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The activities below can help reinforce the material in this On ® workbook when used in the classroom. Many are experiential, helping students work together to better understand issues related to anger and to improve skills needed for success in school and life. You can also use these activities to help students meet select Common Core State Standards for English Language Arts (CCSS.ELA). Correlations to specific standards are listed below each activity. Visit www.corestandards.org/ELA-Literacy to learn more. Teacher’s/Leader’s Guide for On managing anger Page 2—Anger—everyone’s felt it. To help students develop awareness of how they experience anger, ask them to keep a daily anger log for 2 weeks. In it, they should note what triggered their anger, how their body felt, and what action they took (yelling, withdrawing, deep breathing, etc.). Invite a school counselor to speak about how students can assess the logs to determine more successful approaches to anger management. Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.9-10.1c CCSS.ELA-Literacy.SL.11-12.1c Supports Writing Standards: CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.11-12.4 CCSS.ELA-Literacy.W.9-10.10 CCSS.ELA-Literacy.W.11-12.10 Page 4—Biology 101 Examine the ways that anger shows itself in the body. Review the normal functioning of the heart and lungs, then talk about the changes that occur as a result of anger. Invite a school nurse to demonstrate how a blood pressure cuff works and what the readings mean. If possible, have the nurse take the blood pressure of a few students when they are calm and then again after they have been thinking about a time when they were extremely angry. Then have the students do a visualization exercise before the nurse does a final blood pressure reading. Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.9-10.1c CCSS.ELA-Literacy.SL.11-12.1c Pages 6-7—The 5 stages of anger Use role-playing to practice identifying the stages of anger. Create scenarios that are relevant to the students’ lives, such as failing a driving exam or feeling embarrassed in class. First, have the role-players act out the scenario with uninterrupted anger causing a remorseful conclusion. (Caution students that actual violence may not be used.) Ask the students who are watching to make note of at what point the situation is heightened but not yet out of control. After the role-play is complete, discuss the audience’s perceptions of where anger went out of control. Then, ask them to brainstorm ways to cool down the situation. Have the role-players then perform the scene again, this time implementing an anger management strategy devised by the class. Later, after students have completed the workbook, you may want to compare the strategies they developed during the brainstorming session with the techniques presented in On managing anger . Supports Speaking & Listening Standards: CCSS.ELA-Literacy.SL.9-10.1a,b,c,d CCSS.ELA-Literacy.SL.11-12.1a,b,c,d CCSS.ELA-Literacy.SL.9-10.2 CCSS.ELA-Literacy.SL.11-12.2 CCSS.ELA-Literacy.SL.9-10.6 CCSS.ELA-Literacy.SL.11-12.6 Pages 8-9—Anger and violence Invite a local law enforcement officer to speak to students about the many forms of violence that he or she witnesses on the job. Ask the officer to address the legal consequences of violence and ® Please read: Talk to a professional! This guide is not a substitute for the advice of a qualified expert. 2018 Edition ©2002 Channing Bete Company, Inc. All rights reserved. (11-17-B) Channing Bete Company, One Community Place, South Deerfield, MA 01373 • 20D-0020 To reorder call (800) 628-7733 or visit www.channing-bete.com and ask for item number PS99363 Follow your organization’s policies and regulations (for example, those that apply to parental notification and consent) when using these activities. C O M P A N Y Channin ®