1. Lesson 7: Keeping Calm When Angry
Three Modules
Non-Cog Components
Mindset
Mindfulness
Social Interaction/Relationship Management
Objectives
Students will be able to:
Recognize “trigger” situations that make them angry
Identify physical signs of anger
Identify unhealthy responses to anger
Identify why it is important to keep calm when they are angry
Learn strategies for keeping calm
Materials
Board or screen
Module Worksheet # 1: Angry? Don’t Make A Wrong Turn!
Module Reader # 1: What Happens When We’re Angry?
Module Reader # 2: Keeping Calm: Who’s Driving the Car?
Module Worksheet # 2: Keeping Calm T-Chart
ASCA Standards
PS:A1.5, 1.6, 1.8; PS:A2.2, 2.3, 2.4, 2.6, 2.7; PS:B1.2, 1.3, 1.5, 1.6, 1.8; PS:C1.7, 1.9, 1.10
Click to view standards specifics
Vocabulary
The videos suggestions will determine which vocabulary terms you will need to teach before students can fully understand the video.
Instructional Strategies
Bell Ringer
Guided Discussion
Direct Instruction
Partner Reading
Partner Activity
Guided Review
Role Play
Cooperative Team Learning Activity
Guided Practice
Homework/Journal
Purpose
Students will be able to use what they have learned about personal triggers, responses to anger and steps to keeping calm to use those skills in school and in their lives outside of school.
21st Century Skills
Learning and Innovation Skills: Critical Thinking and Problem Solving, Communication and Collaboration
Life and Career Skills: Flexibility and Adaptability, Social and Cross-Cultural Skills
Assessment Oppotunities
Module Worksheet # 1: Angry? Don’t Make A Wrong Turn!
Literature Connection
The excellent picture book Goin’ Someplace Special by Patricia McKissack is based on the author’s childhood experience confronting racism and Jim Crow laws with determination and character, not violence. .
© Copyright, Johns Hopkins University. All Rights Reserved.

2. — OR — Student Printables Begin Module 1 Making Connections
As students experience dramatic physical and emotional change during adolescence and rely increasingly on their peer group for affirmation, it is especially important to encourage self-control. This lesson builds on the concept of conflict addressed in the previous lesson.
Reinforce the skill of Keeping Calm during teachable moments throughout the year. Relate the skill to current events (“What might have happened if the angry driver in today’s news story had used our Keeping Calm skill?”). Connect the skill to people in history or characters in literature.
Before You Teach
Step 1.
Be prepared to share with your students about a time when you asked for help, and how you followed the four steps to ask for help outlined in this lesson.
The Mad Family: Anger Management for Children 12:31 Anger Management - Squeeze Your Angries Out 6:24
Controlling Emotions: A Lesson from Angry Birds 2:08 Calm Down and Release the Amygdala (breathing) 6:4 .
Step 2.
Students download their materials at:
If you are not using the website materials, click the “Student Printables” icon to print the student activity sheets for all three modules.
— OR —
Student Printables
You have the option to print each module with teacher’s notes.
Students can download the materials for these modules online:
Preview Module 1
Begin Module 1
Preview Module 2
Preview Module 3
Module 1
Module 2
Module 3
© Copyright, Johns Hopkins University. All Rights Reserved.

3. PROTOTYPE CREDITS
Prototype Lesson Editor: Howard Gradet
Prototype Design: Gregg M. Howell
MMG Original Author(s): Maria Garriott
© Copyright, The Johns Hopkins University. All Rights Reserved.
Talent Development Secondary
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All rights reserved. The information, activities, and materials contained in the modules that comprise this lesson are intended for pilot-testing evaluation. Printing of the pilot components are intended for classroom use only. Printed student materials should not exceed the number of students in each class. No other part of this document may be reproduced, in any form or by any means, without permission in writing from the publisher. This manual may contain Internet website IP (Internet Protocol) addresses. At the time this manual was published, any website and/or addresses were checked for both validity and content as it relates to this lesson’s corresponding topic. The Johns Hopkins University, and its licensors, is not responsible for any changes in content, IP addresses changes, pop advertisements, or redirects. It is further recommended that teachers confirm the validity of the listed addresses if they intend to share such addresses with students. Development of this material was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A to Johns Hopkins University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. For more information about Freshman Seminar, please visit our website at: