1.

Title: Learning About Anger: Interactive Read-Aloud & Art Project

2. Lesson Rationale: I will be teaching the students about how anger can be expressed and
regulated with a Read-Aloud, utilizing When Sophie Gets Angry Really, Really Angry by
Molly Bang. Following the Read-Aloud, I will teach students how artwork can be used to
represent feelings of anger and feelings of calm by creating masks with CrayPas, similar to the
artwork style of the Read-Aloud text. This lesson is situated within the greater context of anti-
bullying awareness week. Previously, students listened to a Read-Aloud and had a discussion to
If Youre Angry and You Know It by Cecily Kaiser and Cary Pillo.

3. Student Objectives/Outcomes: Students will be able to identify and describe how Sophie felt
when she was angry, and make comparisons to personal experiences of anger. Students will be
also be able to identify how Sophie calmed down, and discuss personal strategies for regulating
anger. Students will demonstrate understanding by illustrating feeling of anger and calm on
masks.

4. Common Core Curriculum Standards:
CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and
major events in a story.
1.3.2.D.1 Create two- and three-dimensional works of art using the basic elements of
color, line, shape, form, texture, and space, as well as a variety of art mediums and
application methods.

5. Materials:
When Sophie Gets Angry Really, Really Angry by Molly Bang
Masks (pre-glued with popsicle sticks)
CrayPas

6. Anticipatory Set: After students gather on the rug for the Read-Aloud story, I will begin by
reminding students that they read If Youre Angry and You Know It the previous day, and
discussed what makes them mad. I will continue by saying Today we will discuss how our
bodies feel when we become angry, what we might do, and how we can calm our bodies and
minds down so we can stop feeling angry. What does your body feel like when you feel very
angry? I will select a few students to share how they feel when they are angry. Then I will
continue by saying I am going to read a book about a little girl who feels so angry she feels like
she will explode. I wonder what the little girl will do when she feels so angry? The story is
called and I will do the Interactive Read-Aloud, noting cause and effect in the story, the
actions of Sophie, and the colors used in the story to expression emotion.



7. Lesson Procedure:
Modeling/Demonstration: I will share with the students the mask I created inspired by
the read-aloud, displaying the side in which I represent how I feel when I am angry, and
how I feel when I am calm. I will explain to the students why I picked certain colors and
compare them to the colors used in the read-aloud story. I will introduce the new
coloring materials and explain the way the CrayPas color is similar to the artists style of
the read-aloud.
Joint Participation/Guided Practice: After students return to desk with masks, I will
direct students to focus on drawing the angry side of their masks firsts. I will ask a few
students for suggestions on the color palate to be used for the angry side of the mask
(e.g. red, orange, black, brown, and yellow) and display the colors up on the
Promethean Board. Students will complete the angry side of their masks independently.
Then I will direct the students attention back up to the Promethean Board and direct
them to create their calm side of the masks. I will ask a few students to suggest a
calming color palate (e.g. blue, green, pink, white, yellow), which I will also display on
the Promethean Board. Students will complete the calm side of the mask
independently.
Independent Practice: Students will draw the angry/calm sides of their masks with
CrayPas independently.

8. Closure: Before my close, I will give the students a 5, 2, and finally 1 minute countdown to
finish their masks. When students complete their masks, I will ask a few students to stand up at
their seats and display their masks for their peers, and briefly discuss their thoughts about their
masks. Students will then leave their masks out on their desks and they transition to Speech.

9: Assessment: I will assess the students responses during the discussion of the Read-Aloud
and personal reflections, as well as document their understanding and demonstration of anger
and calm through art with photographs of their masks.

10: Adaptations: During the afternoon Read-Alouds and Art Projects, the special education
class (which has a mixed population of abilities) is mainstreamed in the classroom for the
period. I have adapted the Read-Aloud, which normally asks several recall and critical thinking
questions during the reading, has been changed to an Interactive Read-Aloud, where the
teacher uses a Think-Aloud strategy to bring clarification and understanding to the reading
without the interruption of open discussion, which has often led the students to begin
discussions with one another. Considering the larger group and need for directness with certain
students, the teacher will minimize discussion during the reading.