and Safe Space Role-Play Scenarios.
- Make copies of the Emergency Talk Circle Guide and Reflect and Breathe Journal Prompt.
- Arrange desks/chairs in a circle for discussions.
Step 1
Warm-Up: Feeling Thermometer
5 minutes
- Display the feeling thermometer slide from the Crisis Calm Classroom Slides.
- Ask students to silently mark their current stress level.
- Invite 2–3 volunteers to share their level and one calming strategy they use.
Step 2
Interactive Presentation
10 minutes
- Define a behavioral crisis using the Crisis Calm Classroom Slides.
- Introduce the class signal (e.g., two fingers in the air) and explain the concept of a safe space.
- Model a calm-response scenario with a volunteer, demonstrating signal use and safe-space escort.
Step 3
Role-Play: Signal and Safe Space
15 minutes
- Divide students into pairs or small groups and distribute Signal and Safe Space Role-Play Scenarios.
- Student A enacts a mini-crisis; Student B practices the signal and guides them to the safe space.
- Rotate roles so each student practices both responding and receiving support.
- Debrief: Groups share one challenge and one successful strategy.
Step 4
Discussion: Emergency Talk Circle
10 minutes
- Arrange students in a circle and review ground rules from the Emergency Talk Circle Guide.
- Prompt: “What is one sentence you’d like to hear if you’re feeling overwhelmed?”
- Go around the circle, giving each student 30 seconds to share.
- Record responses on chart paper to form class crisis-support guidelines.
Step 5
Cool-Down: Reflect and Breathe
5 minutes
- Hand out the Reflect and Breathe Journal Prompt.
- Prompt: “When I feel upset, I will…”; students write or draw their response.
- Lead a 1-minute guided breathing exercise.
- Collect journals to review reflections and plan follow-up support.
Slide Deck
Crisis Calm Classroom
What Do We Do Now?
Recognizing and Responding to Behavioral Crises
Welcome everyone! Introduce today’s topic: how we can stay calm and help each other during tough moments. Explain that we’ll learn a feeling thermometer, a class signal, safe spaces, and breathing tools.
Warm-Up: Feeling Thermometer
• Rate your stress from 1 (Calm) to 10 (Very Upset)
• Think of one strategy you use to calm down
Display the thermometer image. Ask students to mark their own stress level quietly. Invite a few volunteers to share their number and one calming strategy they use.
What Is a Behavioral Crisis?
• Strong emotions that feel overwhelming
• Actions or words that could hurt ourselves or others
• A time when we need extra support to stay safe
Define a behavioral crisis in your own words, then show the bullets. Ask: “Why is it helpful to know when we’re approaching a crisis?”
Our Class Signal
• Two fingers in the air = “I need support”
• Teacher or a friend will check in quietly
• No shame—just a cue for help
Model the class signal: hold up two fingers. Explain that anyone can use it when they feel off-balance or see someone else in distress.
What Is a Safe Space?
• A calm spot in or near our classroom
• A place to breathe, think, or talk quietly
• Use the class signal to go there safely
Show a photo or describe the safe space in your room (e.g., a corner with soft cushions). Explain its purpose and rules for use.
Role-Play: Signal & Safe Space
- Pair up and pick a scenario card
- Person A acts out a mini-crisis
- Person B uses the signal and guides A to the safe space
- Switch roles and repeat
- Debrief: share one challenge and one success
Explain each step clearly before handing out scenario cards. Circulate to support groups and encourage thoughtful practice.
Discussion: Emergency Talk Circle
• Sit in a circle and follow ground rules (listen, respect, share briefly)
• Prompt: “What is one sentence you’d like to hear if you’re overwhelmed?”
• Go around and record ideas to build our support guidelines
Remind students of respectful listening. Record guidelines as they speak. Encourage brevity so everyone has time.
Cool-Down: Reflect & Breathe
• Prompt: “When I feel upset, I will…” (write or draw)
• 1-minute guided breathing: inhale… hold… exhale…
Hand out journals or paper. Read the prompt aloud. Lead students through a slow, 1-minute breathing exercise: inhale 4 counts, hold 2, exhale 6.
You’ve Got This!
Remember:
• Use our signal anytime
• Safe space is here for you
• We support each other
Thank the class for their participation and remind them to use these tools whenever they need. Encourage ongoing practice and kindness.
Activity
Signal and Safe Space Role-Play Scenarios
Use these scenario cards to practice noticing a mini‐crisis, using our class signal, and guiding a friend to the safe space. Work in pairs and take turns: Person A reads and acts out the scenario; Person B responds with the signal and walks them through the calm‐down steps.
Scenario 1: Test Jitters
You’re about to start a big math test. Your heart is beating fast, your hands are shaking, and you feel like you might cry. You slam your pencil down and say, “I can’t do this!”
Scenario 2: Group Project Frustration
Your group keeps ignoring your ideas. You crumple your paper, toss it on the floor, and mutter, “Why even try?”
Scenario 3: Friendship Hurt
You just found out your best friend told a secret about you. You cross your arms, look away, and shout, “You never cared about me!”
Scenario 4: Presentation Fear
You’re about to give a speech in front of the class. You stutter, pace back and forth, and whisper, “I want to run out of here.”
Scenario 5: Tryout Disappointment
You didn’t make the team. You slam your locker shut, stomp down the hall, and yell, “This is so unfair!”
Scenario 6: Homesick Sadness
It’s your first week at a new school. You sit alone, head down on the desk, and quietly say, “I miss my old home.”
Instructions:
1. Person A reads and silently imagines the scenario.
2. Person A acts out how they’d feel or behave.
3. Person B notices signs of distress and uses the class signal (two fingers up).
4. Person B guides Person A to the safe space, inviting them to sit or stand where they feel calm.
5. Person B offers one of the breathing strategies or quiet support phrases from our guidelines.
6. Switch roles and repeat with a new scenario.
Debrief Questions:
- What sign helped you notice your partner was upset?
- How did it feel to use or receive the class signal?
- Which calm‐down strategy worked best, and why?
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Feel free to add more scenarios that reflect situations you’ve experienced or worry about.
Discussion
Emergency Talk Circle Guide
Purpose
Create a safe space where everyone can share briefly what they need when feeling overwhelmed. Together, we’ll build classroom crisis-support guidelines based on student voices.
Materials
- Chart paper or whiteboard and markers
- Timer or stopwatch
- Optional: printed copies of Reflect and Breathe Journal Prompt for follow-up reflection
Ground Rules
- One speaker at a time – Listen quietly.
- Respect and confidentiality – What’s shared stays in the circle.
- Use “I” statements – Speak about your own feelings (e.g., “I would like…”).
- Be brief and clear – Aim for 20–30 seconds so everyone gets a turn.
- Support, don’t judge – Offer kindness and understanding.
Discussion Steps
- Arrange students in a circle.
- Review the ground rules together; invite one student to read them aloud.
- Set the timer (30 seconds per student).
- Prompt: “What is one sentence you’d like to hear if you’re feeling overwhelmed or upset?”
(Leave space on chart paper for each sentence as students speak.) - Go around the circle; each student shares their sentence while others listen.
- After everyone has spoken, review the list of sentences and ask:
- Which of these sentences makes you feel most supported?
- Are there any we should combine or rephrase?
- Create a final list of Class Crisis-Support Guidelines to post in the room.
Potential Follow-Up Questions
- How might you use these sentences to help yourself or a friend?
- What else could we add to our guidelines for listening when someone uses our class signal?
- Which phrase feels hardest to say, and how can we practice it?
Extension and Reflection
- Role-play using a few of these support sentences in a mini-crisis scenario.
- Invite students to complete a reflective entry with the Reflect and Breathe Journal Prompt.
- Revisit these guidelines regularly and adjust based on class feedback.
Cool Down
Reflect and Breathe Journal Prompt
When big feelings show up, it helps to name them and choose a calming strategy. Use this page to plan how you’ll respond the next time you feel overwhelmed.
Prompt: When I feel upset, I will…
Guided Breathing Exercise
- Find a comfortable seated position.
- Inhale slowly for 4 counts (1-2-3-4)
- Hold gently for 2 counts (1-2)
- Exhale fully for 6 counts (1-2-3-4-5-6)
- Repeat this cycle 3 times.
After breathing, jot or draw how you feel: