Marguerite Ferguson - Lesson Plan Title: Discovering my Anger

Date: Wednesday, November 1, 2017

Subject: Health
Grade: 3-4
Topic: Self-Regulation and Anger Management
Essential Question: What triggers anger? What does anger look and feel like?

Materials:
 Markers and pencil crayons
 One copy of “I get angry when…” list
 Copies of “Yes” and “No” cards for each student
 Copies of “This is how I feel when I’m angry” worksheet
 Dice

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Before the lesson, the students need to understand it is often difficult to communicate how we’re feeling in a
situation that makes angry. It is essential that the students understand the purpose of this lesson, which is to
create an opportunity for students to discuss anger more objectively so that they are able to recognize what
their own anger looks like when they are triggered. In this lesson, students will not only be able to identify
how anger is manifested in one’s appearance, but also recognize how anger is triggered in different ways and
to varying degrees. The learning activities will help students understand and define specifically what makes
them angry and how their body feels and reacts when their anger is triggered.

Broad Areas of Learning:

The writing, speaking, listening, and reading skills implemented in this lesson are lifelong skills the students
will be able to use throughout their lives in a school setting, a job force, or even just different aspects of
everyday life. The students will learn the importance of self-regulation and anger management in stressful
situations that may trigger angry feelings. Students will be able to recognize the patterns that cause feelings
of anger so that they will be better prepared to properly manage their emotions in a responsible and
independent manner. Students will be able to describe how and what they are feeling when they are angry,
which is one of the first steps in managing one’s emotions in a clam and effective way. It is important to be
able to recognize what triggers anger and what anger feels like so that students are better equipped to
manage their anger calmly. It is a lot easier to find strategies to manage negative emotions when the student
knows they are angry.

Cross-Curricular Competencies:
In this lesson, students are developing their thinking skills. Students will be able to apply prior experiences
and knowledge of anger to new contexts. The lesson will allow students to think and learn creatively through
creating a representation of anger through images or metaphors. This lesson will allow the students to think
and learn critically. After the lesson, students will be able to apply strategies for problem solving in situations
that trigger anger based on the skills and knowledge they acquired through the lesson that they can
continuously implement throughout their life. This lesson will provide an opportunity for students to learn
how to make connections to multiple literacies. Students will be able to express their understanding and
communicate by using various literacies. Students will be able to read, write, speak, and listen in order to
show their understanding towards the topic of anger.
Outcome(s):

USC4.3: Examine healthy interpersonal skills and determine strategies to effectively develop new
relationships and/or negotiate disagreements in relationships.
B. Describe and recommend healthy behaviours, including positive communication skills for getting
along with others in play and competitive situations (e.g., an appreciation of silence as an opportunity
to reflect and refrain from “jumping in”, analyzing and criticizing ideas and not the people offering
them).
F. Reflect on personal behaviours that might influence others to feel included and those that may cause
feelings of rejection.
G. Practice the ability to calm self and discuss how it is important to remain calm in disagreements.
A. Recognize and describe anger triggers for self and others (e.g., name calling, being reprimanded, and
broken promises).

PGP Goals:
 1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable
environment for the empowerment of all learners
 4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs,
subject matter, and contextual variables together in developmentally
 3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
 Students will be informally assessed on their ability to identify situations that make them angry
through their participation during the “I get angry when…” learning activity.
 Students will be informally assessed on the way they choose to represent their anger on the “This is
how I feel when I’m angry” worksheet (through chosen colours, symbols, images, or even words).
 Students will be informally assessed on the way in which they respond to their classmates’ answers to
certain questions and activities (are they encouraging? Respectful? Rude?).

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
 Students will be assessed on the quality and effort put into their representation of their anger on the
“This is how I feel when I’m angry” worksheet. The quality of the art itself is not as important as the
effort put into how the students chose to represent anger.
 A classroom discussion after the lesson will provide an opportunity for students to discuss the new
information they have learned. The students will also be able to discuss how they can respond to
situations that cause feelings of anger using the key concepts and ideas they learned during the
lesson.
 The summative assessment will be based on how the students will react to situations that trigger
feelings of anger. Students will also be assessed on their ability to manage their anger in those
situations.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (10 minutues)
 I will show a short YouTube video, “Controlling Emotions: A Lesson from Angry Birds” in order to
introduce the lesson.
 After the video, I will guide a class discussion of anger. I will begin by asking the students to define
what anger is and what it may look like. I will also ask the students to share any memories of times
they felt angry and what caused them to be angry. Then, I will explain what anger is and the overall
purpose and importance of the lesson.
Main Procedures/Strategies:
1. Students will be given one “Yes” card and one “No” card. I will slowly read the statements from the “I
get angry when…” list. I can repeat the statement if needed. Each student will respond accordingly to
the statement by either holding up the “Yes” card or the “No” card. If the statement does not pertain
to someone in the class, that student should not put up either card (Example: a student who is the
only child should not hold up a card for the “when my sister or brother teases me” statement). It is
essential that I emphasize the importance of not laughing at others or commenting on anybody else’s
card. I need to stress the value of everyone having their own feelings, experiences, and opinions,
which are not necessarily those of their peers. It is important that I enforce an inclusive and
judgement-free environment. (10 minutes)
2. A follow-up discussion will be held to provide students the opportunity to discuss any other situations
that may trigger anger, why it is okay to feel angry sometimes, and if all situations make us feel the
same amount of anger or not. (5 minutes)
3. A “This is how I feel when I’m angry” worksheet will not be distributed amongst the class. I will make
sure to show an example of a worksheet that is already completed so students can use that as a
guide. I will ask the students to draw or write images or words that represent what anger feels and
looks like to them. It is important to emphasize that the picture does not need to look like them, but
rather should reflect how they feel. I can accomplish this by explaining how a student can draw a
firecracker because they feel like they’re going to explode when they are anger or a student can draw
a fire because they feel really hot when they are mad. During this activity, I will go around the class
and check on students and provide additional assistance to students having troubles. (20 minutes)
4. I will give an opportunity for students to talk about their representation of their anger in front of the
class after the students have completed their worksheet. Every student is not required to present, but
only if they are willing to present their project. (5-7 minutes)
5. The class will be divided into small groups (3-5 people per group). The students will take turns rolling
a die. The students will answer a question according to whichever number is turned up. (10 minutes)

Adaptations/Differentiation:
 Students who struggle with writing can draw representations of their anger rather than writing words
or sentences.
Closing of lesson: (10 minutes)
Once the lesson is complete, we as a class will engage in a conversation on the information we have gathered.
I will ask the students how comfortable they feel about managing their anger now. I will also ask the students
how they can respond in different situations that make them feel angry. I will also ask the students for
permission if I can compare their “This is how I feel when I’m angry” worksheets in order to show the
students that different people feel anger differently, and it is important to be aware and respect how others
feel. This will help create a welcoming and accepting environment.
I GET ANGRY WHEN…

1. I get teased about something I am wearing.

2. People talk meanly about my mom.
3. I feel left out.
4. I get hit.
5. My brother or sister teases me.
6. My parents fight.
7. Someone causes me to cry.
8. I feel like I don’t have any friends.
9. When people talk about me behind my back.
10. No one seems to care about me.
11. I feel like I don’t get to make my own decisions.
12. When someone breaks a promise with me.
13. I’m not getting the attention I need.
14. I don’t feel smart.
15. I have to do something I don’t want to do.
16. I don’t feel smart.
17. I don’t feel listened to.
18. When I don’t get what I want.
19. I don’t understand an assignment.
20. When people call me names.
Make enough copies for each student to have a “Yes” and “No” card. Cut the cards into slips for
students to hold up during the “I get angry when…” learning activity.

YES NO
YES NO
YES NO
YES NO
YES NO
YES NO
THIS IS HOW I FEEL WHEN I AM ANGRY…
 ROLL THE DIE
Go around the circle and have students take turns rolling a die. According to whichever number is
turned up, the person answers the question below:

1. Who is a safe person you can turn to when you’re mad?

2. How can you tell when someone is mad?
3. What is something you can do to cool off when you’re mad?
4. What can you say to someone when you’re mad and need time to cool off?
5. What can you say to someone that made you angry?
6. Name one thing you learned today.