Break Time Lesson Plan Break Time Signal
Tier 3 Individual Lesson Plan
Time: 15 Minutes
Audience: 3rd Grade (Autism)
Why This Matters
Teaching break requests empowers the student to self-regulate sensory overload, supports IEP goals for functional communication, and reduces classroom distress by providing a safe exit strategy.
Objective
Help the student recognize when they are feeling overwhelmed and practice asking for a break using a social story, visuals, and role-play to build self-advocacy.
Materials Needed
Break-Time Social Story
Break Request Visual Cards
Break Practice Script Activity Sheet
Break Time Slide Deck
Prep (5 Mins)
• Review student’s IEP communication supports.
• Open and preview the Break Time Slide Deck.
• Print and cut the Break Request Visual Cards.
• Print the Practice Script Activity Sheet.
• Review the Social Story for fluency.
Lesson Steps
1
Introduction (2 Mins)
Explain today’s goal: asking for a break when feeling overwhelmed.
Show slide 1 of the deck with the session outline.
Encourage questions to ensure comfort.
2
Social Story Reading (5 Mins)
Read "Alex Needs a Break" slowly and clearly.
Pause to check comprehension: "How does Alex feel?"
Highlight the sentence where Alex asks for a break.
3
Modeling with Visuals (3 Mins)
Demonstrate the process using the physical cards.
Model: "Can I have a break, please?" + point to card.
Have student repeat the phrase and physical action.
4
Guided Practice (3 Mins)
Use the Activity Sheet for a quick role-play.
Prompt the student to use cards for "too noisy" or "too busy" scenarios.
Provide immediate positive feedback.
5
Reflection & Wrap-Up (2 Mins)
Review the 3 key steps for future use.
Feel overwhelmed.
Point to card & say phrase.
Take a short break.
Break Time Slide Deck Break Time Signal
Recognizing and Requesting a Break
Teacher Note: Welcome the student. Explain that today we will learn how to ask for a break when feeling overwhelmed. Show this title slide and set a friendly, calm tone.
Today's Goals
Notice when you feel overwhelmed
Learn the words and visuals to ask for a break
Practice asking for a break together
Teacher Note: Read each goal aloud. Emphasize why it’s important to know when to ask for a break. Invite the student to ask questions if anything is unclear.
Social Story
Alex Needs a Break
Alex is sitting at his desk. The room is loud and bright. He starts to feel uncomfortable and his heart beats fast. Alex remembers he can ask for a break when he feels overwhelmed.
Teacher Note: Read the social story text slowly and clearly. Pause at each sentence to check understanding. Ask: “What is happening here?” or “How does Alex feel?”
Break Request Visuals
BREAK
PLEASE
THANK YOU
Teacher Note: Show the physical visual cards. Introduce each one by name. Model pointing to the card and saying its word. Encourage the student to point and name each card.
How to Ask for a Break
1
Notice you feel overwhelmed
2
Point to "Break" card and say: "Can I have a break, please?"
3
Take a short break in our calm area
Teacher Note: Explain the three steps clearly. Demonstrate by pointing to a card and saying the phrase. Have the student repeat each step with you.
You did great today!
Remember the 3 steps whenever you need a break
Point, Ask, and Take a Break
Teacher Note: Ask the student how they feel about practicing. Praise their effort. Remind them to use these steps any time they feel too busy or noisy.
Break Time Social Story Alex Needs a Break
A Social Story about Asking for Help
🏫
Alex is sitting at his desk in his classroom. The room is bright and noisy.
💓
👂
Alex feels his heart beating fast and his ears start to ring. His hands feel tight and he does not know what to do.
💡
Alex remembers that it is okay to ask for help. He can use the Break Card when he feels upset.
✋
He takes a deep breath and points to the “Break” card. He says, “Can I have a break, please?”
🚶♂️
His teacher nods and shows him where the calm area is. Alex walks slowly to the calm area.
🧘
In the calm area, Alex sits quietly, takes a few deep breaths, and relaxes his shoulders.
😊
After a short break, Alex feels better. He thanks his teacher by pointing to the “Thank you” card.
🌟
Alex walks back to his desk ready to learn again. He knows he can ask for a break whenever he needs one!
Use this story with the Break Request Visual Cards.
Break Request Visual Cards BREAK
"Can I have a break, please?"
PLEASE
Asking nicely
THANK YOU
Showing kindness
Instructions: Print, laminate, and cut along the dashed lines.
Break Practice Activity Sheet Break Practice Activity
Practice using your Break Request Visual Cards!
Name: _______________________
Date: ________________________
How to use this sheet:
Read each situation with your teacher. Think about how you feel. Fill in the blanks. Then, practice using your visual cards!
Scenario 1
Situation: The classroom is loud and bright.
I feel: _________________________________________________
I will point to the _________ card and say:
"____________________________________________________________________"
Scenario 2
Situation: My desk has too many worksheets.
I feel: _________________________________________________
I will point to the _________ card and say:
"____________________________________________________________________"
Scenario 3
Situation: The bell rings and I feel shaky.
I feel: _________________________________________________
I will point to the _________ card and say:
"____________________________________________________________________"
Your Turn!
Think of another time you might need a break. Write it here:
THE SITUATION:
WHAT I WILL SAY:
Break Request Facilitation Script Break Request Facilitation Script
Instructional prompts for 1:1 role-play and practice.
Getting Started
Teacher: "[Student Name], today we’re going to practice asking for a break when you start to feel overwhelmed. You can use your Break Request Visual Cards to help. Ready to try?"
Scenario 1: Loud, Bright Classroom
MODELING
Teacher Modeling:
Hold up the Break card.
Say: "I notice the room is loud and bright. I feel my heart beating fast."
Point to the card: "Can I have a break, please?"
Teacher: "Great! Now you give it a try. Point to the Break card and say, ‘Can I have a break, please?’"
Student: [Points to card and says the phrase]
Teacher: "Excellent job! You asked for a break just like I modeled."
Scenario 2: Too Many Worksheets
PROMPTING
Teacher: "Now imagine your desk is full of papers and it’s overwhelming. Watch me first."
Action:
Pretend to sort papers, looking frustrated. Point to the card and ask clearly.
Teacher: "Your turn. When you feel that way, point to the Break card and say our special phrase."
Student: [Practices gesture and speech]
Teacher: "Perfect! You did it."
Final Reflection
Teacher Checklist:
Notice how you feel.
Point to the Break card.
Say the phrase.
Go to the calm area.
"You did great today. I’m proud of you!"
Instructional Tips:
If the student is non-verbal, focus on the physical gesture of pointing to or handing over the card.
Use a calm, steady voice. Avoid over-explaining during a practiced "crisis" moment.
Always follow a successful practice with a 30-second "real" break to reinforce the reward of the behavior.
