Pause Think Choose Lesson Plan Pause, Think, Choose!
Developing Self-Control & Thoughtful Decisions
Target Grade Kindergarten
Why This Matters
Learning to "Stop, Deep Breath, Think, Do" helps students develop self-control, consider consequences, and make better choices, leading to a more positive and productive learning environment.
Objective
Students will be able to identify and practice the "Stop, Deep Breath, Think, Do" strategy to manage impulsive behaviors and make thoughtful decisions.
Lesson Details
Total Time: 30 minutes
Approach: Play-based Learning
Audience: Ages 5-6
Prep Checklist
Review and print Feelings Charades Cards
Prepare Stop and Go Game Cards
Print Choice Helper Pictures for each student
Gather construction paper, markers, scissors, and glue
Instructional Sequence
5m Warm-Up
Feelings Charades
Goal: Emotional recognition and brain-body connection.
Explain that feelings can make us want to act quickly without thinking.
Use the charades cards to have students act out "BIG" emotions.
Introduce the secret "Pause" trick.
5m Introduction
Stop, Deep Breath, Think, Do
Goal: Introduce the 4-step coping strategy.
Stop: Freeze your body immediately.Deep Breath: Big slow breath to calm the brain.Think: What are my choices? What happens next?Do: Pick the kindest, safest choice!
10m Activity
Main Game: Stop and Go!
Goal: Kinesthetic practice of self-control.
Show GO : move around (skip, tiptoe, wiggle).
Show STOP : freeze like a statue!
Discuss: "How did it feel to stop when you wanted to keep going?"
10m Creative
My Choice Helper
Goal: Create a physical reminder of the steps.
Students cut out the four Choice Helper symbols.
Glue them in order onto construction paper.
Decorate and personalize their "Superpower Tool."
Reflect & Share (5 min)
Gather students to share their helpers. Ask: "When is a time you can use your Stop button today?" or "Why do we take a deep breath before choosing?" Praise their effort in learning a new superpower.
Pause Think Choose Slides Today's Superpower!
Learning to make GREAT choices!
Teacher Notes: Welcome students and set a positive tone. Briefly review what they know about making choices. Emphasize that today's lesson will give them a 'superpower' for good choices!
Our Feelings
What feelings do we have?
😊 Happy 😢 Sad 😡 Angry 😲 Scared 🤩 Excited 😤 Frustrated
Sometimes, when we have BIG feelings, we want to act very, very fast!
Teacher Notes: Ask students to share which feeling they chose and why. This helps them connect with the concept of emotions and how they might lead to certain actions.
1
STOP!
First, hit your 'stop' button!
STOP what you are doing.FREEZE your body!
Teacher Notes: Explain 'Stop'. Have students practice freezing their bodies quickly. Emphasize stopping your body for a moment.
2
DEEP BREATH!
Next, take a big, calm breath!
Breathe in slowly through your nose.
Breathe out slowly through your mouth.
Give your brain a moment to catch up.
Teacher Notes: Explain 'Deep Breath'. Have students practice taking a deep breath together. Emphasize breathing to calm their bodies and minds.
3
THINK!
Now, use your super-smart brain!
What is happening right now?
How do I feel?
What are my different choices?
What might happen next?
Teacher Notes: Explain 'Think'. Encourage students to ask themselves questions. Provide simple examples relevant to their age (e.g., 'If I snatch the toy, what happens? If I ask, what happens?').
4
DO!
Finally, pick your best idea and DO it!
Pick the choice that is KIND .
Pick the choice that is SAFE .
Pick the choice that HELPS everyone!
Teacher Notes: Explain 'Do'. Highlight making a good choice that helps themselves and others. Connect it to the positive outcomes of thinking first.
The Power Steps
1. STOP!
Freeze your body
2. BREATHE!
Deep, slow breath
3. THINK!
What's the best choice?
4. DO!
Make it happen!
Feelings Charades Teacher Guide Feelings Charades Guide
Warm-up Activity • 5 Minutes • Emotional Recognition
Objective
To activate students' emotional recognition and expression, setting the stage for discussing self-regulation.
Instructions for Students
Watch the teacher for the feeling.
Show the feeling with your face and body!
If it's not your turn, guess the feeling.
Step-by-Step Instructions
1
Explain to students that they will act out feelings without using words. Explain that sometimes feelings make us want to do things fast!
2
Show or say a feeling from the Feelings Charades Cards .
3
Ask for a volunteer to act it out. Encourage them to use their whole body (e.g., stomping for angry, hiding face for scared).
4
After the class guesses, ask: "What does your body want to do when you feel this way?" (e.g., "When I'm angry, I want to yell!")
Key Discussion Questions
•
"Which feeling makes it hardest for your body to sit still?"
•
"What happens if we act as fast as our feelings tell us to?"
•
"Can we feel happy and still need to stop and think?" (e.g., being too loud when a baby is sleeping)
Feelings to Act Out
Happy Sad Angry Surprised Scared Excited Confused Frustrated Proud
Feelings Charades Cards Printable 😊
Happy
Pause, Think, Choose!
😢
Sad
Pause, Think, Choose!
😡
Angry
Pause, Think, Choose!
😲
Surprised
Pause, Think, Choose!
😰
Scared
Pause, Think, Choose!
🤩
Excited
Pause, Think, Choose!
🤔
Confused
Pause, Think, Choose!
😤
Frustrated
Pause, Think, Choose!
🏆
Proud
Pause, Think, Choose!
Stop and Go Game Guide Teacher Stop and Go Game Guide
Practice Your Pause! • Main Activity • 10 Minutes
Objective
To provide a fun, kinesthetic way for students to practice pausing and controlling their body's impulses.
Materials
Stop and Go Game Cards
Open classroom space
How to Play
1
Movement Phase (GO!)
Hold up the "GO" card. Students move around the space. Change the movement type to keep it exciting: "Skip like a bunny!" "Walk like a giant!" "Tiptoe like a mouse!"
2
Pause Phase (STOP!)
Suddenly hold up the "STOP" card. Students must freeze immediately and hold their position until you show the "GO" card again.
3
Vary the Challenge
Vary the time between cards. Sometimes hold "STOP" for 3 seconds, sometimes for 10. This builds impulse control!
Making the Connection
After playing 3-5 rounds, gather students and ask:
"How did it feel when you were ready to hop like a bunny but had to STOP?"
Wait for answers: "Hard," "Frustrating," "I wanted to keep going!"
"Sometimes our feelings are like the bunny—they want us to hop fast! How does practicing our 'Stop button' help us?"
Focus on the idea that stopping gives us time to use our super-smart brain.
Stop and Go Signs Visual STOP!
Freeze like a statue
GO!
Move and wiggle
My Choice Helper Worksheet Student My Choice Helper
My Secret Superpower Steps!
Name
Date
Cut out your superpower symbols and glue them in order below to help you remember to Pause, Think, and Choose!
1
STOP!
2
DEEP
3
THINK!
4
DO!
Draw yourself using your superpower below! Choice Helper Symbols Cutout Student Cut-Out Symbols Sheet
STOP!
Freeze your body
DEEP
BREATH!
Calm your brain
THINK!
What are my choices?
DO!
Pick the best choice
Print one sheet per student. These symbols fit perfectly into the squares on the My Choice Helper Worksheet .
