Thematic Unit: Dealing with Stress, Feelings, and Aggression

INTRODUCTION:

Devin Meadors

The thematic unit I will be introducing will consist of three units that students will learn and apply to their everyday life. The main concept of this thematic unit incorporates skills for dealing with feelings, aggression, and stress. The age group this unit is aimed towards is students in second or third grade, with disabilities ranging from other health impairments like ADD, to students who are cognitively or emotionally impaired. The goal of the unit is to improve social skills and assist the students awareness of their feelings, as well as how to react appropriately in stressful or frustrating situations. The entire unit will consist of mini lessons such as: 1. 2. 3. 4. 5. 6. 7. 8. 9. What is Anger? (Thermometer & take break cards) How and Where We Feel Anger in our Bodies Calm-Down Strategies Pushing my Buttons (situations that cause anger) Making a Decision (every choice has a consequence, stop, think, act) Accepting Consequences (using skill steps.) Accident, or Purpose Recognition Reacting to Failure (identify strengths, stay positive, learn, and grow from mistakes) Accepting NO (using skill steps)

10. Wrap up of entire unit (My Anger Book) Common Core/ Content Standards Addressed in the Unit: Strand 4: Social &Emotional Health. Standard 7: Social Skills. 4.10: Demonstrate how to confront annoying behavior. Strand 4: Social & Emotional Health. Standard 3: Health Behaviors. 4.3: Demonstrate strategies to manage feelings. Reference: McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching prosocial skills Champaign, Ill.: Research Press.

Thematic Unit: Dealing with Stress, Feelings, and Aggression

Unit of Study: Skills for Dealing with Feelings; Skill 31: Dealing with Anger Lesson Goal: To have basic understanding of the emotions we feel in order to recognize when to take a break Lesson Objectives: 1) To identify at least 3 words associated with anger, or that may lead to anger. 2) To express at least 3 emotions using a thermometer. 3) To recognize when to take a break in at least 2 situations. Accommodations: Prompts/repetition, teacher will read all directions out load, option to write answers for students if needed. Common Core/State Standard: Strand 4: Social &Emotional Health. Standard 3: Health Behaviors. 4.3: Demonstrate strategies to manage strong feelings. Concept or skill to be taught: To understand our emotions in order to recognize when to take a break to avoid inappropriate reactions. Sequence of Plan Time Modality: Grouping (approx.) (visual,auditory, Pattern: tactile, motor) Anticipatory Set: Write 10 emotion words on the board. **Pre-assessment: Divide students in to pairs and give each pair a blank piece of paper. They will copy each word on their paper, and draw a picture of what each word feels or looks like (3 min.) Draw a thermometer on the board. Ask the students if they know how a thermometer works. If they know, ask them to give an example (If it is hot it rises, if it is cold it falls.) You may want to draw on the thermometer to make it more visual. *Tell the students that although a thermometer technically measures temperatures, it can also be used to measure our emotions, and make our emotions more visual. Instruction: State that recognizing and knowing our emotions will help us identify when we need to take a break. Although you may know what you are feeling, others may not. Using a thermometer makes your feelings more visual to others. **Describe the 10 words on the board using an example when I do not understand my math homework, I feel frustrated, when someone calls me a mean name, I become irritated. (Explain that every one feels things differently. Something that makes me irritated wont always make someone else irritated.) ** Use the thermometer drawn on the board to explain that when you are calm and relaxed, you are low on the thermometer, when you begin to feel annoyed, frustrated, or furious, you are high in the thermometer. Explain that when you begin to feel annoyed or irritated, you know that you need to take a break in order bring your thermometer back to calm and relaxed. Say: I know I need a break when I feel______ (frustrated.) Guided Practice (Modeling): (Give each student 3 sticky notes.) **Draw another thermometer on the board. Ask the class where at least 5 of the word on the board should be placed on the thermometer, and write the words next to the thermometer (erase list after.) Describe 2 situations out load to the class, 1. When your parents tell you that you cannot go to a friends house after school that you really wanted to go to, you feel___2. When you get 5 minutes taken away from recess, you feel _____. Instruct the students to place their sticky note on the thermometer based on how the situation made them feel. **On the board, write the phrase I Need a Break. Describe that when we begin to feel angry or frustrated, we need to take a break from the situation, to help our thermometers come back to calm or relaxed. Explain that when we dont take a break from the situation making our thermometers rise, that we may say or do things we dont mean. **Student will write on their sticky note I know I need a break when I feel___ Tell them to write an emotion, and place it on the board. Independent Practice: **Divide students into groups. Give each group 1 situation, a list of 5 of the emotion words that were on the board earlier, and a blank thermometer. Each group will read the situation out load. They will first arrange the 5 emotion words in order from less to most extreme and write them next to the thermometer. Next, they will color the thermometer up to the word that the situation makes them feel. Then, they will use one of the 5 emotion words to state I know I need a break when I feel _______. 6 min Visual, auditory, tactile, motor 2-3/wholegroup

LESSON PLAN #1: What is Anger?

Devin Meadors

10 min

Visual, auditory

Wholegroup

12-15 min

Visual, tactile, motor, auditory

Wholegroup

10-12 min

Visual, auditory, motor, tactile

3-5

Closure: (Review the lesson) 8 min Visual, auditory, Independen Give each student a paper with I Need a Break cards. They will each cut out the cards and put them in their desk to give to a teacher when motor t they need a break. EXIT TICKET: ask each student a question regarding the objectives as they leave the room (Tally their answers on the rubric.) Evaluation to be accomplished by: Rubric Materials Needed: White board markers, paper, sticky notes, break cards, blank thermometers on paper, 10 emotion words. Reference(s): McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching prosocial skills Champaign, Ill.: Research Press,

Thematic Unit: Dealing with Stress, Feelings, and Aggression LESSON #1: WHAT IS ANGER EVALUATION: RUBRIC:
STUDENT NAME: OBJECTIVE 1:

Devin Meadors

Students were assessed on if they met expectations from the objectives, through the guided and independent practice.
Students can identify at least 3 words associated with anger, or that may lead to anger. 3= can identify at least 3 words 2= can identify at least 2 words 1= can identify at least 1 word 0= can identify 0 words Students can express at least 3 emotions using a thermometer. 3= can express at least 3 emotions 2= can express at least 2 emotions 1= can express at least 1 emotion 0= can express 0 emotions

OBJECTIVE 2:

Students can recognize when to take a break in at least 2 situations. 2= can recognize at least 2 situations 1= can recognize at least 1 situation 0= can recognize 0 situations

OBJECTIVE 3:

POINT TOTAL:

_____/8

10

emotions: 1. Annoyed 5. Calm 9. Snappy 2. Irritated 6. Furious 10. Nervous/ Anxious 3. Frustrated 7. Mad/ Angry 4. Overwhelmed 8. Aggressive

Thematic Unit: Dealing with Stress, Feelings, and Aggression

Devin Meadors

LESSON #1: What is Anger?:

THERMOMETER: WORD LIST: 1. Frustrated 2. Furious 3. Calm 4. Irritated 5. Annoyed

Thematic Unit: Dealing with Stress, Feelings, and Aggression

Devin Meadors

I Need a Break Please I Need a Break Please

I Need a Break Please I Need a Break Please

I Need a Break Please I Need a Break Please

Thematic Unit: Dealing with Stress, Feelings, and Aggression

LESSON PLAN #2: How and Where We Feel Anger Unit of Study: Skills for Dealing with Feelings; Skill 26: Knowing Your Feelings Lesson Goal: To have basic knowledge of the feelings associated with anger, and where anger is felt in the body. Lesson Objectives: 1) To recognize what anger feels like in at least 3 ways. 2) To name at least 3 areas where they specifically feel anger in their bodies. 3) To relate at least 3 of the body parts where they feel anger, to what each body part looks or feels like when angry. Accommodations: prompts/repetition, write students answers as they orally state them Common Core/State Standard: Strand 4: Social &Emotional Health. Standard 3: Health Behaviors. 4.3: Demonstrate strategies to manage strong feelings. Concept or skill to be taught: The students will be able to interpret what anger feels like, and where they can feel it within his body. Sequence of Plan Time Modality: Grouping Pattern: (approx.) (visual,auditory ,tactile, motor)
Anticipatory Set: Relate to previous lesson "what is anger? **Read the book When Sophie Gets Angry -- Really, Really Angry," by Molly Band to the class. Hand a piece of paper to each student walking in the door in the morning. Instruct the students to independently write their responses to each question on the paper, and turn it. (ACCOMMODATIONS: Also read the morning worksheet out load for students who have difficulty reading, as well as listen to some students answers and write for them if trouble writing). (Pre/post assessments are attached and provided.) Instruction: Discuss that everyone experiences anger, and everyone expresses or feels anger in different ways. Usually when we get angry, we can sense it in our body. To generate a more understanding for the students, explain a situation that makes you angry, and then describe how your body reacts to the anger. **Draw an outline of your body in a space on the whiteboard, then draw or write places on your own body where you experience anger, as well as how your body reacts. (Face, hands, chest, etc.) State: When I get angry, I can feel it in my hands because they clench into fists. Guided Practice (Modeling): **Together with the class develop a list of things that they feel in their bodies when they get angry, on the white board (wrinkled forehead, crying, turn red, feel hot, clench fists, etc.) **Call on students to describe where they feel anger in their body (ex: in their cheeks,) and then describe what happens to that body part. Generate a list on the board. Independent Practice: Ask the students to think of a situation that makes them angry, and then to try and remember how they felt, and where they felt the anger in their bodies. **Divide students into pairs. Each pair will lie down on a large sheet of paper and their partner w ill trace the outline of the persons body with a marker. Each pair will then be instructed to draw or write where they feel anger in their body with guided help if needed. (They will do this by either looking up at the board for prompts, or determining any new areas that they may feel anger.) On each of their outlined bodies, the students will draw what their body looks like when angry, wrinkles in the forehead, then write what it feels like next to it. Closure: Explain that it is important to determine where they may feel anger in our bodies because it reminds ourselves that we may need a break before reacting inappropriately to our anger. (Hitting, screaming, etc.) EXIT TICKET: Give the same worksheet given in the anticipatory set to the students one more time. The students will complete the worksheet and turn it in to the same basket. 5 min Auditory, visual, tactile Wholegroup/ independe nt Wholegroup

Devin Meadors

7 min

Auditory, visual

10 min

Auditory, visual, motor

Wholegroup

15 min

Visual, auditory, motor, tactile

2-4

5 min

Auditory, motor, tactile, visual

Wholegroup/ independe nt

Evaluation to be accomplished by: Rubric/ pre/post assessment Materials Needed: White board, white board marker, large sheets of paper for outlined bodies, lined paper for the exit ticket, markers, and pencils, daily journals Reference(s): McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching prosocial skills Champaign, Ill.: Research Press.

Thematic Unit: Dealing with Stress, Feelings, and Aggression LESSON #2: EVALUATION RUBRIC: -LESSON: HOW AND WHERE WE FEEL ANGER STUDENT NAME:
To recognize what anger feels like in at least 3 ways. 3= can recognize anger in at least 3 ways. 2= can recognize anger in at least 2 ways. 1=can recognize anger in at least 1 way. 0= can recognize anger in 0 ways.

Devin Meadors

TEACHER: ___________________________
To name at least 3 areas where they specifically feel anger in their bodies 3=can name at least 3 places in their body 2= can name at least 2 places in their body 1= can name at least 1 place in their body 0= can name 0 places in their body

OBEJECTIVE 1:

OBJECTIVE 2:

To relate at least 3 of the body parts where they feel anger, to what each body part looks or feels like when angry 3= can relate at least 3 body parts to what each looks/feels like 2= can relate at least 2 body parts to what each looks/feels like 1= can relate at least 1 body part to what it looks/feels like 0= can relate 0 body parts to what it looks/feels like

OBJECTIVE 3:

POINTS TOTAL:

_____/9

*** Students who utilize the provided accommodations are graded the same. ***Rubric based on participation and the answers placed on the post assessment, or exit ticket.

Thematic Unit: Dealing with Stress, Feelings, and Aggression LESSON#2: How and Where we Feel Anger

Devin Meadors

PRE-ASSESSMENT: STUDENT NAME: ______________________ Directions: Using your own brain and not your peers, answer the questions below as best as you can. Make sure you answer each part of the question. If you have a question, please raise your hand quietly and I will come and assist you as needed. If you cannot fully answer the question, please leave it blank. Remember that it is okay if you do not know the answer, you will still receive points for trying ! If you need more room, write on the back of the page. When finished please quietly turn it in in the workbasket. 1. In THREE sentences or words, write what anger feels like (you may draw a picture also.) 1)_____________________________________________________________________________________________ 2)_____________________________________________________________________________________________ 3)_____________________________________________________________________________________________ 2. First, circle THREE, or more, body parts on the boy or girl below where you feel anger. Then, name the THREE, or more, circled body parts on the lines provided.

Thematic Unit: Dealing with Stress, Feelings, and Aggression

LESSON #2:

1)_______________________________ 2)_______________________________ 5)_______________________________

3)_______________________________ 4)_______________________________ 6)_______________________________

Devin Meadors

3. Relate the THREE body parts or areas listed in question number two, to what each body part looks and feels like. 1)_____________________________________________________________________________________________ 2)_____________________________________________________________________________________________ 3)_____________________________________________________________________________________________

EXTRA SPACE/ OTHER COMMENTS:

Thematic Unit: Dealing with Stress, Feelings, and Aggression

LESSON#2: How and Where we Feel Anger

Devin Meadors

10

POST-ASSESSMENT: STUDENT NAME: ______________________ Directions: Using your own brain and not your peers, answer the questions below as best as you can. Make sure you answer each part of the question. If you have a question, please raise your hand quietly and I will come and assist you as needed. If you cannot fully answer the question, please leave it blank. Remember that it is okay if you do not know the answer, you will still receive points for trying ! If you need more room, write on the back of the page. When finished please quietly turn it in in the workbasket. 1. In THREE sentences or words, write what anger feels like (you may draw a picture also.) 1)_____________________________________________________________________________________________ 2)_____________________________________________________________________________________________ 3)_____________________________________________________________________________________________ 2. First, circle THREE, or more, body parts on the boy or girl below where you feel anger. Then, name the THREE, or more, circled body parts on the lines provided.

Thematic Unit: Dealing with Stress, Feelings, and Aggression

1)_______________________________ 2)_______________________________ 5)_______________________________

3)_______________________________ 4)_______________________________ 6)_______________________________

Devin Meadors

11

3. Relate the THREE body parts or areas listed in question number two, to what each body part looks and feels like. 1)_____________________________________________________________________________________________ 2)_____________________________________________________________________________________________ 3)_____________________________________________________________________________________________

EXTRA SPACE/ OTHER COMMENTS:

Thematic Unit: Dealing with Stress, Feelings, and Aggression

Unit of Study: Skills for Dealing with Feelings; Skill 31: Dealing with your Anger Lesson Goal: To understand how to calm down when angry in order to react appropriately in a given situation. Lesson Objectives: 1) To identify at least 2/3 dealing with your anger steps. 2) To describe at least 3 calm-down strategies to use when angry. 3) To recognize when to use a calmdown strategy in at least 3 situations. Accommodations: prompts/ repetition, teacher writes students verbal answers, teacher reads for student (if needed.) Common Core/State Standard: Strand 4: Social &Emotional Health. Standard 3: Health Behaviors. 4.3: Demonstrate strategies to manage strong feelings. Concept or skill to be taught: Students will learn strategies and techniques that will assist them to calm-down when feeling angry. Sequence of Plan Time Modality: Grouping (approx.) (visual,auditory, Pattern: tactile, motor) Anticipatory Set: Relate to previous lesson on how and where we feel anger & state that today we are going to learn how to calm ourselves down when we begin to feel anger in our bodies. **The students will find a spot in the room, lie down, and close their eyes. Tell the students to take a deep breath, smell the flowers, and exhale, blow out the candle. (Repeat 3-4X.) After, call on a couple of students and ask them how they feel. Explain that what they just did was one example of a calm-down strategy. (Smell the flowers / blow out the candle poster provided, option for students to be given one and color their own poster.) Explain that sometimes when we begin to feel anger in our bodies, we need to develop some strategies or ways to help us calm down and relax before we do or say things we dont really mean. Instruction: (steps are located on other page.) State that it is perfectly normal and okay to get angry. What isnt okay is reacting inappropriately to your anger and taking it out on others. To avoid these inappropriate reactions, calm down strategies are used to help us make better choices when we are angry. **Show dealing with your anger skill steps on the board and describe each step using a specific situation as an example. **List 3 calm down strategies that you use when you are angry to help you make better choices. *Examples: When Im angry, I can get an adult to help. When Im angry, I can close my eyes and plug my ears. When Im angry, I can go for a walk. Guided Practice (Modeling): **Together develop the dealing with your anger skill steps poster to hang on a wall in the classroom. (May want to use another example to help students better understand how the steps work. Can ask the class to provide an example.) **Write the sentence When Im angry, I can ______. On the board. Ask the students to raise their hand and give some examples of calm down strategies that they may use, and write each strategy they say on the board. (Prompts may be needed.) **After a couple of strategies are listed, ask a student to give an example of something that makes them angry. Walk through the dealing with your anger skill steps with the students to develop a solution for the situation that produced anger. Independent Practice: **The class will then be divided into groups. Each group will think of a situation that made/makes them angry. They will use the skill steps to determine an appropriate solution to the situation, as well as list 3 calm-down strategies that they will use in order to react appropriately. **Each group will then be instructed to describe the situation that made them angry, and discuss how they walked through the skill steps to help them deal with their angry situation in front of the class. **Each group will then ACT OUT the 3 calm-down strategies they would use to help them react appropriately to the situation WITHOUT TALKING. The class will guess what strategy each group is acting out. (Basically charades.) 7 min Auditory, motor, visual Wholegroup

LESSON PLAN#3: Calm-Down Strategies

Devin Meadors

12

10 min

Auditory, visual

Wholegroup

10 min

Auditory, visual, motor

Wholegroup

20 min

Tactile, motor, auditory, visual

3-5

Closure: 5 min Tactile, auditory, WholeEXIT TICKET: visual group/ **As students leave, ask them questions that relate to the objectives. (Tally their answers on rubric.) independen Teacher may want to make a poster of the different calm-down strategies developed by the students to hang on the wall as a reminder (an example t one is provided.) Evaluation to be accomplished by: Rubric (based on independent practice and exit ticket.) Materials Needed: whiteboard, whiteboard marker, paper for skill steps poster, paper to brainstorm process in independent practice, (optionalsmell roses/blow candle poster) Reference(s): McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching prosocial skills Champaign, Ill.: Research Press, **Strategy poster found at: http://confessionsofaprimaryteacher.blogspot.com

Thematic Unit: Dealing with Stress, Feelings, and Aggression

LESSON #3: CALM-DOWN STRATEGIES EVALUATION RUBRIC:

**Based on independent practice and exit ticket on objectives. STUDENT NAME:
Students can identify at least 2/3 dealing with your anger steps. 3=can identify all 3 steps 2= can identify at least 2 steps 1=can identify at least 1 step 0=cannot identify any steps

Devin Meadors

13

OBJECTIVE 1:

Students can describe at least 3 calm-down strategies to use when angry. 3= can describe at least 3 strategies 2= can describe at least 2 strategies 1= can describe at least 1 strategy 0= cannot describe any strategies

OBJECTIVE 2:

Students can recognize when to use a calm-down strategy in 3 situations. 3=can recognize at least 3 situations 2= can recognize at least 2 situations 1= can recognize at least 1 situation 0= cannot recognize any situations

OBJECTIVE 3:

TOTAL POINTS:

_____/9

Thematic Unit: Dealing with Stress, Feelings, and Aggression

LESSON #3:

Devin Meadors

14

Calm-Down Strategies: DEALING WITH YOUR ANGER: SKILL STEPS: 1. Stop and count to 10 2. Think about your choices a)Tell the person in words why you are angry b) Walk away for now c) Do a calm-down exercise 3. Act out your best choice.
EXAMPLES OF CALM-DOWN STRATEGIES: -Breathe deeply -Count to 10 -Drink water -Go to a quiet spot -Have think time -Imagine a peaceful spot -Remember a happy time -Smile anyway -Get an adult to help -Draw a picture -Sing a song -Write about it -Walk away -Take a brain break -Talk to a friend

Thematic Unit: Dealing with Stress, Feelings, and Aggression LESSON #3:Calm-Down Strategies:

Devin Meadors

15

Take a deep breath and be calm.

Smell the flower

Blow out the candle

LESSON PLAN #4: PUSHING MY BUTTONS

Unit of Study: Group3: Skills for Dealing with Feelings; Skill 31.4: Dealing with your Anger, Pushing My Buttons

Thematic Unit: Dealing with Stress, Feelings, and Aggression

Lesson Goal: To understand how to react appropriately in situations, such as self-talk, as well as recognize situations that push their buttons. Lesson Objectives: 1) To explain what the concept pushing buttons means (can give at least 1 definition/statement.) 2) To identify at least 3 appropriate ways to react when others push their buttons. 3) To express at least 3 examples of self-talk statements. Accommodations: Model appropriate/ inappropriate ways to react to problem situations, prompts/repetition if needed. Common Core/State Standard: Strand 4: Social &Emotional Health. Standard 7: Social Skills. 4.10: Demonstrate how to confront annoying behavior. Concept or skill to be taught: The students will understand what it means to push buttons, and how to react appropriately when others push his buttons. Sequence of Plan Time Modality: Grouping Pattern: (approx.) (visual,auditory ,tactile, motor) Anticipatory Set: 6 min Auditory, Whole Relate back to the take a break lesson. Explain that it may be beneficial to take a break when others push your buttons. visual, tactile group **Show the class a piece of paper with two buttons that say up and down. Ask students to state what would happen if the buttons belonged to an elevator (what would happen if someone pushed the button saying up?) Explain that an elevator is a machine. When a machines buttons are pushed, they are forced to react automatically to the command or button that is pushed. **Explain that we are humans not machines; we have a choice on how to react. Our responses are not automatic. Instruction: Draw two buttons on the board, one saying yes the other saying no. 10 min Auditory, visual WholeTell the class a situation that pushed your buttons, and how you reacted (ex: roommates cat knocked over the vase of flowers that had just group been given to them the previous day). **Explain that you are not an elevator, and that even though the situation made you very angry, you were able to make a choice on how to react. Proceed to tell the class that you could have easily started yelling and screaming at the cat, but instead you reacted appropriately to the situation. **Describe the concept self-talk. (It is a way to calm down through talking to oneself, before reacting to a situation.) Example; saying to self How would I feel if someone reacted that way to me? Guided Practice (Modeling): 10 min Auditory, WholeInstruct the class to make their own two buttons on a piece of paper. One with the word yes and the other with the word no. visual, motor, group **Tell 1 situation about a person whose buttons were pushed. Then, regarding that same situation, list several ways the person reacted tactile (both inappropriate & inappropriate.) **On their own buttons, the students will push, or hit, the word yes if the stated reaction was appropriate, or no if it was inappropriate. If the reaction was inappropriate, ask the class to describe how the person could react appropriately the next time. Also ask the students to describe at least 3 self-talk statements that the person in the situation could have said to themselves before they reacted. (Provide an example of how you would have reacted in the situation, and then ask the class to provide another example.) Independent Practice: 12 min Auditory, 2-3 **Divide the class into 2 groups. One-by-one place two situations on the board. The 2 groups will compete against each other to develop 2 visual, motor, groups/par self-talk statements, 2 calm down strategies, and at least 2 ways to appropriately react in each situation. tactile tners Give a prize (sticker/candy) to the group who provided the best answers to each situation. (ALL students will actually get a prize if ALL answers were appropriate. This way no one is left out for attempting the skill.) Closure: 8 min Auditory, Whole Explain that there will always be situations in which our buttons will be pushed. However, we are not elevators. We are humans, we have tactile, visual group/ minds that can help us react to bad situations in positive ways whether we to take a deep breathe or walk away first to help calm ourselves independe down. nt EXIT TICKET: As each student leaves the class, ask each student a question regarding one of the objectives. The student will verbally give their answer, and then proceed to leave the room. (Tally the correct responses to each questions asked on the rubric.) Evaluation to be accomplished by: Exit ticket/ Rubric Materials Needed: Paper, writing utensils, pre/post assessment papers, & markers (to make buttons) Reference(s): McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching prosocial skills Champaign, Ill.: Research Press,

Devin Meadors

16

LESSON #4: PUSHING MY BUTTONS EVALUATION RUBRIC: -Compare the pre and post assessments, and then generate a score based on the post assessment and the lesson objectives.

Thematic Unit: Dealing with Stress, Feelings, and Aggression STUDENT NAME:
To explain that they know what the concept pushing buttons means (can give 1 definition or statement.) 1= can explain at least 1 statement/ definition 0= can explain 0 statement/definition

Devin Meadors OBJECTIVE 2:

To express at least 3 examples or situations to use self-talk statements. 3= can express at least 3 examples to use self-talk 2= can express at least 2 examples to use self-talk 1= can express at least 1 example to use self-talk 0= can express 0 examples to use self-talk

17

OBJECTIVE 1:

To identify at least 3 appropriate ways to react when others push their buttons. 3= can identify at least 3 ways to react 2= can identify at least 2 ways to react 1= can identify at least 1 way to react 0=can identify 0 ways to react

OBJECTIVE 3:

POINT TOTAL: ____/7

Unit of Study: Skills for Dealing with Aggression; Skill 59: Making a Decision

LESSON PLAN #5: Making a Decision

Thematic Unit: Dealing with Stress, Feelings, and Aggression

Lesson Goal: To have an understanding on how the decisions we make have either a positive or negative consequence. Lesson Objectives: 1) To identify at least 4 of the decision making steps. 2) To recognize that there are consequences (negative or positive) that follows a decision in a least 2 situations. 3) To express that there are at least 2 choices to choose from before making a final decision in a situation. Accommodations: Prompts/ repetition, teacher Common Core/State Standard: Strand 4: Social &Emotional Health. Standard 7: Social Skills. 4.10: Demonstrate how to confront annoying behavior. Concept or skill to be taught: The students will understand that every decision they make has a positive or negative consequence. Sequence of Plan Time Modality: (approx.) (visual,auditory, tactile, motor) Anticipatory Set: (Tally the students answers to the pre-assessment, on the rubric sheet) Reflect back on the previous lesson on calm-down exercises and pushing my buttons situations. **Pre-assessment: Tell students to close eyes/ put head on desk. Ask 2 questions, & have them hold 1 finger up high if their answer is A or hold 2 fingers up high if their answer is B. Questions: 1. If another student called you a mean name, which would you do? A) Call them a mean name back, or B) ignore & walk away. 2. What could be a possible consequence to choosing choice A, call them a mean name back? A) A teacher hears you and gives you 5 extra minutes of recess, or B) A teacher hears you and you loose 5 minutes of recess. Instruction: State what a consequence is (a consequence can be positive or negative, and follows an action or decision that an individual makes.) Also explain what a negative and positive consequence is. The teacher will explain that before we react to a situation, it is important to decide if the reaction we are about to make is the best choice. Explain that before we make a decision we need to 1. Stop, 2. Think about your choices, 3. Think about each choices consequence, 4. Pick the best choice. 5. Act out the best choice. **Give a personal situation in which a decision had to be made. Describe the decision that was made, using the above decision-making process. (Make the decision making process visual to the class, by writing the process on the board step by step.) Guided Practice (Modeling): Give each student 3 sticky notes **Together, develop a poster of the decision making process, used in the instruction section, to hang on the wall of the room. **Write a situation in which a student needed to make a decision on the board, and then describe the situation out load. Ask the class to use the decision-making poster to help the student make a decision. As the students say each step out load, write what they say on the board (directions to activity on other page.) 6 min Visual, tactile, auditory

Devin Meadors

18

Grouping Pattern: Wholegroup/ indepen.

10 min

Visual, auditory

Wholegroup

12-15 min

Visual, auditory, motor, tactile

Wholegroup

Independent Practice: 15-20 min Visual, auditory, **Divide students into groups of 3. Instruct each group to develop 1 situation that requires them to use the step process used in the guided motor, tactile practice, to help them make a decision (it can be a real situation or one they made up.) **Each group will be required to 1. State all five decision-making steps, 2. State their situation out load, 3. State one bad decision they could make, and the consequence that follows, 4. State one good decision they could make, and the consequence that follows, 5. State the overall decision they made and why it was the best decision, 6. State what happened after they made their decision. (Groups can act out the process and describe the process after, or just present the information.) Closure: 6 min Visual, auditory, Review that every decision we make is followed by either a positive or negative consequence. Being able to use the steps practiced today will help us tactile make better choices in certain decisions. Everyone makes mistakes, sometimes we make the wrong choice, it happens. Just shake it off, accept the consequence, which we will discuss tomorrow, and make a better decision next time. **POST-ASSESSMENT: Tell students to close eyes/put heads down on desk Ask 4 questions out load and tell students to either hold 1 finger up for answer A, or 2 fingers up for answer B. For question 5, the students will write their answer on the third sticky note that was handed to them in the guided practice, and turn it in to the teacher when done. Evaluation to be accomplished by: rubric Materials Needed: white board markers, poster paper, markers, and pencils. Reference(s): McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching prosocial skills Champaign, Ill.: Research Press.

3-5

Wholegroup/ indepen.

LESSON #5: MAKING A DECISION EVALUATION RUBRIC:

Thematic Unit: Dealing with Stress, Feelings, and Aggression STUDENT NAME: OBJECTIVE 1: OBJECTIVE 2:
Can identify at least 4 of the decision-making steps. 4= can identify at least 4 steps 3= can identify at least 3 steps 2= can identify at least 2 steps 1= can identify at least 1 step 0= can identity 0 steps Can recognize that there are consequences (negative or positive) that follow a decision in 2 situations.
2= can recognize in at least 2 situations 1= can recognize in at least 2 situation 0= can recognize 0 situations

Devin Meadors 19 OBJECTIVE 3: TOTAL POINTS:

Can express that there are at least 2 choices to choose from before making a final decision in a situation. 2=can express at least 2 choices 1= can express at least 1 choice 0= can express 0 choices

____/ 8

LESSON #5: Making a Decision:

Thematic Unit: Dealing with Stress, Feelings, and Aggression

GUIDED PRACTICE DIRECTIONS:

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**Give each student 2 sticky notes. 1. Ask class to say the 1st step out load. 2. Ask class to say 2nd step out load. -Tell class to raise hand to state 2 good choices and 2 bad choices that the student could make (may need to prompt students.) 3. Ask class to say 3rd step out load. -Tell class to raise hand to state 1 consequence for each choice (if consequence stated doesnt make sense or apply, specifica lly state why.) 4. Ask class to say 4th step out load. - Tell class to vote on the best choice by walking to the board and placing their sticky note on the best choice. 5. Ask class to say 5th step out load. - Tell class to raise hand and state 3 things they think happened after the student made her choice. - Have students vote on the best one by walking to the board and place their sticky note on the best one. CLOSURE QUESTIONS: -Answers are in italics. -Tally answers next to or under the choices. 1. Every decision we make has either a positive or negative consequence. A) True B) False 2. The first step in the decision-making process is to STOP. A) True B) False 3. If you do not listen to the teacher after she tells you to do something, a likely consequence would be: A) The teacher would reward you with a piece of candy. B) The teacher would take away some of your free time. 4. Which is a better or good choice to make in this situation: The girl had homework to do, but her friends wanted her to come play outside. A) She finished her homework, and then went outside to play. B) She didnt do her homework, and went outside to play 4. Write two choices and the consequence that follows each choice, on the following situation: You didnt feel very well before school one day What are your choices? and What is the consequence of each choice?

Unit of Study: Skill Alternatives to Aggression; Skill 42.1: Accepting Consequences

LESSON PLAN #6: Accepting Consequences

Thematic Unit: Dealing with Stress, Feelings, and Aggression

Lesson Goal: To have a basic understanding on accepting consequences for actions or mistakes in appropriate ways using the four skill steps Lesson Objectives: 1) To recognize alt least 3 of the steps in the skill 42 step process. 2) To identify at least 3 calm down exercises. 3) To express at least 2 reasons why accepting consequences is an important skill Accommodations: prompts/repetition if needed, option for teacher to write what student says verbally, can use/look at the skill 42 steps poster when needed in lesson. Common Core/State Standard: Strand 4: Social &Emotional Health. Standard 7: Social Skills. 4.10: Demonstrate how to confront annoying behavior. Concept or skill to be taught: To accept consequences for ones actions in appropriate ways using the skill 42 steps and ca lm down exercises. Sequence of Plan Time Modality: Grouping (approx.) (visual,auditory, Pattern: tactile,& motor) Anticipatory Set: Reflect back to the lesson on calm-down strategies briefly, and ask students to name some out load as she writes them on the board. Also ask the students if they know anything about accepting consequences. **Give each student a piece of plain paper. Then show the class the pre-made poster of the skill 42 steps on accepting consequences. Discuss each step with the students. While explaining each step, the students will copy each step on their given piece of plain paper, and create their own poster of the accepting consequences skill steps. **The students will be given one-minute to think of a situation that occurred in the past couple of days/ weeks in which they needed to accept consequences. (Can be a positive or negative consequence). Have students share with a friend next to them. Instruction: Clearly state that no one is perfect and that everyone makes mistakes. Whether it occurred on accident or on purpose, it is often difficult to accept responsibility for our mistakes and admit when we are wrong. Every action is followed by either a positive or negative consequence. Practicing the skill 42 steps together with the previously learned calm down exercises will help guide how we accept the consequences give n to us in the future. ** Present own comic strip describing a situation in which you admitted that you were wrong and accepted the resulting consequence by following the skill 42 steps. List at least 3 calm down strategies you used to reduce stress (sit/head down, close eyes, deep breathes, for 10 seconds, go for a walk, or talk to a friend/ adult). Guided Practice (Modeling): COMIC STRIP (If needed, students can finish up comic strip during free-time). **Describe another situation that you needed to accept consequences. Also ask the students to think of a situation. Walk the students through creating their own accepting consequence comic strip. Each student will be given a big piece of construction paper, and follow along with the teacher. (Prompts and repetition will be provided as needed.) Independent Practice: ROLE-PLAY ACTIVITY: SIT #1. Moving Seats, SIT #2. Refusing an Assignment. **(Each situation will be repeated twice. First with an incorrect/ inappropriate student response, followed by a correct/ appropriate student response). The students will pair up. One student will play the role of the teacher and read the scripted situation card out load. While the other student will play the role of the student and provide responses to each situation. (Switch roles every other situation.) **Following each scripted situation, each pair will follow the skill 42 steps to appropriately analyze whether or not the student in the situation appropriately or inappropriately accepted consequences, as well as identify at least 3 calm down exercise the student could use in each situation. Closure: 8 min Auditory, motor, visual Wholegroup/ independen t

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7 min

Auditory, visual

Wholegroup

10 min

Auditory, visual, motor

Wholegroup

10-15 min

Auditory, visual, motor, tactile

2-3

15-20 min

Explain that in order to accept consequences we must follow the skill 42 steps to appropriately accept consequences for their actions. This means,

Auditory, visual, motor

recognizing when wrong, identifying why consequences are necessary and take responsibility, and state how to prevent the situation from occurring again in the future, or apologizing. *The Students will be assessed by a post-assessment (same as pre.) They will turn into the workbasket when done, and then clean off their desks and sit on top of them quietly. ** ACTIVITY: MUMMY BALL/SILENT BALL: The teacher will start with the ball and toss it to a random student. This is repeated between all students until someone gets out. Meaning that they did not catch the ball, or they made talked. The purpose of this exercise is to demonstrate how to accept the consequence of being disqualified in a game without reacting negatively (rules are provided on other page.) Evaluation to be accomplished by: Pre/Post Assessment, rubric Materials needed: Paper for comic strip, markers/crayons/pencils, skill 42 steps poster, timer, paper for poster Reference(s): McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching prosocial skills Champaign, Ill.: Research Press,

Independen t/wholegroup

LESSON #6: ACCEPTING CONSEQUENCES EVALUATION: RUBRIC -The information in the rubric will be collected through the post- assessment.

Thematic Unit: Dealing with Stress, Feelings, and Aggression STUDENT NAME:
To recognize at least 3 of the steps in the skill 42-step process. 3=can state at least 3 steps 2= can state at least 2 steps 1= can state at least 1 step 0= can state 0 steps

Devin Meadors OBJECTIVE 2:

To express at least 2 reasons why accepting consequences is an important skill 2= can express at least 2 reasons 1= can express at least 1 reason 0= can express 0 reasons

22

OBJECTIVE 1:

To identify at least 3 calm down exercises. 3= can identify at least 3 exercises 2= can identify at least 2 exercises 1= can identify at least 1 exercise 0= can identify 0 exercises

OBJECTIVE 3:

POINT TOTAL:

_______/8

LESSON #6: Accepting Consequences:

Thematic Unit: Dealing with Stress, Feelings, and Aggression

Pre-Assessment: What I Already Know:

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**The pre-assessment will be conducted in the anticipatory set of the lesson plan. The teacher will reflect back to previous lesson on calm-down strategies, as well as ask the student if they know anything about accepting consequences. The teacher will write students answers on the board, and then later fill in the pre-assessment. (Prompts will be used if needed.) This assessment will be measured by a rubric based off of the post assessment and activity completed in the closing section of the lesson. I obtained the results through observation and frequency counts. 1. Write at least 4 ways/ steps in order to accept consequences a) b) 2. Name at least three ways you would appropriately accept consequences. Give an example (s). -Why is the skill important to learn and know?

3. Can identify at least 3 or more calm down exercises from the poster we created in a previous lesson. 1) 2) 3) 4)

LESSON #6:

Thematic Unit: Dealing with Stress, Feelings, and Aggression

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Post-Assessment: What I Learned:

**The post-assessment will be conducted in the closing section of the lesson plan. The teacher will ask the student a few simple questions that serve as an overview of the lesson that was just conducted. The purpose is to provide the teacher feedback on if the student was fully able to comprehend all aspects of the lesson, as well as aspects that the student may need more assistance with. The student will orally respond and the teacher will write his answers, just like the pre-assessment. This assessment will be measured by a rubric based off of the post assessment and activity completed in the closing section of the lesson. I obtained the results through observation and frequency counts. 1. Name at least 3 of the 4 steps of skill 42 accepting consequences. (Doesnt have to be in order, if you know all 4, write all four.) a) b) 2. Name at least three ways to appropriately accept consequences. Give an example (s). -Why is the skill important to learn and know?

3. Identify at least 3 or more calm down exercises from the poster we created in a previous lesson. 1) 2) 3) 4)

LESSON #6:

Thematic Unit: Dealing with Stress, Feelings, and Aggression

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SKILL 42: ACCEPTING CONSEQUENCES: STEP 1: Decide if you were wrong. STEP 2: If wrong, say to self: I have to accept the consequences for my actions STEP 3: Say to person: Yes I did ____________ (describe what you did.) STEP 4: Say something else: a) How will you prevent this from happening again? b) Apologize

LESSON #6: Accepting Consequences:

Thematic Unit: Dealing with Stress, Feelings, and Aggression

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MUMMY BALL RULES:

1. ALL participants must stay on top of their desk, unless other wise instructed (ex: going to get a dropped ball) 2. ABSOLUTELY NO TALKING THROUGH OUT ENTIRE GAME 3. You MUST NICELY TOSS the ball to another classmate. 4. You CANNOT toss the ball to the classmate sitting right next to you. 5. If a person tosses the ball and it is nowhere near another classmate (too high, too low, too wide) the person who threw the ball is out. 6. If the person catching the ball touches the ball then drops it on the floor, that person is out. 7. There is NO WHINNING when out. 8. If a toss or catch is debatable, the teacher will determine the final decision with NO ARGUING! 9. HAVE FUN!

Thematic Unit: Dealing with Stress, Feelings, and Aggression

Unit of Study: Skills for Dealing with Feelings; Skill 31.6: Dealing with your Anger Lesson Goal: To understand the difference between situations that occur on accident or on purpose, as well as how to apologize & take responsibility. Lesson Objectives: 1) To identify at least 2/3 situations that occurred on accident. 2) To recognize at least 2/3 situations that occurred on purpose. 3) To express how and why to apologize or take responsibility for actions, regardless if it was an accident or not in at least 2/3 situations. Accommodations: Prompts/ repetition, teacher reads situation cards for students (if needed.) Common Core/State Standard: Strand 4: Social & Emotional Health. Standard 3: Health Behaviors. 4.3: Demonstrate strategies to manage strong feelings. Concept or skill to be taught: The students will understand the difference between situations that occur on accident or on purpose. Sequence of Plan Time Modality: Grouping (approx.) (visual,auditory, Pattern: tactile, motor) Anticipatory Set: 8 min Visual, auditory, Groups of 3 Reflect back to previous lessons on calm-down strategies, pushing my buttons, and accepting consequences. **Explain to the students that the skills tactile, motor 5 (depends practiced in the previous lessons will assist them in identifying accidental or purposeful situations. on class ** Pre-assessment: When students come into the room, give each student a card that says either accident, or purpose. Then instru ct the size) students to find other classmates who have the same card. Instruct each group of students to verbally provide the class with an example of their given card. (Teacher will tally group answers.) Explain to students that they will encounter situations that occur both on accident and on purpose, and that regardless of the situation, it is important to react appropriately no matter how much the situation pushes their buttons. Instruction: 10 min Visual, auditory Whole**Write accident and purpose definitions on the board, and explain each definition out load. Accidental is defined as an ev ent that was not meant group to happen or is unintentional. On purpose describes an action or event that a person intended to do or hav e happen. Remind the students that it is important to accept responsibility for their actions even if something occurred on accident (point to accepting consequences poster on wall.) **Model how to apologize (Im sorry for_________. It was an accident.) **Make a T-chart on the board with one side saying accident and the other side saying purpose. One at a time, tell the students 1 or 2 personal accidental/purposeful situations (examples attached.) Write each situation under the accident or purpose category and describe why it was an accident or purpose situation, and state how you took responsibility/ calmed yourself down. Guided Practice (Modeling): 12 min Visual, auditory, Whole Draw another T-chart on the board and read a couple (3-5) situations out load to the class. Have them hold up 1 finger if they believe the motor, tactile group situation was an accident, and have them hold up 2 fingers if they believe the situation was on purpose. Then ask the class to give examples on how the individual in each situation could appropriately apologize or take responsibility for their actions. After each situation is discussed choose a student to stick the situation under its appropriate category in the T-chart (either under accident or under purpose.) **Option to perform a skit with some students could also be used in this section! Independent Practice: 15 min Visual, auditory, Groups of 3 Draw another T-chart on the board, with one side saying accident and the other saying purpose. tactile, motor 5 **Divide students into groups of 3-5 and give each group 2 written situations (provided.) Instruct them to write their names on the back of the situation card and read it out load to each other to determine whether the situation occurred accidentally or occurred on purpose. Each group will also write on the back of the situation card both 1. Why the individual should or should not take responsibility, 2. How the individual could apologize or prevent the situation from occurring again. Teacher will hand a piece of tape for students to stick their situation card on the board either under accident or on purpose. **One by one, each group will stick one of their situations on the board under accident or purpose. Each group will then present their other situation in front of the class by first acting their situation out, then describing 1. Why it was an accident or on purpose, 2. Why/who should take responsibility, 3. Act out how to apologize or describe how to prevent the situation from occurring again. Closure: **Review lesson out load with class. 6 min Auditory, motor Whole***Post-assessment: Have students close their eyes and put their heads down on their desks. Ask students to raise 1 finger for answer #1 and 2 group fingers for answer #2. The questions will relate back to the objectives (sample questions provided.) Evaluation to be accomplished by: Rubric and checklist Materials Needed: white board, white board markers, situation cards, pencils, tape Reference(s): McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching pro-social skills Champaign, Ill.: Research Press, ***Activity ideas outlined from www.teacherpayteachers.com

LESSON PLAN #7: Accident or Purpose

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Thematic Unit: Dealing with Stress, Feelings, and Aggression

LESSON #7: ACCIDENT OR PURPOSE EVALUATION RUBRIC:

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*NOTES:

STUDENT NAME:

To identify at least 2/3 situations that occurred on accident. __________________________ 3=can identify all 3 situations 2= can identify at least 2situations 1=can identify at least 1 situation 0=cannot identify any situations

OBJECTIVE 1:

To recognize at least 2/3 situations that occurred on purpose. __________________________ 3= can recognize all 3 situations 2= can recognize at least 2 situations 1= can recognize at least 1 situation 0= cannot recognize any situations

OBJECTIVE 2:

To express how and why to apologize or take responsibility for actions, regardless if it was an accident or not in at least 2/3 situations 3= can express how/why in all 3 situations 2= can express how/why in at least 2 situations 1= can express how/why in at least 1 situation 0= cannot express how/why in any situation

OBJECTIVE 3:

TOTAL POINTS:

_____/9

Thematic Unit: Dealing with Stress, Feelings, and Aggression LESSON #7: Accident or Purpose: INSTRUCTION EXAMPLES:
1.

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ACCIDENT: - My alarm that I had set the night before did not go off in the morning. This caused me to be late to class. Even though it was an accident, I still had to accept responsibility for being late to class, and apologize to my teacher. PURPOSE: - Instead of doing my homework, I decided to go to the pool with my friends. I didnt receive credit for the homework assignment, and I lo st points. I intentionally didnt do my homework even though I knew that I would lose points. I had to accept responsibility for my actions, and learn from them.

2.

POST-ASSESSMENT QUESTIONS: (Closure)

**Answer is bolded** Teacher should tally the students answers. 1. Simon knocked my books out of my hand while in the hallway, then apologized and helped me pick them up. Did Simon do this on purpose (1 finger) or on accident (2 fingers)? a. (Purpose) 1 finger: ___________________ b. (Accident) 2 fingers: ___________________ 2. Nicole pushed me down at recess and then pointed and laughed at me when I began to cry. Did Nicole do this on purpose (1 finger) or on accident (2 fingers)? a. (Purpose) 1 finger: ___________________ b. (Accident) 2 fingers: ___________________ 3. Even though Damon accidentally knocked over the teachers pencil jar, he blamed it on Steven and then did not help pick the pencils up off of the floor. Did Damon accept responsibility for knocking over the pencil jar? Yes = 1finger, No= 2 fingers. a. (Yes) 1 finger: _______________________ b. (No) 2 fingers: ______________________ 4. If you trip some one in the hall, whether on accident or on purpose, you SHOULD say, you fell on your own, and not apologize to the person. No= 1 finger, Yes= 2 fingers. a. (No) 1 finger: ________________________ b. (Yes) 2 fingers: ______________________ 5. Apologizing appropriately means looking at the person your apologizing to, and saying that you are sorry. No= 1 finger, Yes= 2 fingers. a. (No) 1 finger: _______________________ b. (Yes) 2 fingers: ______________________

CLOSURE CHECKLIST:
1. 2. 3. 4.

(Based on tally marks above)

Students can identify 1 situation that occurred on accident. Yes_______ No__________ Students can recognize 1 situation that occurred on purpose. Yes_______ No_________ Students can express how and why to apologize Yes ______ No _______ Students can express how and why to take responsibility for actions in 1 situation Yes _____ No______

Thematic Unit: Dealing with Stress, Feelings, and Aggression

LESSON PLAN #8: Reacting to Failure Unit of Study: Group 5: Skills for Dealing with Stress. Skill 53: Reacting to Failure. Lesson Goal: To have basic knowledge on how to react to failure appropriately through the skill steps and preventing failure from occurring again. Lesson Objectives: 1) To list at least steps in the reacting to failure skill step process. 2) To name at least 3 personal strengths they have. 3) To recognize a plan to improve at least 1 personal weakness to reduce failure. Accommodations: Prompts/ repetition, teacher can write what students say verbally, teacher can read situations out load to students (if needed.) Common Core/State Standard: Strand 4: Social & Emotional Health. Standard 7: Social Skills. 4.10: Demonstrate how to confront annoying behavior. Concept or skill to be taught: To react to failure in appropriate ways and ways to prevent failure from occurring again. Sequence of Plan Time Modality: (approx.) (visual,auditory ,tactile, motor)

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Grouping Pattern:

Anticipatory Set: 6 min Visual, auditory, Whole Reflect back to calm-down strategies and pushing my buttons lessons, these strategies will be useful when frustrated due to failure. tactile group **Ask the class to turn to their neighbor and say one positive thing about them. After, ask the students how staying positive made them feel. Also tell them to tell their neighbor 1 calm-down strategy they remember. **Give each student a piece of plain paper. Then show the class the poster of the skill 53 steps on reacting to failure (provided.) Discuss each step with the students. While explaining each step, the students will copy each step on their given piece of plain paper, and create their own poster of the reacting to failure skill steps. Instruction: 10 min Visual, auditory Whole Explain that everyone experiences failure. Failure means you didnt accomplish something you tried at. If people gave up afte r the first time group they tried something, nothing would ever be accomplished. Society would be completely different. Being able to accept failure and stay positive is an important skill to practice and learn. Learning from our failures makes us stronger and more positive people. ** Provide the class with an example of a situation in which you experienced failure, and how you used the skill 53 steps to develop a positive plan to lead toward success. **Explain that everyone is unique and are better at some things than others. Make a T-chart with one side saying strengths and the other side saying weaknesses on the white board. Generate a list (3-5 each) of personal strengths and weaknesses in front of the class. Pick one weakness and use the skill 53 steps to develop a plan that will help improve that weakness. Guided Practice (Modeling): 15 min Visual, auditory, Whole**Read 3-5 situations out load to the class that give examples of failure that the students could possibly relate to (provided.) Using the skill tactile, motor group/ 3-5 steps walk through each failure situation to develop a positive and appropriate plan that will lead to success, as well as identify one calm groups down strategy the individual could have used to reduce frustration. Divide the class into groups and have each group generate a list of at least 3 overall classroom strengths and 3 classroom weaknesses that need improvements. Put the list of classroom strengths on a wall in the classroom. **Once every group is done ask each group to read their lists. Then have the class vote on 1 class weakness that needs improvement. Using the skill 53 steps, write out a plan together with the students that could possibly allow the class to succeed. Independent Practice: 15 min Visual, auditory, Groups of **Have the students form groups of 3. Give each group a situation in which an individual experienced failure. Instruct each group to use tactile, motor 3-5 the skill 53 steps to develop a positive plan to help the individual in their situation succeed, they will present their situation and plan in front of the class. Closure: 6 min Visual, tactile Independe Post-assessment: Instruct each student to develop their own T-chart, and develop a list of at least 6 positive strengths they have, and at nt most 3 weaknesses that they wish to improve on. Have them circle 1 weakness they want to improve the most, and use the skill 53 steps to develop a plan for success. Also write one calm-down strategy they would use to reduce the feeling of failure from pushing their buttons. (Accommodations provided if needed.) Evaluation to be accomplished by: Rubric Materials Needed: Skill 53 skill steps, white board markers, white board, paper, pencil, failure situations. Reference(s): McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching prosocial skills Champaign, Ill.: Research Press.

Thematic Unit: Dealing with Stress, Feelings, and Aggression LESSON #8: REACTING TO FAILURE EVALUATION: RUBRIC -The information in the rubric will be collected through the post- assessment. STUDENT NAME:
Students can list at least steps in the reacting to failure skill step process. 3=can list at least 3 steps 2= can list at least 2 steps 1= can list at least 1 step 0= can list 0 steps

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OBJECTIVE 1:

Students can name at least 3 personal strengths they have. 3= can name at least 3 strengths 2= can name at least 2 strengths 1= can name at least 1 strength 0= can name 0 strengths

OBJECTIVE 2:

Students can recognize a plan to improve at least 1 personal weakness to reduce failure. 1= can recognize at least 1 weakness 0= can recognize 0 weaknesses

OBJECTIVE 3:

POINT TOTAL:

_______/7

Thematic Unit: Dealing with Stress, Feelings, and Aggression

LESSON #8:

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SKILL 53: REACTING TO FAILURE

1. Decide if you have failed. 2. Think about why you failed. 3. Think about what you could do next time. 4. Make your plan to do this. FAILURE SITUATION EXAMPLES: (used in guided & independent practices)
I failed a science test. Im a failure at baseball. I like baseball, but I have trouble hitting the ball. I failed my art project. I failed a math assignment. I failed at controlling my anger. I tried to do well on the test, but I didnt. I didnt do well on my homework, so I couldnt play with the team after school. I failed in getting the new kid to be my friend. I tried to join in a game, but the kids said I couldnt play. I didnt do my chores, so I couldnt play with a friend. I tried out for the team, but I didnt make it. I tried out for a part in the play, but I didnt get it.

Thematic Unit: Dealing with Stress, Feelings, and Aggression

Unit of Study: Skills for Dealing with Stress; Skill 54: Accepting No Lesson Goal: To comprehend how to appropriately accept no in situations by understanding the specific reason why, as well as how to prevent those situ ations in the future. Lesson Objectives: 1) To describe the reason why the answer was no in at least 2 situations. 2) To express how to appropriately accept no in at least 2 situations. 3) To report at least 2 ways to prevent the answer no from occurring again in future similar situa tions. Accommodations: prompts/repetition, orally telling me their independent practice, Common Core/State Standard: Strand 4: Social &Emotional Health. Standard 7: Social Skills. 4.10: Demonstrate how to confront annoying behavior. Concept or skill to be taught: Learn how to deal with stress by appropriately accepting the answer no in situations. Sequence of Plan Time Modality: Grouping (approx.) (visual,auditory, Pattern: tactile, motor) Anticipatory Set: **Begin by asking the class how they feel when they are told no. Also ask the students if they know any helpful strategies in order to be able to accept the answer no. (If needed, prompts will be given to the students to think back to previous lesson on anger and calm down strategies.) After a few volunteers, the students will write their answers on a blank piece of paper, and turn it into the workbasket. 6 min Auditory, tactile, motor Wholegroup

LESSON PLAN #9: ACCEPTING NO

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Instruction: 9 min Auditory, visual WholeDiscuss with the class that there will always be situations at home and at school where we will be told we cannot do something. There is always a group reason as to why someone is told that they cannot do something. Sometimes the person will tell the specific reason as to why they say no, and sometimes they wont. Either way, it is important to develop appropriate ways to accept no. (relaxation or calm down strategies.) Also explain that although it may be frustrating, arguing about the answer just because you dont like it will make situations worse. **Then provide example situations in which he/she was told no in the past. (I didnt do my chores after school. I asked my mother if I could go outside later in the day and play with friends, and she said no.) Along with this, describe how the answer no had made you feel, and how you accepted the answer (self-talk, etc.) Also describe how you prevented that same situation from happening in the future (from then on, after school I always did my chores so that I could go outside and play with friends.) Guided Practice (Modeling): 15 min Auditory, visual, Whole**Together, develop the skill 54 steps on accepting no on the board. (1. Decide why you were told no. 2. Think about your choices A. do something motor group else. B. Say how you feel in a friendly way. C. Write about how you feel. 3. Act out your best choice.) **Provide two example situations. Together with the class, slowly go through each skill step in both situations in order to; identify the reason for the answer no, identify ways to accept the answer no, and write a statement on how the situation could be prevented from happ ening again in the future. Independent Practice: 20 min Auditory, visual, 2 groups **The students will be instructed to grab a partner. Each pair will then develop a situation where they were told no. (Example: I wanted to play a motor, tactile game on the computer, but my teacher said no because I didnt finish my work.) The pairs will be instructed to practice the situation together privately, and then when ready, they will perform the situation in front of the class. Each pair will be required to use the skill 54 steps (stated above) to develop a solution to their situation. (If time runs out, and not all groups had performed, they can perform in front of teacher another time, or before the next lesson the following day.) Closure: 10 min Auditory, visual, WholeEXIT TICKET: Instruct the students to close their eyes, and put their heads down on their desk. Describe another situation in which a person had tactile group to accept the answer no. (Example: situation: I asked my mom if I could go over to my friends house. My mom told me that I could not go to my friends house because I had a fight with my brother earlier that day and I hurt him.) *After describing the situation out load to the class, ask questions about the situation that addresses the objectives for the lesson. The students will raise 1 finger high in the air for the first answer, and 2 fingers for the second answer. (Example: Was the reason for the answer no because I didnt clean my room? Or was the reason for the answer no because I had a fight with my brother?) After asking questions regarding the first two objectives, the students will share with a partner next to them how they could prevent the situation from happening again. **(Tally the students answers on a piece of paper, to check the students understanding.) Evaluation to be accomplished by: Exit ticket as well as a checklist of their independent practice skit. Materials Needed: Bin full of no situations, lined paper, pencils, white board, white board markers, skill 54 steps paper Reference(s): McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching prosocial skills Champaign, Ill.: Research Press,

Thematic Unit: Dealing with Stress, Feelings, and Aggression LESSON #9: Accepting No:

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EVALUATION RUBRIC/CHECKLIST: -Evaluation completed from the situation performed by the students in the independent practice, as well as the Exit ticket. CHECKLIST:
-Independent Practice (SKIT): a) The students were able to describe the reason why the answer was no in their given situation: _______ -Tally: b) The students were able to express how to appropriately accept no in their given situation: ___________ -Tally: c) The students were able to report at least 1 way to prevent the answer no from occurring again in future similar situations: _______ -Tally: -Closure (EXIT TICKET): a) The students were able to describe the reason why the answer was no in the given situation: _______ -Tally: b) The students were able to express how to appropriately accept no in the given situation: ___________ -Tally: c) The students were able to report at least 1 way to prevent the answer no from occurring again in future similar situations: _______ -Tally:

Thematic Unit: Dealing with Stress, Feelings, and Aggression LESSON #9: ACCEPTING NO EVALUATION RUBRIC:
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Students were assessed on if they met expectations from the objectives. Data was taken from both situations presented in the checklist. OBJECTIVE 1: To describe the reason why the answer was no in at least 2 situations.
2= can describe reason why in at least 2 situations 1= can describe reason why in at least 1 situation 0= can describe reasons why in 0 situations

STUDENT NAME:

OBJECTIVE 2: To express how to appropriately accept no in at least 2 situations.

2= can express how to accept no in at least 2 situations 1= can express how to accept no in at least 1 situation 0= can express how to say no in 0 situations

OBJECTIVE 3: To report at least 2 ways to prevent the answer no from occurring again in future similar situations.
2= can report a least 2 ways to prevent situation from reoccurring 1= can report at least 1 way to prevent situation from reoccurring 0= can report 0 ways to prevent situation from reoccurring

POINT TOTAL:

_____/6

Thematic Unit: Dealing with Stress, Feelings, and Aggression LESSON PLAN #10: Thematic Unit Wrap Up

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Unit of Study: Skills for Dealing with Feelings, Aggression, & Stress. Lesson Goal: The students will demonstrate what they learned about the unit through the application of the skills used for dealing with feelings, aggression, and stress. Lesson Objectives: 1) To illustrate where they feel anger in their bodies in at least 3 places/ areas. 2) To write at least 1 thing or situation that pushes their buttons. 3) To choose at least 2 calm-down strategies to write about in their anger book. Accommodations: Prompts/ repetition, teacher can write sentences for students in their books if needed. Common Core/State Standard: Strand 4: Social & Emotional Health. Standard 3: Health Behaviors. 4.3: Demonstrate strategies to manage strong feelings. Strand 4: Social & Emotional Health. Standard 7: Social Skills. 4.10: Demonstrate how to confront annoying behavior. Concept or skill to be taught: By creating their own anger book, students will reflect back on entire unit and be able to understand the skills for dealing with feelings, aggression, and stress.

Sequence of Plan

***Entire wrap up lesson can be split into days (complete a page/ review a lesson once a day!)***
Anticipatory Set: Review past lessons; say at least 1-2 main points about each topic. Discuss them with the class; ask them if they remember anything about each topic. **Split class into groups of 5-6. Give each group a topic from 1 of the 9 lessons. Each group will write, draw, or discuss in any way they would like, about their topic (example: if one group was given the topic of where we feel anger in our bodies they would most likely draw an outline of person and draw where they feel anger.) The students will have an idea on how to present their given topic, because the lessons the teacher conducted will be about the same. Instruction: Hang each skill step poster on the white board. **Show the class YOUR anger book, describing a brief summary of how each page relates back to the entire unit and how you decided to choose what to put in your book. (Each page will be a brief summary of each lesson that was implemented in the unit.) Guided Practice (Modeling): CREATE THE ANGER BOOK OUTLINE WITH THE CLASS. Model how to make the anger book step by step. Teacher will model the sentences to be written on each page. The teacher is only providing the content to the students. They will be able to color and answer the guided questions in the independent practice. Allow students to participate by asking questions about each section of the book. **Give each student construction paper. Demonstrate how to fold the pages to form a book. Write My Anger Book on the top part of the front cover. (Basic format of book and what is on each page is provided.) Independent Practice: **The students will work on filling in their answers for each of the guided sentences about each lesson on their individual pages. They are allowed to look back at any worksheet or skill step poster to assist them. They are also allowed to work with their table of peers if they need assistance. (If students do not finish in the time frame provided, they will be allowed to finish their book during freetime or when instructed.) Reflect back on lessons and ask students questions regarding each page in their anger book while walking around the room. The anger book will reflect back on all prior thematic unit lessons, and will assess their knowledge and understanding on each lesson. Closure: ** Choose a couple of students to present 1 of their pages out load with the class if they are finished.

Time (approx. 10 min

Modality: (visual,auditor y,tactile, motor) Visual, motor, tactile, auditory

Grouping Pattern: 5-6 (dependin g on class size)

12 min

Visual, auditory Visual, auditory, tactile, motor

Wholegroup Wholegroup

20 min

25 min

Visual, auditory, motor, tactile

Independe nt

5 min

Auditory, visual, motor

Wholegroup

Evaluation to be accomplished by: Rubric based on finished anger book. Materials Needed: Construction paper to make book, lined paper to write sentences on for book, pencils, white board, white board markers, coloring utensils, scissors, glue, skill step posters. Reference(s): McGinnis, Ellen. Goldstein, Arnold P. (1997) Skillstreaming the elementary school child: new strategies and perspectives for teaching pro-social skills Champaign, Ill.: Research Press,

Thematic Unit: Dealing with Stress, Feelings, and Aggression LESSON #10 THEMATIC UNIT WRAP UP: ANGER BOOK RUBRIC -The information in the rubric will be provided by the completion of each students anger book. STUDENT NAME:
Students can illustrate where they feel anger in their bodies in at least 3 places/ areas. 3=can illustrate at least 3 places 2= can illustrate at least 2 places 1= can illustrate at least 1 place 0= can illustrate 0 places

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OBJECTIVE 1:

Students can write at least 1 thing or situation that pushes their buttons. 1= can write at least 1 situation 0= can write 0 situations

OBJECTIVE 2:

Students can choose at least 2 calm-down strategies to write about in their anger book. 2= can choose at least 2 strategies 1= can choose at least 1 strategy 0= can choose 0 strategies

OBJECTIVE 3:

POINT TOTAL:

_______/6

Thematic Unit: Dealing with Stress, Feelings, and Aggression

LESSON #10: OUTLINE FOR EACH PAGE IN ANGER BOOK:

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**** OPTION TO CREATE OUTLINE OF BOOK BEFORE LESSON AND HAVE THEM JUST FILL IN TH BLANKS!****
I. COVER PAGE: 1. Write My Anger Book on top middle portion of book. 2. Have students cut a blank thermometer out and glue it on the front under the title, next to three lines from bottom to top write CALM, FRUSTRATED, ANGRY 3. Underneath the thermometer, write the sentence When I am angry, my body feels _______. (Hot.) PAGE #1: 1. On the top part of the first page, write the sentence This is what my body looks like when I am angry in 3 places. 2. Under the sentence, have students cut out an outline of a person and glue it on the page. PAGE #2: 1. On the top of the page, write the sentence It pushes my buttons when _______________. 2. Students can later draw a picture under the sentence. PAGE #3: 1. On the top of the page, write the sentence When someone pushes my buttons I do _______________, _________________, or _________________ to help me calm down. (Instruct them to write 3 calm-down strategies) PAGE #4: 1. Write the sentence at the top of the page When making a decision I need to ________________, ___________________, and, ___________________. (Stop, think, and act.) PAGE #5: 1. Write on top of the page When I make a mistake, I need to __________________ or _____________________ and accept my consequences. (Apologize, or avoid situation.) PAGE #6: 1. Write on the top of the page, When I do not succeed at something I need to stay __________________ and try again in order to learn and grow. (Positive.) PAGE #7: 1. Write at the top of the page, When I am told no, I need _______________________. (self-talk, break.)

II. III. IV. V. VI. VII. VIII.