Identifying Anger - 2
Lesson Plan
Goal: In social situations, the student will identify anger in peers or adults in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.
Objectives:
1. Identify the signs of anger in peers or adults (such as facial expression, body language, vocabulary, and/or tone of voice).
2. Identify possible triggers that may cause peers or adults to feel anger.
3. Identify and use a previously learned strategy/response when faced with a peer or adult who is angry.
Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.
Definitions of Key Terms: Anger is the feeling people get when something unfair, painful, or bad happens. It can also be described as a feeling of displeasure.
Discussion Points:
- Everyone feels anger. It is ok to feel angry.
- Anger has different levels.
- When we are angry our body gives us signals such as heart racing, palms sweating, or clenched fist.
- We may become angry for many reasons. Sometimes when we don’t like to be told we can’t do something or when we lose a game we might become angry.
Review the discussion points with the students and consider sharing your own examples of feeling anger.
Possible activities to review the discussion point:
- The group should form a circle. Ask a question and allow students to toss a bean bag to those who would like to answer the question.
- Play tic-tac-toe by dividing the group into teams. Write discussion questions on a sticky note and place them on the tic-tac-toe grid. Allow a representative from the team to select a sticky note and as a team develop an answer to the question. If they get it right, they may put their team's marker (x or o) on the grid.
Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.
- Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
- Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
- Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.
Activity 1: Anger Scavenger Hunt
Discuss with students that everyone feels angry at times. Be sure to emphasize that the important part is how we respond to our own or one another’s anger. Instruct the students to brainstorm what facial features and body language allow us to know that someone may be angry. Make a list on the board or chart paper for students.
- Variety of old magazines or specific parameters for a web based search
- construction paper - one sheet for each pair of students
- Chart paper or interactive board
Pair the students and review the rules for the scavenger hunt. Students should work with a partner to go through old magazines or specific web based search to find characters or pictures that show someone who might seem angry. If cutting from old magazines, have students glue pictures on a piece of construction paper or other paper provided to them. If copying/saving from a web search, have students save to a google doc or word doc. Instruct them to be sure that they can describe why the person/picture is showing anger.
Gather students back together as a group. Ask students to share their pictures as well as what causes them to feel the person is angry.
Activity 2: Levels of Anger
Review the discussions and ideas presented in Activity 1. Discuss with students the different levels of anger that they may individually experience or see in others, like their peers. Make a list on the board or chart paper that details the various levels of anger (such as frustration, irritation, angry, mad). Be sure to include examples of what each level might look like.
- Student Activity Sheet A - 1 per student
- Pencil for each student
- Chart paper or interactive board
Lead a discussion about how knowing the different levels will help us identify when we and others around us are feeling angry.
Instruct the students on how to complete Student Activity Sheet A. Allow time for the students to complete the sheet. Gather students to discuss the answers.
Student Activity Sheet A
There are different levels of anger. Knowing the different levels will help you know how you, and others, are feeling when angry. Here are some examples:
Angry - may involve yelling or talking loudly, having a hard time controlling emotions, face may be red, waving arms or trying to hit others
Frustrated - may be upset or bothered and want to let it go but you cannot, may feel you need a break, may feel like you cannot do it without help but you don’t want to ask for help
Irritated - may be annoyed or irritated but it is a little problem, and you can let it go, may want to stop talking to whoever is irritating or may want to stop the activity that is irritating
Calm - things are going well
Activity 3: How does anger affect others?
Review the discussion and items from Activities 1 and 2. Lead a discussion about how when someone is angry, it can affect what others feel. Record responses on the board or chart paper from students.
- Student Activity Sheet B - 1 per student
- Pencil for each student
- Chart paper or interactive board
Provide students a scenario (similar to the ones presented on Student Activity Sheet B) and ask them share how that may make them feel. Encourage students to also share past experiences and how they felt when others (peers or adults) had been angry.
Instruct students on how to complete Student Activity Sheet B and allow them time to complete it. When they are finished, gather the students together again and discuss answers.
Student Activity Sheet B
Directions: When someone is angry it affects how others feel. Read each scenario and describe how it makes you feel.
Lesson Extension: Listening Comprehension and Grammar Review
Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed.
You may also select students to role-play the script. Instruct students to answer the questions on Student Activity Sheet C.
- Student Activity Sheet C - 1 per student
- Pencil for each student
- Student Activity Sheet D - 1 per student
- Red and purple colored pencil or crayon
After students have finished, allow those that want to share their answers to do so. This may also lead to further discussion.
If time allows students may partner together and role play the script.
Optional: You may also include a review of grammar topics (identifying nouns and verbs) using the script. Student Activity Sheet D can then be given to students as a practice activity for identifying nouns/verbs on their own; you may also pair the students together and have each pair complete Student Activity Sheet D.
Example script of demonstrating anger appropriately:
Mr. B: Donny it is time to put away the toys and line up for lunch.
Donny: I’m having so much fun playing. I really don’t want to.
Mr. B: I’m sorry but it is time.
Donny: Ok.
Example script of incorrectly demonstrating anger:
Mr. B: Donny it is time to put away the toys and line up for lunch.
Donny: (angry) No, I don’t want to
Mr. B: I’m sorry but it is time.
Donny: (angry) No, you can’t make me!
Read Aloud Recommendations: Completing a read aloud with students is a great way to connect text with lesson content while incorporating reading and language practice. Below are suggested titles including, a YouTube link, Lexile and Grade Level information for books relating to the lesson.
| Book Title | Author | Grade Level | Lexile Level |
|---|---|---|---|
| Mouse Was Mad | Cheri J. Meiners | K-3 | AD530L |
| I Was So Mad | Mercer Mayer | Pre K-2 | AD430L |
| When Sophie Gets Angry-Really, Really Angry | Molly Bang | Pre K-4 | AD340L |
Student Activity Sheet C
Directions: Think about the script read/played for the class and complete the questions below.
1. Who are the characters in this script?
2. What would Mr. B like Donny to do?
3. What was Donny busy doing?
4. How do you think Mr. B. feels when Donny becomes angry at him?
5. How do you feel when you are asked to stop doing something you enjoy?
Student Activity Sheet D
Directions: In the scripts below circle two nouns in purple that name a person and one noun that names a place. In red circle two verbs.
Remember:
A noun names a person, place, thing, or idea
A verb verb describes an action, a state, or an occurrence.
Example script of demonstrating anger appropriately:
Mr. B: Donny, it is time to put away the toys and line up for lunch.
Donny: I’m having so much fun playing. I really don’t want to.
Mr. B: I’m sorry, but it is time.
Donny: Ok.
Example script of incorrectly recognizing strengths:
Mr. B: Donny, it is time to put away the toys and line up for lunch.
Donny: (angrily) No, I don’t want to
Mr. B: I’m sorry, but it is time.
Donny: (angrily) No, you can’t make me!
Application Activity
Review the key points of the previous activities. Review and discuss example scripts from lesson extension, if you completed that activity.
- Script sheet for each group
- Pencil for each student
In small groups, have the students create scripts demonstrating appropriate and inappropriate ways to identify anger in themselves and others. Use the script sheet to create students' scripts.
Have students record their scripts using SiLAS software. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.
Script Extensions:
Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.
Ideas for modifying this activity based on your students’ needs:
- create a script as a class
- pair or group students so that skill levels are varied and assign each a role or task that uses their skill
- create the script by recording the dialogue with a phone or other recording device
Topic Checkout
Review the key points from all previous activities with students. Allow students to complete the Student Topic Checkout. Gather students together after completing the sheet to share answers and final thoughts.
- Student Topic Checkout
- Pencil for each student
Student Topic Checkout
Directions: The person in this picture is angry. What are the signs that tell you this person is angry? Answer the questions below the picture.
What level of anger do you think they are? Check or circle your answer below the picture.
Signs that alert me that the person is angry:
How does it make you feel when someone is acting this way?