Lesson title: Anger Management

Grade Level: 9th and 10th Grade

Date: April 8th, 2015
Developed By: Mason Hasty and Connor Doyle
Step 1. Desired Results
*Iowa Core Curriculum-21st Century Skills-Health Related Essential
Concepts) and Key Element(s):
Essential Concept #1: Demonstrate functional health literacy skills to
obtain,interpret,understand and use basic health concepts to enhance personal,family
and community health.
Key Element: Use concepts related to health promotion and disease
prevention.
Essential Concept #5: Demonstrate behaviors that foster healthy, active
lifestyles for individuals and the benefit of society.
Key Element: Practice preventive health behaviors
*Context: Promoting Personal Health and Wellness
*Behavior(s)/Outcome(s): The students will be able to demonstrate a variety of
behaviors to avoid or reduce health risks to self and others.
Step 2: Assessment Evidence
*Performance Task: Dealing with anger activity
*Criteria: Students will get a worksheet filling it out to the best of their ability.
When all students are done we will then get into small groups and talk about questions
and answers they wrote down. At the end of the class we will discuss as a whole class.

Step 3: Active Learning Plan

Steps for Students

1. Students will enter the
class and sit at their assigned
seat.

Reminders for Teachers

1. Put the worksheets
related to todays lesson on the
students desk. Tell the
students to not look at these
sheets yet.

2. Have the video loaded up and

ready to go before students
enter.https://www.youtube.com/watch
?v=BsVq5R_F6RA - Start at 20
seconds. End at 3:18 (Video does say
pisses you off, clarify with
cooperating teacher).
3. Introduce todays topic of Anger
Management. Give students a brief
overview of today's class. Ask each
table to flip over the sheet of paper
on top labeled, Definition of Anger
Management and ask for a volunteer
to read it. Anger management is the
process of learning to recognize
signs that you're becoming angry,
and taking action to calm down and
deal with the situation in a positive
way. Anger management doesn't try
to keep you from feeling anger or
encourage you to hold it in. Anger is
a normal, healthy emotion when you
know how to express it appropriately,
anger management is about learning
how to do this -Mayo Clinic
4. Ask students if this makes sense,
and they all understand the definition.
5.Say to students, We will now be
watching a short video about anger
management, pay attention so you
are able to recall the the strategies
they offer to help reduce anger.
2. Reflect on what strategies they know
and or have used.

6. After Video, ask students if they

can recall the four strategies for
reducing anger and have one person
from each table write the answers
down below the definition of Anger
management. (1.Control Breathing, 2.
Muscle Relaxation, 3.Get it out/talk to
someone or write it down, 4.think
rationally instead of emotionally).
Then ask for other strategies. Those

might include (exercising, taking a

timeout/getting some quiet time,
identify solutions, better
communication, using humor)
3.Students should give more examples
of why we need to talk about anger
management.

7. Ask the class, Why do we need to

talk about anger management, why is
it important to understand?
Answers= Because it may cause
emotional (depression, anxiety,
relationship problems), physical
(hypertension, high blood pressure,
headaches, acne) and financial
distress (Mr. Doyles car accident
story)

4. Get paper and pencil out.

8. Have students get paper and pencil

out.

5. write down 2 things that make you

mad.

9. Have Students write down two

things that make them mad often.
This could be stuff like when people
cut me off in my car/ when mom and
dad make me do things. Also, list
ways you knew you were angry, what
signs were you showing? Make sure
these stay classroom appropriate.
http://www.innerhealthstudio.com/angermanagement-worksheets.html

6. Put pencil down and face forward.

10. When students are done have

them put pencil down and look
forward.

7. get into groups that teacher tells you

to.

11. When all students are done have

them get into groups of 3 or 4 ( Just
their table groups will be fine).

8. Reflect with your group. Ask each

other questions, why does this make
you mad, how can you divert this anger.

12. When students get into groups

have each student reflect with their
groups on what makes them mad.
The group will then tell each other
what they could do differently in a
healthy way to help them not get so
mad about the situation.

9. Have one spokesperson tell the class

what they came up with.

13. Go around to each group and ask

one situation they came up with and
what they decided would help them
not get so mad.
14.When finished with this activity
have students stay in the group they
are in, and let them know we are
going to move onto our final activity.
Please now flip over the other sheet
of paper in front of your group
15. Explain the rules of the activity to
the class.
16. Each group has 6 scenarios in
front of them. The groups will read
each scenario and assess/decide on
a healthy way to cope with the issue.
(IF YOU HAVE ENOUGH TIME, SKIP
TO STEP 17 IF TIME IS LIMITED).
17. Assign each group one of the
scenarios, they will then be required to
act out their problem and resolution to
the rest of the class. THESE MUST BE
APPROPRIATE. The scenarios are
posted after the reflection of this
document.

11. Talk with group about the

scenarios. Formulate a plan for acting
it out.

12. Go to front and act out scenarios.

13. Each group will act out 1 scenario

18. Students will have 2 min to talk

about the scenarios. They must come
up with a healthy way to deal with the
anger in the scenario.
19. After students are done with the 2
min. each group will then have to go to
the front of the class and act out their
scenarios.
20. Have each group go up and act it
out.

14. Read out loud what the scenarios

they got and explain how they handled
it and what they could do different.

21. When groups are done acting out

their scenarios, have the class reflect
on the scenarios and the way the
anger was handled in the skit. What
do you think class, effective or not?
What other techniques could be
used?
22. Each group should take about 30
sec to 1 min.

15.Have students put stuff away

23. When students have all gone

through and done their scenarios
explain next class that we will expand
and go deeper into anger
management.

14. See you next time have a good day. 24. students are dismissed
*Materials: worksheets, whiteboard marker,
*Time: 20 min
*Modifications/Differentiation:
*Resources: https://www.youtube.com/watch?v=BsVq5R_F6RA ,
http://www.innerhealthstudio.com/anger-management-worksheets.html,
http://classroom.kidshealth.org/classroom/9to12/personal/growing/conflict_resol
ution.pdf, http://www.mayoclinic.org/tests-procedures/angermanagement/basics/definition/prc-20014603,
http://www.socialskillscentral.com/free/Dont_Get_Mad.pdf <--fun game for middle
school and below.

Step 4: Reflection (Completed after teaching the lesson)

Mayo Clinics Definition of Anger Management

Anger management is the process of learning to
recognize signs that you're becoming angry, and

taking action to calm down and deal with the situation

in a positive way. Anger management doesn't try to
keep you from feeling anger or encourage you to hold
it in. Anger is a normal, healthy emotion when you
know how to express it appropriately, anger
management is about learning how to do this.
Ways to cope/manage your anger

Anger Management Scenarios

1. Dave had made plans for spring break with some buddies.
He couldn't wait to go and it was all he was thinking about.
Daves boss contacted him a week before he was supposed to
leave and told him he was required to work over spring break.
Dave is not happy and wants to explode with anger on his boss,
what should he do instead?

2. Cindy and her friends were going to the mall to do some

shopping. On the way there, she is cut off and misses her exit.
She is fuming at this point. Cindy needs to fill her car up and
stops at a gas station only to see the person who cut her off.
What should Cindy do?
3. Alex and some friends were going to go see the new
Furious 7 movie, because it looks SICK (awesome). Alexs
friends told him the wrong movie time and ditched him. What
should Alex do?
4. Ben has been studying all week for his chemistry exam. He
knows he has to do well on this test to remain in the B average
range. All of Bens friends said the test was easy and they did
well. Ben finds out he got a C- on the test and will drop to a 78%.
What should Ben do?
5. Martin was proud of his new shoes and couldn't wait to
show them off, but when he wore them to school a lot of
students told him that the shoes looked dumb. Martin felt like
punching the student who instigated the comments. What would
you tell Martin to do?
6. Kaitlyn was angry that the new girl in class was getting
more attention than she was. Kaitlyn felt like spreading rumors
about the new girl. What would you tell Kaitlyn to do?
This copy is for Wurzer