Lesson Plan

Unit of Study: Anger Concept or skill to be taught: Positive skills to handle anger Lesson Goal: Student has knowledge of different anger management skills Accommodations: students can have pre-cut reactions Lesson Objectives: Student can recognize when a skill is needed 3 times in a story. Student can list 4 different skills to use when they are angry. Student can label 3 helpful anger management skills. Common Core/State Standard: 3.13 Demonstrate the ability to use conflict resolution skills. Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory set: Introduce the anger unit, discussing how we will be learning about different aspects of anger, and in the end we will have a whole anger management plan. Ask class to act how they think different animals would react if they were mad. Specifically a bear and turtle. Discuss how bears get more violent; standing tall, showing teeth, growling and moving toward person or thing it is mad at. Turtle on the other hand close their eyes, keep legs close to body and stay quiet. Have a conversation about how it is better to be like a turtle Instruction: Give examples of how everyone gets mad (see back of page), including how the anger was handled. Point out good ways of handling anger and not so good ways. Guided Practice (modeling): Act out different ways of handling anger; using the negative examples from the stories that were shared. Then use the same situation and act out a better method. Brainstorm a list of positive ways to handle anger, and when they might be used. Students will share with each other then a class list will be created. (Examples: pressure point, write/tear/ stomp) Discuss what makes it a good way to handle anger, versus a not good way (doesnt hurt others, doesnt disrupt others). Students will also work together to define anger as a class. Independent Practice: After being read a story (on back of page), students will note 3 times that the character could have made use of an anger management skill. Students will then tell me 4 skills they will make use of in the future, or ones that the character from the story could have used (ones not from the list we created). Have a sheet with good reactions and bad reactions and students will cut and paste the reactions into the proper category (helpful management skill or unhelpful) Closure: Come back to the bear and turtle and talk about why the turtles reaction was better, and how the skills we talked about are helpful to become more like a turtle. Mention that tomorrow the class will be talking more about behaviors, like the turtles and bears, when we get angry. Evaluation to be accomplished by: rubric, with a frequency count

3 min

Visual, auditory

Whole group

10 min

Auditory

Whole group

15 min

Auditory, motor

Whole group, 2s

15 min

Auditory

1-1, Whole group

3 min

Auditory

Whole group

Materials Needed: examples of getting angry, anger story

Reference(s): Carr, T. (2000). Children with Anger Problems. Chapin, SC: YouthLight, Inc. McGinnis, E. Goldstein, A.P. Skillstreaming the Elementary School Child: New Strategies and Perspectives for Teaching Prosocial Skills. Shanpain, IL: Research Press

Rubric for Lesson one: Frequency Count Students:

Objectives

Student can recognize when a skill is needed 3 times in a story

Student can list 4 different skills to use when they are angry Student can label 3 helpful anger management skills.

Situations of how anger was handled: 1. I did my work all wrong. Now I have to do it over. I will work harder this time and think about each answer carefully so I can get them right 2. A teacher accuses me of cutting in line and sends me to the back of the line, I yell and push the student next to me before leaving the room 3. Another kid calls me names at recess, I hit him on the arm then go and tell an adult that he was teasing me 4. My dad grounded me, and now I cant go to the school skating party. I stomp to my room and slam the door. 5. My teacher thinks I was talking and tells me I cant use the computer. I go to the teacher and tell my side of the story, with out getting upset about not being on the computer. Anger story: Harry was playing soccer with his friends when someone accidently tripped in front of him and he lost the ball. He started yelling at the person, but the game was still going on so he went back to playing. Ron, who was on the other team, was about to score a goal when Harry came up and stole the ball. Ron got the attention of the referee but the referee said it was a fair play. Next time Ron was near Harry he pushed him down, because he still did not think it was fair that Harry stole the ball. Harry got up and hit Ron for pushing him down. Both of them had to sit out of the game for a few minutes. They both played fairly for the rest of the game. When the teams were saying good game at the end, both Harry and Ron showed good sportsmanship by saying good game to everyone. When they reached each other though neither said good game instead they crossed their arms and kept walking. Next time they played together Harry and Ron tried to be nicer to each other.

Lesson Plan
Unit of Study: Anger Concept or skill to be taught: Verbal/ nonverbal behaviors of someone who is angry Lesson Goal: Student has knowledge of the behaviors of someone who is angry Accommodations: students can say answers verbal or use a scribe when needed Lesson Objectives: Student will recognize verbal/nonverbal behaviors in others 3 times. Students will recognize 3 behaviors in themselves. Students will define verbal/nonverbal behaviors, including 2 important aspects of the definition. Common Core/State Standard: 3.13 Demonstrate the ability to use conflict resolution skills. Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory set: Play a mirror game, where students work in pairs and imitates everything the other person does (acting out a specific mood). Have students try to guess what mood their partner is in based on the behavior they are copying. Review how yesterday the class began talking about anger and came up with some ways to handle anger, and today the class will discuss how what we are doing are different behaviors Instruction: Present how behavior is how we act and everything we do (define behavior). Behavior includes how we talk and how our body looks even if we are not talking (verbal and nonverbal). Act out a few verbal and nonverbal behaviors that could mean someone is angry. Some verbal behaviors would be yelling, or saying mean things when mad. Nonverbal behaviors would be sitting with arms crossed or a face scrunched up when mad. Guided Practice (modeling): Create groups and give each group pictures of people exhibiting different behaviors (see back), students will work together to try and recognize what feeling each picture shows. Each group will share an example with the class. The class will also create a list of things people might say when they are angry. Students will act out or draw a picture of their behavior when they are angry, and say/write some verbal behaviors they may have Independent Practice: Students will write a definition for verbal and nonverbal behaviors in their own words, then draw a picture for each one. Individually they will then sort through pictures and find 3 that show people who are angry, and finally describe their own nonverbal and verbal behaviors when they are angry (through picture or verbally) Closure: The class will go over definitions and examples of behavior, do an overall review of verbal and nonverbal behaviors, mentioning that nonverbal behaviors can occur in many places in the body (face, hands), which we will talk more about the next day.

5 min

Motor, Visual, auditory

2s

10 min

Motor, auditory

Whole group

15 min

Visual, motor, auditory

3-5 groups, whole group

15 min

Auditory, motor

1-1

5 min

Auditory

1-1

Evaluation to be accomplished by: rubric with frequency count

Materials Needed: Pictures of nonverbal behaviors

Reference(s): McGinnis, E. Goldstein, A.P. Skillstreaming the Elementary School Child: New Strategies and Perspectives for Teaching Prosocial Skills. Shanpain, IL: Research Press

Rubric for Lesson 2: Objectives Frequency Count Students:

Student will recognize verbal/nonverbal behaviors in others 3 times

Students will recognize 3 behaviors in themselves

Students will define verbal/nonverbal behaviors, including 2 important aspects of the definition

Behavior Pictures (for group):

Behavior Pictures for individual sorting:

Lesson Plan
Unit of Study: Anger Concept or skill to be taught: Where in the body we feel anger Lesson Goal: Student will comprehend how anger affects the body Accommodations: have symbols for body already drawn/cut Lesson Objectives: Student will describe 2 ways that their body deals with anger. Student can locate 3 places in the body affected by anger. Students will recognize 3 ways someone elses body handles anger. Common Core/State Standard: 3.13 Demonstrate the ability to use conflict resolution skills. Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory set: Make a mad face, then ask for a demonstration of what a mad body would look like, not just the face. Review how yesterday we discussed verbal and nonverbal behaviors. Today we will discuss how anger affects our body. Instruction: Present how sometimes our nonverbal behaviors let others see that we are upset, and it doesnt show just in our face. When we get angry it effects out entire body. Go through what happens when getting angry and point out how the whole body tightens up. In order to relax we have to recognize where anger occurs and how to relax each part of our body. While talking, label places on a drawing of a body of where the feeling of anger occurs, using symbols and color Guided Practice (modeling): Ask for examples of how other people may experience anger and add to the drawing of the body, labeling different areas that are affected and how. Discuss how to recognize these different places in ourselves as well as seeing if we can tell if others are angry based on their body. Independent Practice: Students will start with a picture of a body then color the areas where they most feel angry, using yellow for a little angry and red for a lot. Then they will create different symbols for things that happen when they get angry (tightened muscles, racing heart, temperature rises) they will place these symbols in the parts of the body where they feel them. Students trade pictures with a friend and tell each other why they know that is a picture of them being angry. Closure: Have a discussion about common areas that a lot of people feel anger, and how everyone is a little different. Also talk about how knowing where anger is can help us relax. End by talking about the colors we used on our bodies and how the different colors reflect different things about our anger. Tomorrow the class will use a thermometer, which also relates anger to colors. Evaluation to be accomplished by: collection of body picture, observation, rubric

3 min

Visual, motor

Whole group

15 min

Auditory, visual

Whole group

10 min

Auditory, visual

Whole group

15 min

Tactile, auditory, visual

1-1, pairs

5 min

Auditory

Whole group

Materials Needed: blank bodies, markers, paper, glue, scissors

Reference(s): McGinnis, E. Goldstein, A.P. Skillstreaming the Elementary School Child: New Strategies and Perspectives for Teaching Prosocial Skills. Shanpain, IL: Research Press

Rubric for Lesson 3: Frequency Count Students:

Objectives

Student will describe 2 ways that their body deals with anger

Student can locate 3 places in the body affected by anger

Students will recognize 3 ways someone elses body handles anger

Blank body outline:

Lesson Plan
Unit of Study: Anger Concept or skill to be taught: Using a thermometer to judge/ rate anger Lesson Goal: Students will comprehend how to rate their anger using a thermometer scale Accommodations: thermometer with some labels already on it Lesson Objectives: Students can describe 2 ways that for how a thermometer can work as an anger scale. Students can identify where 3 different levels of anger are on the scale. Students can select the proper place on the thermometer for their level of anger, in 2 different situations. Common Core/State Standard: 3.13 Demonstrate the ability to use conflict resolution skills. Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory set: Review how yesterday we talked about where we feel anger in our body, and how color can also be used. Today the class will talk about using thermometers and color to say how angry we feel. Present different thermometers and what things we use them for, as well as when temperatures are low and when they can be higher. Instruction: Move into presenting about thermometers as a way to let others know how angry we are feeling. Draw a big thermometer on the board, start at the bottom and talk about how blue is at this level, meaning relaxed and not angry at all. Move up the thermometer, transitioning from blue to red and talking about the types of anger at different points on the thermometer. Mention how a thermometer is a good model because when people are angry you can see how their reaction changes and they even look more hot/ flustered. Add the labels upset, irritated, angry, and furious to the thermometer. Explaining the difference at each level. Guided Practice (modeling): Students will talk in pairs about different times they were angry and then try and think of where it will be on the thermometer. As a class, share different peoples stories and place sticky notes on the thermometer for what level their anger was, defending why it was put at that level. Independent Practice: Students will color their own thermometers and begin by coloring it similar to the one we did as a whole class. They will put at least 3 labels in different spots on the thermometer with general signs of anger that would be at that level (preferably different from the 4 labels on the big, class thermometer). They will then add 2 specific example of a time when they were angry and what level of anger they would have placed their anger at. At the bottom of the page they will write a sentence or two saying why a thermometer is a good way to rate anger. Closure: As a group review why we used the thermometer and share how we are going to use the thermometer to let others know when we get angry. Tomorrow the class will discuss why we think we get angry.

5 min

Visual, auditory

Whole group

20 min

Visual, auditory

Whole group

15 min

Visual, auditory, tactile Tactile, visual

2s, Whole group 1-1

15 min

5 min

Auditory

Whole group

Evaluation to be accomplished by: rubric/ collection of thermometer

Materials needed: blank thermometers, markers, sticky notes

Reference(s): McGinnis, E. Goldstein, A.P. Skillstreaming the Elementary School Child: New Strategies and Perspectives for Teaching Prosocial Skills. Shanpain, IL: Research Press

Rubric for Lesson 4: Frequency Count Students:

Objectives

Students can describe 2 ways that for how a thermometer can work as an anger scale

Students can identify where 3 different levels of anger are on the scale

Students can select the proper place on the thermometer for their level of anger, in 2 different situations

Thermometer:

Lesson Plan
Unit of Study: Anger Concept or skill to be taught: Why we get angry Lesson Goal: Students will comprehend why anger occurs Accommodations: pictures already cut for poster, help writing Lesson Objectives: Students will identify 3 situations where they get angry. Students will describe 2 things that happen before they get angry. Students will recognize 2 things that may make others angry. Common Core/State Standard: 3.13 Demonstrate the ability to use conflict resolution skills. Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory set: Enter the room/ start the lesson acting extremely angry, stomping around and such. If students do not try and 5 min Visual ask why, prompt students to try and guess why I am so mad. This will introduce the topic, which is why people get angry. Review how yesterday we used thermometers to judge our anger, and today we will think about why we get angry at those different levels. Instruction: Present about how people get angry for a lot of different reasons. Sometimes, someone will do something that 10 min Auditory seems unfair, or do something to you that makes you angry. It is important to recognize why we are angry so we can come up with ideas to handle the specific situation. Once we know what makes us angry sometimes we can even recognize that something will make us angry before it happens, and we can avoid getting angry all together. Have students share a few examples of what makes them angry. Guided Practice (modeling): Students will work in groups to create a list of times that they get angry. From that list they will choose two 20 min Visual, reasons and come up with a solution for that situation that would help the person become less angry. If Auditory, students have time they will think of things in those situations that happen before they even get angry. Come Tactile together as a class and create one big list of situations, and another of solutions, model the completed list. Independent Practice: Students will create a poster/collage of reasons they get angry. They can use pictures or writing to describe the 20 min Visual, tactile situations. In one area of the collage they will come up with at least 2 things that happen in those situations before they get angry (so if a difficult problem makes them angry, they could say that independent work in that subject is what happened before they got angry). In another area of the collage students will put things that do not really make them angry, but may make someone else angry. Closure: Review how we talked about what makes us angry, and why it is important to recognize in others and 5 min Auditory ourselves. Introduce that next time the class will be talking about pushing buttons, which is a certain thing that people can do that will make us angry right away. Evaluation to be accomplished by: Rubric, collection of poster Materials Needed: big paper, markers, magazines Reference(s):

Whole Group

Whole Group

3-5 groups, whole group

1-1

Whole Group

Rubric for Lesson 5: Frequency Count Students:

Objectives

Students will identify 3 situations where they get angry

Students will describe 2 things that happen before they get angry

Students will recognize 2 things that may make others angry

Lesson Plan
Unit of Study: Anger Concept or skill to be taught: What pushes your buttons Lesson Goal: Students will comprehend, pushing your buttons Accommodations: students will have help writing if needed Lesson Objectives: Students will explain 3 things that pushes their buttons. Students will describe 2 things about pushing buttons. Students will identify 2 things that pushes others buttons Common Core/ State Standard: 3.13 Demonstrate the ability to use conflict resolution skills. Sequence of Plan Modality Grouping Pattern Time (approx.) (visual, auditory, (1-1, 2s, 3-5, 2-3 tactile, motor) groups, whole group) Anticipatory set: I will show a video of someone getting angry due to a specific thing. Review how yesterday the class talked 5 min Auditory, visual Whole group about things that make us angry, introduce that today the class will be talking about what pushes out buttons. Link: https://www.youtube.com/watch?v=pFkRbUKy19g (the pigs teasing pushes the birds buttons. Play for first minute) Instruction: Define pushing buttons as a specific thing that happens that makes us automatically mad, for example when people chew gum really loud I get mad. So I would say that loud gum chewing pushes my buttons. Everyone 20 min Auditory Whole group has buttons that can be pushed, just like buttons you find around. If you push the on button, things turn on. Explain how people are different, because even though our buttons do get pushed we can think through things and choose not to get angry. It is important to know what pushes out buttons so we can make good choices. Guided Practice (modeling): Students will go around the classroom (in pairs or individual) and look for buttons (ipad button, computers). 15 min Visual, 2s, 2-3 groups. Once each student has found a button in the classroom they will find a partner if they didnt already have one auditory, tactile and talk about what button they found and what it did. Then each pair will find a seat and share things that push their buttons. Students can talk, write, or draw about what pushes their buttons, like people touching their things. Students will then combine groups with a few other pairs and see if other groups came up with anything different. Walk between groups to check in. Independent Practice: Teacher will collect old buttons from games or broken appliances. Students will choose a button to put on 15 min Tactile 1-1 their paper and then write in their own words what it means when someone pushes your buttons. Students can then draw or write 3 things that push their buttons, students can also put the real buttons next to what pushes their buttons (if there is enough). They will end by drawing/ writing about something that might push someone elses buttons Closure: The class will go over the objectives from the day. Introduce the next lesson, how sometimes people might get 3 min Auditory Whole group annoyed over something that was an accident. Its important to recognize when something was on accident or on purpose. Evaluation to be accomplished by: Rubric Materials Needed: video clip, paper, markers, old buttons

Reference(s): McGinnis, E. Goldstein, A.P. Skillstreaming the Elementary School Child: New Strategies and Perspectives for Teaching Prosocial Skills. Shanpain, IL: Research Press

Rubric for Lesson 6: Objectives Frequency Count Students:

Students will explain 3 things that pushes their buttons

Students will describe 2 things about pushing buttons

Students will identify 2 things that pushes others buttons

Lesson Plan
Unit of Study: Anger Concept or skill to be taught: Difference between accidental actions and purposeful actions Lesson Goal: Students will comprehend purposeful and accidental actions Accommodations: students will have help writing/ drawing Lesson Objectives: Students will indicate 2 examples of purposeful actions, and 2 accidental. Students will select 4 examples of accidental and purposeful situations. Students will explain the difference between accidental and purposeful actions in 2 ways. Common Core/State Standard: 3.13 Demonstrate the ability to use conflict resolution skills. Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory set: Ask students if they have ever done something on accident. Talk about how everyone does things on accident every now and then, which is ok. Go back to the lesson we did on why we get angry and talk about sometimes the things we get angry about are really just accidents and we should not get mad because the person did not mean to do it. Instruction: Give a few examples of times where something was done on accident, or times that something was done on purpose (see back). Point out which is which, talk about how it is possible to know, and talk about how each should be handled. For an on purpose action, give an example of both a good and bad reaction and get input from the class, use individual white boards for student response, as to which they believe is the better reaction. Make sure to state how it is important to know what something is an accident, because we might want to get angry, but since the person didnt mean to do it we should be understanding instead. Guided Practice (modeling): Students will be split into 3 groups, each group will be told a situation. As a group they will decided if it was accidental or on purpose, then they will create a skit around the situation. Once each group is ready they will perform the skit to the class. The class then has to deicide if it was an accident or on purpose. If there is any disagreement we will discuss why and come up with the best answer. Independent Practice: Students will create 4 short situations (2 accidents, 2 on purpose). They will draw a picture around the situation; write it out, or both. They will write a sentence or two about one of the purposeful situations (on a separate sheet), and one of the accidental situations. They will explain why it is accidental/purposeful and not the other. Then students will trade situations with a friend and try and guess which are on purpose and which are accidental (recording who they switched with and their guesses on another sheet of paper). They will check answers with the partner they traded with. Closure: Review the difference between the two types of actions. Talk about how next time the class will be discussing the different places where we get angry. Evaluation to be accomplished by: Rubric

5 min

Auditory

Whole group

15 min

Auditory

Whole group

20 min

Auditory, visual, motor

3 groups, whole group

15 min

Tactile

1-1, 2s

3 min

Auditory

Whole group

Materials Needed: example situations, 3 situations, paper, markers

Reference(s): McGinnis, E. Goldstein, A.P. Skillstreaming the Elementary School Child: New Strategies and Perspectives for Teaching Prosocial Skills. Shanpain, IL: Research Press

Rubric for Lesson 7: Frequency Count Students:

Objectives

Students will indicate 2 examples of purposeful actions, and 2 accidental

Students will select 4 examples of accidental and purposeful situations

Students will explain the difference between accidental and purposeful actions in 2 ways

Example situations: Henry bumps into Thomas when they are playing basketball Maria finally got a dress she had been wanting. When she gets to school the first day she wears it, Taylor is wearing one just like it. A friend borrows a CD, and then gives it to someone else instead of back to you. Situations to act out: 1. Everyday at recess kids play soccer but tell me I cannot play with them because Im a bad player. 2. Someone bumps into you, and your lunch tray slips and falls 3. A classmate receives an award I thought I would get.

Lesson Plan
Unit of Study: Anger Concept or skill to be taught: Where anger occurs Lesson Goal: Students will comprehend where anger occurs. Accommodations: Students will have help writing or drawing Lesson Objectives: Students will describe 2 places where they get angry. Students will express 2 reasons why they get angry in some places more than others. Students will identify 2 places where others may get angry. Common Core/State Standard: 3.13 Demonstrate the ability to use conflict resolution skills. Sequence of Plan Time (approx.) Modality (Visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory set: Review yesterdays topic of accidents vs. on purpose. Ask the class questions about where they get angry, making them mostly place that people would not get angry. Questions such as Do you get angry at the beach? Do you get angry at a party? Then ask, Do you get angry at school? (Students should respond with a yes more to this one) Transition into talking about how there are some places we dont get angry at all, and others where we get angry a lot. Instruction: Discuss how some people get angry in one place more than other. Give examples, like someone may get mad in class a lot because of the situation, and adults may get mad in the car a lot if there is traffic. If people know where they are more likely to get angry they can come up with ways to help themselves in that environment, as well as come up with a plan for what to do if they do get angry in that place. I would give a specific example of a place I used to get angry (at home with my siblings) and a plan to handle anger before entering that environment (be open with how I am feeling, and know I have to share) or while in it (get support from parents). Guided Practice (modeling): After modeling the project, students will work in groups to create a map of the school, and then each member of the group will put a sticker by the place where they get the angriest. They will work together to come up with one solution per area that someone in the group gets mad. Go between groups to check in. Independent Practice: Students will make their own map of where they get angry, and it can include anywhere in the school or outside of it. There has to be at least 2 places on their map. In each area, or under it, students will write 2 sentences for why that area makes them angry. They will also have a section on their map where they add places where other people may get angry. Closure: We will review that anger occurs in different place, then discuss how the skills we use can be implemented in any of these places that we get angry, which we will focus on tomorrow. Evaluation to be accomplished by: Rubric Reference(s):

5 min

Auditory

Whole group

10 min

Auditory

Whole group

20 min

Visual, auditory, tactile

3-5 groups

15 min

Visual, tactile

1-1

3 min

Auditory

Whole group

Materials needed: big paper, stickers, markers

Rubric for Lesson 8: Frequency Count Students:

Objectives

Students will describe 3 places where they get angry

Students will express 2 reasons why they get angry in some places more than others

Students will identify 2 places where others may get angry

Lesson Plan
Unit of Study: Anger Concept or skill to be taught: Using anger skills in different contexts Lesson Goal: Student will apply anger skills in many contexts. Accommodations: help writing if needed, do not have to act out Lesson Objectives: Students will choose 3 skills that can be used anywhere. Students will dramatize 2 anger skills, each which would take place in different areas. Students will write 3 reasons why it is important to use anger skills no matter where they are or what they are doing. Common Core/State Standard: 3.13 Demonstrate the ability to use conflict resolution skills. Sequence of Plan Time (approx.) Modality (visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory set: Review how yesterday we went over how anger can occur anywhere. Show a clip of different anger management skills that can be used in many situations. Talk about how in the video the skills were helpful in more than one place, just like our skills can be helpful in more than one place. Link: https://www.youtube.com/watch?v=cSVm12OSlug Instruction: Present about how a lot of the skills we have learned so far have been related to school, or certain classes, but sometimes we will get mad in other areas. The skills we learned are useful no matter where we may be, some may just have to be changed a little (if one skill is to go to the resource room, you could change it to going to your bedroom if at home). Its is important to know how to use these skills any where because we wont always get angry in the same place, but we do always need to know how to handle our anger. Refer to the list of strategies from lesson 1 (which should be posted still) and give one more example of a strategy that can be changed for an environment other than school Guided Practice (modeling): Students will work in pairs and choose 4 things from our list of strategies, 2 that could be used anywhere and 2 that are specific to school. For the 2 that are specific to school the pair will change them so they can be used anywhere. Each pair will then act out two of their skills that could be used anywhere for the teacher Independent Practice: Individually students will refer back to the class list, or create their own examples of skills that can be used anywhere. They have to have at least 3. Students will then write out a story, or tell a story in pictures that focuses around the idea that anger skills are important to use in many places (including at least 3 ideas). Closure: We will review the objectives and talk about how everything we have talked about dealing with anger should help us any time we feel angry, and it is important to keep in mind everything we learned when trying to sort through anger. The next lesson will focus on putting all our lessons together. Evaluation to be accomplished by: Rubric Reference(s):

5 min

Visual, auditory

Whole group

10 min

Visual, auditory

Whole group

15 min

Visual, auditory, motor Visual, tactile

2s

20 min

1-1

5 min

Auditory

Whole group

Materials needed: list of strategies from lesson 1

Rubric for Lesson 9: Frequency Count Students:

Objectives

Students will choose 3 skills that can be used anywhere

Students will dramatize 2 anger skills, each which would take place in different areas

Students will write 3 reasons why it is important to use anger skills no matter where they are or what they are doing

Lesson Plan
Unit of Study: Anger Concept or skill to be taught: Overall anger management plan Lesson Goal: Students will apply anger lessons in the form of an anger management plan. Accommodations: students will have help writing or drawing Lesson Objectives: Students will choose 4 of the anger lessons that were most helpful to them. Students will write 4 sentences, one for each anger lesson that was helpful, about how they will use it in the future to help their anger. Students will illustrate 4 lessons they found helpful. Common Core/State Standard: 3.13 Demonstrate the ability to use conflict resolution skills. Sequence of Plan Time (approx.) Modality (Visual, auditory, tactile, motor) Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group)

Anticipatory set: Find a video over anger, preferably a funny one or one from a recognizable TV show. Ask if the person handled anger the right way, and go on to say we know they didnt because at this point we know all about anger and how to handle it. Link: https://www.youtube.com/watch?v=7wIx_ydpzZI Instruction: Discuss how all the lessons we have had on anger so far can all come together to create one big plan for dealing with anger. Go back through the lessons we have had and then choose a few favorites. Model a book created around those lessons and how all together it is about how someone chose to handle their anger. Guided Practice (modeling): Students will work with a pair and review each of our lessons (Put a list on the board). While they are reviewing they will talk about what the lesson was about, and anything they did or did not like about the lessons. Then they will pair up with another group and together they will all talk about how the lessons can relate to each other and how they can all be used when people get angry. Independent Practice: Students will work individually to create a book, like the one modeled. They will choose 4 of the lessons we went over in the unit. For each lessons they will draw a picture to remind themselves of what it was, then write a sentence about how they are going to use it when they get angry. This book will become their resource to problem solving when they get angry. Closure: Bring the unit to a close, reviewing major concepts we learned about anger. Going forward students will have their book to refer back to when they need help figuring out their anger and how they should handle it. Evaluation to be accomplished by: Rubric Reference(s):

5 min

Visual, auditory

Whole group

15 min

Visual, auditory

Whole group

15 min

Auditory

2s, 3-5 groups

20 min

Visual, tactile

1-1

5 min

Auditory

Whole group

Materials needed: sample book, blank stapled books

Rubric for Lesson 10: Frequency Count Students:

Objectives

Students will choose 4 of the anger lessons that were most helpful to them

Students will write 4 sentences, one for each anger lesson that was helpful, about how they will use it in the future to help their anger Students will illustrate 4 lessons they found helpful