Objective: The student will appropriately express his anger, using
judgment about time and place.
Language Arts Standard: Listening and Speaking
The Prop Box with 2 telephones
Appropriate Rubric: One for each student to complete during
each role play. To download the student rubric, click here
• Identify Need
• Introductory Activity
• Define Steps and Sequences of Skill
1. If a person is talking to you, continue listening.
2. Monitor your feelings and your breathing.
3. Tell yourself to relax tense body parts.
4. Try to speak in a neutral tone.
5. Ask for time by yourself if you are really upset.
6. Brainstorm the reasons why you are upset.
• Model the Skill
• Role Plays/Classroom Discussion
• Independent Uses
See SPGS Strategy
for Role Play
(Speaker)____________________________ Student (Subject)____________________________
Date: _____________________ Observer's Name:___________________________________________
Skill Being Practiced: _____________________________
of Speaker: (Dramatic asides needed)
| If a person was talking, did the student
|Did the student monitor his physical
feelings and breathing?
|Did the student tell himself to relax
tense body parts?
| Did the student try to speak in a neutral
|Did the student ask for time by himself
if he was really upset?
|Did the student brainstorm the reasons
why he was upset?
Other Comments: ___________________________________________________________
"Peace Talks: Managing Your
Anger" 1997 30 minutes
VHS 4465 Grades 6 - 12, Producer HRT
See also: Sadness and Anger
Dear Teacher: Education on Abuse http://www.thecpac.com/teacher.html
sadness / anger
The Anger Workout Book for Teens ...by Jan
Stewart (2002, Jalmar Press, 17.95)
Over 40 reproducible worksheets and hundreds of practical
activities. Your students will be able to learn lifelong techniques
for working with, and working out, their anger through self-expression,
relaxation, self-control, negotiation, compromise, and just
plain letting go and moving on. Grades 7-12. [8.5” x
Breaking Down the Wall of Anger: A 5th-8th
Grade Anger Management Curriculum ...by Esther Williams, (2000,
This innovative curriculum for dealing with anger problems,
allows educators the structure and flexibility to teach students
new and creative ways to deal with their anger. The units
are filled with activities and games that will allow preteens
to explore how they currently react to anger situations, and
to choose new and healthier ways to react. [8.5” x 11”...255
Hot Stuff to Help Kids Chill Out: The Anger
Management Book ...by Jerry Wilde, Ph.D. (1997, LGR Publishing,
A unique approach to one of the most pressing problems of
our time. You will learn how to show students ways to handle
their anger before it handles them. Grades 4-12. [6”
x 9”...58 pages]
In Control: A Skill-Building Program for
Teaching Young Adolescents to Manage Anger ...by Millicent
Kellner, Ph.D. (2001, Research Press, 24.95)
These activities can be used with an entire class, or small
group. Appendices contain booster sessions and procedures
for role-playing, skill checkup, program evaluation, organizing
a nonviolence week, and more. Grades 6-8. [8.5” x 11”...149
Address in Lesson:
1.2 Identify and interpret figurative language and words with multiple
1.5 Understand shades of meanings in related words.
2.7 Make reasonable assertions about a text through accurate, supporting
1.1 Choose the form of writing (e.g. personal letter, poem or narrative)
that best suits the intended purpose.
1.6 Revise writing to improve the organization and consistency of
2.4 Offer a logical sequence of information and engage the listener,
foster an acceptance of an idea.
2.1 Understand and analyze the differences in structure and purpose
between various categories of informational materials.
3.3 Analyze characterization as delineated through thoughts, words
and speech patterns.
1.4 Demonstrate the mechanics of writing (e.g., quotation marks,
commas at the end of dependent clauses) and appropriate English
1.2 Determine a speakerís attitude toward a subject.
1.6 Use speaking techniques, including voice modulation , inflection,
tempo, enunciation and eye contact for effective communication.
1.1 Analyze idioms, analogies, metaphors and similes to infer the
literal and figurative meanings of phrases.
3.4 Analyze the relevance of the setting (e.g. place, time, customs)
to the mood, tone and meaning of text.
2.1 Write a clear, coherent incident, event or situation by using
well chosen details.
2.5 Present information purposely and succinctly and meet the needs
of the intended audience.
1.2 Paraphrase a speakerís purpose and point of view and ask relevant
questions concerning the speakerís content, delivery and purpose.
1.3 Organize information to achieve particular purposes by matching
the message, vocabulary, voice modulation, expression and tone to
the audience and purpose.