Identifying Anger - 3
Continued Growth
Lesson Plan
Goal: In social situations, the student will use a learned strategy to respond to others’ anger in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.
Objectives:
1. Identify the signs of anger in others (such as facial expressions, body language, vocabulary, tone of voice, etc.).
2. Identify possible triggers that may make others angry.
3. Choose a learned strategy to respond to others who are angry.
Standards: Click on the appropriate link below to view Language Arts standards included in this lesson.
Definition: Anger is the feeling people get when something is unfair, painful, or bad happens; it is 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 are told we can’t do something, or we lose a game we might become angry.
Discuss with students what it means to identify anger. Review the discussion point questions.
Possible activities to review the discussion points or use your own:
Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.
- T (Think): Teacher begins by asking a specific question using the discussion topics.
- P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
- S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.
SEL Categories Activity:
- Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
- Once time is up, ask each student to share a word or thought from their list.
- Other students must cross that word or thought off their list.
- Continue the process until all words or thoughts have been listed.
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: What Does Anger Look Like
Discuss with students that everyone feels angry at times. What is important is how we respond to our anger. Divide students into small groups. Allow each group to brainstorm what facial expressions and body language help us recognize when someone may be angry.
- Sticky notes or index cards
- Interactive board or chart paper
- Pencil for each student/group
Groups should write one indicator per sticky note/index card. Instruct groups to write as many as they can. Allow groups ample time to work.
When allotted time is finished, ask a group to post one of their cards on the board or chart paper. Discuss the idea with all students. Proceed to the next group and repeat. Do not allow a group to post an idea on the board that has already been shared/posted. Repeat these steps until all groups’ ideas have been posted and discussed.
Activity 2: Levels of Anger
Share with students a personal story using one of the levels of anger from Student Activity Sheet A.
- Student Activity Sheet A - 1 per person
- Pencil for each student
Discuss with students the levels of anger from Student Activity Sheet A. Allow students time to complete Student Activity Sheet A. Ask for volunteers to share when all students have finished.
Student Activity Sheet A
Activity 3: How does anger affect others?
When someone is angry, it affects how others feel. Discuss with students any experiences they have had with this concept. Discuss strategies to be used in responding to others that are angry.
- Student Activity Sheet B - 1 per student
- Pencil for each student
Allow students time to complete Student Activity Sheet B. Ask for volunteers to share when all students have finished.
Student Activity Sheet B
Application Activity
Script Prompt: Develop a script and create an animation that includes two characters in a setting related to the script prompt:
- Chart paper or interactive board
- Script sheet and pencil or word processor for each group
The dialogue between the characters must include:
- Identifying anger.
- Words or body language expressing anger.
- A statement sharing what caused the anger.
- An acceptable way to handle anger.
- Strategies to use when others are angry.
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.
Methods for completing this activity include (choose one or a few, depending on your students’ levels and abilities):
Script Writing Practice: Teacher-led discussion of script creation. As a group, write both an appropriate and inappropriate version of the script. In small groups or individually, have the students independently create scripts that demonstrate the script prompt. Use the script sheet to create students' scripts.
Independent Script Recording: Pair students together to complete two scripts using the same script prompt detailed above. Direct each student to take turns being character one and character two.
Animation Creation: Have students record their scripts using the SiLAS software. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.
Lesson Extension: Incorporate ELA standards by discussing both spoken and written grammar rules (dialogue punctuation, correct verb tense, sentence structure, character, setting, problem, solution). Consider using both the final animation and written script as an ELA grade/assignment.
Topic Checkout
Review key points from previous activities with students. Allow students time to complete the Student Topic Checkout. Discuss their answers when all students have finished.
- Student Topic Checkout - 1 per student
- Pencil for each student