Awareness of Anger
Outcome: Students will describe the ways people communicate and physically
react when they have strong feelings, especially anger. Students will recall
and describe a time they got angry.
Materials needed: Agenda written on chalkboard or chart paper
Ask students to complete the sentence, "I feel good about myself when ..."
Agenda: Go over the day's plan and ask if it seems okay.
Time When I Got Angry: Guided Reflection
students in pairs to take turns talking about a time they were angry. What did
it feel like? Give them about a minute each to talk.
word "feeling" is used to refer to times when our bodies are reacting
in certain ways to things that are happening. We also have particular kinds of
thoughts at these times. For example, when people are afraid, sometimes they think
very fast about what they need to do, but sometimes they freeze and don't move
at all. Sometimes they run. Sometimes they shake and sometimes they sweat. Their
minds may be totally blank and not have any thoughts at all; or they may have
thoughts like, "I better get out of here."
people have the feeling of anger, they have particular bodily sensations and thoughts.
students to close their eyes and think about a time they were angry. What was
happening? What were they doing? Who were the people they were angry at? Ask them
to imagine that these people are here now. Ask them to picture those people clearly.
Imagine that they are back in that situation and very angry.
students to focus their attention on various parts of their own bodies: Start
with the head, face, shoulders, arms, back. What do their bodies feel? What thoughts
are going through their minds?
students to the present moment. Ask them to remember the bodily sensations and
thoughts they had when angry, but to open their eyes and focus on some part of
the class, develop two lists - Body Responses and Thoughts.
responses may include heart pounding, sweating, an impulse to make violent motions
(like a child's tantrum). Explain that all these are normal body responses.
might be things like ''I'm going to punch him out," "People always do
this to me," or "I'm not going to take this."
out that sometimes feelings are a signal that we need to do something, but they
aren't always. When we have a strong feeling, we always have a choice about what
we do about it. When we're angry, we may think we want to punch someone in the
face, for example, but we can stop and decide if it really makes sense to do that.
If we can cool off and think about it, maybe we will want to handle the situation
some other way.
a few volunteers, What thoughts about the experience of anger will you carry away
from this lesson?
One of the things we can do to relax our bodies when they are
tense with anger is to take deep breaths. Have students breathe in deeply, all
the way to their abdomens so that their abdomens puff out. Then have them fill
up their lungs from the bottom to the top. Then have them exhale, reversing the
process, breathing out from the top of the lungs down to the abdomen, sucking
in the abdomen. Do this five times.
Activity: Anger Survey
the class brainstorm questions for an anger survey.
questions may include:
were you angry?
caused the anger?
was the anger expressed (e.g., physical violence, verbal violence, property damage,
peacefully resolved, etc.)
was the final outcome?
a homework assignment, have students use the prepared questions to interview a
friend, classmate, or family member about a recent situation that made them angry.
Have students report their findings to class. Discuss the results of the
interview. Evaluate how the person dealt with his/her anger. Invite suggestions
for improving the outcome of each story.
welcome your thoughts and suggestions about these activities! Please email us