Identifying Anxiety - 3

Continued Growth

Lesson Plan

Goal: In social situations, the student will respond in a positive manner to someone who is anxious, in 8 out of 10 observable opportunities as measured by a teacher assessment tool.

1. Identify when someone is feeling anxious.
2. Identify triggers that may cause someone to feel anxious.
3. Use a learned strategy to respond in a positive way to someone feeling anxious.

Definitions of Key Terms: Anxiety is the feeling of worry or nervousness; it is an uneasy feeling.

Discussion Points:

  • Anxiety is a strong feelings of fear or worry.
  • Everyone feels anxiety.
  • How a person handles their anxiety influences their behavior and actions.
  • Having feelings of anxiety is normal.
  • The important part to remember is how we express our emotions or react to others.

Discuss with students what anxiety is. Review the discussion points.

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 Anxiety Look Like

Discuss with students that everyone feels anxious at times. What is important is how we respond to our anxiety. Divide students into small groups or pairs. Allow each group to brainstorm what facial features and body language allows us to know that someone may be anxious. Groups should write one indicator per sticky note/index card.

Materials Needed:
  • Sticky notes or index cards
  • Chart paper or interactive board
  • Pencil for each student/group

Ask each group to post their note/card on the board or chart paper when they have finished. Discuss all of the ideas generated when finished.

Activity 2: Recognizing Anxiety

Review the key ideas from Activity 1 with the students. Review what anxiety is (the feeling of worry, nervousness, or unease feeling). Share an experience or situation you had when you felt anxious. Be sure to include the reason(s) you felt anxious.

Materials Needed:
  • Student Activity Sheet A - 1 per person
  • Pencil for each student

Discuss possible reasons someone may have for feeling anxiety. Allow students to share other reasons. Here are some suggested situations:

  • People may feel anxious because they are unsure how to deal with a situation.
  • People may feel anxious because of the stress at school or work.
  • People may feel anxious because they fear germs.
  • Allow students time to complete Student Activity Sheet A and then discuss their answers altogether.

Student Activity Sheet A

Directions: Read the following situations. Answer the question for each.

Activity 3: How does anxiety affect others?

Review the key points from Activities 1 and 2 with students.

Materials Needed:
  • Student Activity Sheet B - 1 per student
  • Pencil for each student

Discuss how others feel when someone near them is anxious. You may also share a personal experience related to this with the students. Discuss how you responded. Ask students to share their experiences or ask for ideas/strategies that they could use when encountering someone who is anxious.

Ask students to complete Student Activity Sheet B. When all students have finished, discuss their answers.

Student Activity Sheet B

Directions: Answer the questions.

Application Activity

Script Prompt: Develop a script and create an animation that includes two characters in a setting related to the script prompt:

Materials Needed:

The dialogue between the characters must include:

  • Identifying anxiety.
  • Identifying words or body language expressing anxiety.
  • A statement sharing what caused the anxiety.
  • An acceptable way to handle anxiety.

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 the key points from previous activities and discussions with students. Allow students time to complete the Student Topic Checkout. Discuss their answers when finished.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • Pencil for each student

Student Topic Checkout

Directions: Write about time when you were anxious. Describe the incident, how it made you feel and what strategies you used or should have used to cope.