Miss. Heather Baron Miss.

Christina Turner

ITIP Lesson Plan: Social Skills Anger Management (Control) Strategies

Monday May 14th 2012 KEC Mayfield Middle School Student Teaching Winter- Spring 2012 6-8th Grade Extended Core (A and B Sections)

Benchmarks
Students have individual needs based on which social skills they are currently struggling with. The hopes for this social skill series is to help students understand the importance of these skills as well as understand when and how to execute them. Due to the variety of needs and progress social skills will be taught to all as well as reinforced daily and to specific students when appropriate.

Goals-Long Term
Important Social Skills to focus on: 1. Working with Others 2. Listening to Others (active listening characteristics) 3. Sharing with Others (emotions, feelings, opinions) 4. Appropriate voice tone 5. Making/maintaining appropriate eye contact 6. Recognizing/understanding others point of view 7. Conflict management 8. Personal Space 9. ANGER MANAGEMENT (CONTROL) STRATEGIES

Objective
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Given examples through demonstration, students will be expected to discuss and demonstrate effective anger management strategies. Students will be assessed based on observation and participation in classroom discussions, role-plays and debriefings.

Anticipatory Set
Students will be given the opportunity to take a break, grab a drink and use the restroom after the conclusion of their English lesson. Social Skills Bingo

Input
a. Task Analysis: Students will be expected to identify which situations cause them to lose control of their anger and behaviors. Students should also be prepared and able to monitor their feelings in certain situations. b. Procedure Instructions Class Discussion: Students will be directed to participate and contribute in a class conversation What do you fee when you get angry? What do you do to calm yourself? What strategies have worked for you? Anger Management Strategies: 1. Identify situations that cause you to lose control of your anger 2. Discuss the feelings you have in stressful situations 3. Practice calming techniques such as breathing deeply 4. Reword angry impulses appropriately 5. Reward yourself for handling situations appropriately 2

Rationale: What is it important to utilize and maintain anger management strategies? Role Play: Ruined art project scenario-staff demonstration and student practice.

Time Frame Class Discussion: 15-20 minutes Role-plays: 10 minutes Personal Responses and De-briefing: 10 minutes

c. Blooms Taxonomy: Thinking Levels Knowledge: Students will need to define anger triggers, rationales and strategies for anger management. Comprehension: Students will be expected to address and interpret their escalation experiences in order to work towards appropriate anger management strategies. Application: Students will be expected to construct and demonstrate their own anger management strategies.

d. Extensions/accommodations: It is important that students have an individualized experience working with staff to identify and address their specific anger management needs. Some students may need more one on one assistance and interventions than others. e. Differentiated Instruction Strategies: Direct Instruction Classroom Discussion 3

Role-plays Personal Reflection

f. Methods and Materials: Materials Needed: Student worksheet on Using Anger-Control Strategies Students copy of anger control plan Pencil

Modeling:
During our lesson, our students will learn 5 specific steps that they are to use when they are faced with a situation where anger control strategies are needed. These steps will be modeled to the students first by talking through the designated steps and then through a role-play, acted out between the two teachers. The role-play will show a situation where a student is given a warning from their teacher to stop talking out during the lesson, which a consequence to follow if the student does not comply. Following the warning the student continues to talk and the consequence is issued. In this situation it is common for students to become angry, so the teacher who is role-playing the student will model how to properly use the steps and strategies talked about in the group discussion.

Checking for Understanding:

As part of the lesson, students will have to create their own anger control plan. This plan will have students identify their triggers and choose their own intervention for how to deal with the frustration/ anger they begin to feel when their triggers are working against them. While they are creating their plans the students will need to keep in mind the steps and interventions that we discussed in class. While they are creating their plan we will get a 4

quick look into how they have interpreted what we have talked about in class. The morning following the lesson, students will be presented with a morning worksheet that asks them to reflect on what they learned during the lesson. Based off of their responses to each question, we will be able to see how much of the content they have comprehended as well as the areas of the social skill that they still need some work in.

Guided Practice:
Students will be chosen to role-play the skill in front of the class based on a chosen scenario that can relate to a real life situation, such as being in school or at home. They will be provided with their specific scenario and the role they will be playing during the role-play. Before they act out the skill infront of their classmates they will conference with a teacher on how to play their part and what important aspects they need to cover in their skit. When both students are ready they will present their skit to the rest class. It would be ideal to have all students act out the skill but based on time limits, not every student will have the opportunity to model the skill for their classmates.

Closure:
To wrap up the lesson, the students will be brought back together after working on their plans. As a class we will review the steps that have been talked about and discussed for using anger control and why it is important that we uses the strategies that we have learned. If they have not finished their plans that is all right it will be completed for morning work the following day.

Assessment:
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Students will be assessed on three things. The first is their participation through out the lesson. The more they participate in the lesson the higher their participation grade will be for the hour. The second grade come from their morning work the next day. On their worksheet they will be graded on the completion of the sheet as well as their responses to each of the questions. The students responses should relate to the class discussion while also being relevant to their situations because the focus of this worksheet is to help students identify what makes them angry/ what sets them off and to identify which skills they have learned that they will implement when they can tell they are becoming angry. Their final grade will be based on the creation of the students own anger control plan. Students will be graded on the completion of their own plan as well as how well the plan relates to them. The plan has them identify their triggers and write out how they plan to deal with their anger in an appropriate manner.