What Makes Me Anxious - 2

Foundational

Table of Contents

Teachers

Definition: Anxiety is the feeling of worry or nervousness; unease feeling.

Discussion Points

  • Anxiety is strong feelings of fear or worry.
  • Everyone feels anxiety.
  • It’s ok to feel anxiety.

Discuss with students what anxiety is. Review the discussion point questions.

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 post-it note and place them on the tic-tac-toe grid. Allow a representative from the team to select a post-it note and as a team develop an answer to the question. If they get it right they may put their teams marker (x or o) on the grid.

Activity 1: Knowing Your Signs

Discuss warning signs that individuals may experience that indicate they are becoming anxious. Ex. trying to avoid others

Allow students time to complete student activity sheet A.

Extension activity: Using bulletin board paper trace the student’s body and allow them to indicate on their “body” the areas that warn them they are becoming anxious.

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

Activity 2: What are your causes of anxiety?

Encourage students to think about what makes them fearful or worried. Allow time to complete student activity sheet B.

Have students share with the class or with a partner what causes them to feel the most anxious and what causes them to feel the least anxious.

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

Activity 3: Coping Cards

Explain to students that coping skills are strategies we use to help us calm down. Review the coping skills on student activity sheet C. Allow students to select the ones that they feel help them to calm down when anxious. Students should be encouraged to cut these out and put them in a place that they can use them when they start to feel anxious

Examples: tape on students’ desk, put on lanyard, hold up as visual cue for student as needed.

Student Activity Sheet C can be found at https://www.silassolutions.com/files/Silas/Lessons/52.pdf .

Materials Needed:

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. Utilizing the immersive reader students should listen carefully as the teacher plays the example scripts below. Replay the script if needed. Allow students time to answer the questions on student activity sheet C.

After students have finished, discuss the listening comprehension questions together.

Materials Needed:
  • 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

Example of appropriately coping with anxiety:
Silas: Chris, I’m worried about our math test this afternoon.
Chris: Have you tried using some coping tools such as taking some deep breaths or listening to some music?
Silas:No, that’s a great idea! I think I will try some deep breathing.

Example of inappropriately coping with anxiety:
Silas: Chris, I’m worried about our math test this afternoon.
Chris: Have you tried using some coping tools such as taking some deep breaths or listening to some music?
Silas: (yelling) That won’t help. I can’t do it. I know I will fail my test.

After completing the listening comprehension portion of this activity provide students a copy of student activity sheet D. Point out to students the features of script text to indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete activity sheet D.

Display the script using the immersive reader, highlight the nouns in the script. Students should self check their work to determine if they correctly named two nouns. Repeat the process for verbs and syllables.
If time allows students may partner together and role play the script.

Script Writing and Animation

Review and discuss example scripts from lesson extension.

In small groups, have the students create scripts demonstrating appropriate and inappropriate ways to cope with anxiety. Use the script sheet to create students scripts.

Have students record their scripts using SiLAS software for social skills. Remember to name and save their work. Premiere the movies with the group members at the end of each session.

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

Lesson Review

Allow students to complete the student lesson review sheet

Materials Needed:
  • Student Lesson Review Sheet - 1 per student
  • Pencil for each student

Discuss appropriate responses to the following prompts:

  • PJ is fearful that he will be home alone after school. He starts to cry.
  • Allow students time to practice their coping skills with a partner.

Allow students time to practice their coping skills with a partner.

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.

  • What to Do When You Worry Too Much: A Kid’s Guide to Overcoming Anxiety by Dawn Huebner, PhD
  • David and the Worry Beast by Anne Marie Guanci
  • Is a Worry Worrying You? by Ferida Wolff
  • Sea Otter Cove: A Relaxation Story by Lori Lite
  • Little Mouse’s Big Book of Fears by Emily Gravett
  • A Boy and a Bear: The Children’s Relaxation Book by Lori Lite
  • Don’t Panic, Annika! by Juliet Clare Bell
  • Wemberly Worried by Kevin Henkes
  • Wilma Jean the Worry Machine by Julia Cook
  • What to Do When You’re Scared and Worried by James J. Crist
  • When My Worries Get Too Big! by Kari Dunn Buron
  • The Worry Glasses, Overcoming Anxiety by Donalisa Helsley
  • I Feel Worried! by Nadine Briggs and Donna Shea

Students

Go to only student curriculum

Student Activity Sheet A

Directions: It is important to understand the signs your body gives you to help you know you are getting anxious. Circle the signs below that help you know you are becoming anxious.

Some signs you may be getting anxious are:

You may be agitated You may avoid others
You may become restless You may cry
You may be unable to focus You may not want to go to school
You may have trouble falling asleep You may be fearful of being alone
You may be picking your skin You may be biting your nails

Some signs you may be getting anxious are:

Student Activity Sheet B

Directions: Think about what causes you to be fearful or worried. Ex. a big test. Rate how anxious each situation causes you to feel; 5 being very anxious down to 1 being slightly anxious.

Student Activity Sheet C

Directions: Coping skills are strategies we use to help us calm down. Look at the coping skills below. Which ones help you calm down when you are becoming anxious? Cut out the ones that help you the most. Put them in a place that you can use them when you start to feel anxious.

Examples: tape on students’ desk, wear them on a lanyard

Student Activity Sheet D

Who are the characters in this script?

What is Silas anxious about?

How does Chris suggest Silas deal with his anxiety?

How do you think Chris feels when Silas yells at him?

What coping skills would help you if you were anxious about a test?

Student Activity Sheet E

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 names describe an action, state, or occurrence

Example of appropriately coping with anxiety:
Silas: Chris, I’m worried about our math test this afternoon.
Chris: Have you tried using some coping tools such as taking some deep breaths or listening to some music?
Silas:No, that’s a great idea! I think I will try some deep breathing.

Example of inappropriately coping with anxiety:
Silas: Chris, I’m worried about our math test this afternoon.
Chris: Have you tried using some coping tools such as taking some deep breaths or listening to some music?
Silas: (yelling) That won’t help. I can’t do it. I know I will fail my test.

Directions: How many syllables do you hear in the words below?

Student Lesson Review Sheet

1. Write the signs your body gives that you know you are getting anxious.

2. Write what makes you most anxious.

3. Write what makes you slightly anxious.