TEACHING OBJECTIVES

To synthesize key ideas and apply them to personal behavior, to identify and solve problems, to integrate knowledge from others’ experiences

HEALTH ED STANDARD

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (NHES.7)

Lesson Plan: Tame Your Temper

Feeling angry is normal. It’s what you do with the feeling that can get you in trouble. This story gives students a plan for dealing with their anger so that they don’t find themselves acting in ways they’ll regret.

ESSENTIAL QUESTION

What’s the difference between healthy and unhealthy anger?

GETTING READY TO READ (10 min.)

CCSS.ELA–Literacy.CCRA.R.7 (Evaluate content presented visually.)
Allow students to view the image, caption, and information on p. 12. Then have them answer questions on the first page of the Feeling Furious Worksheet about whether they can relate to the image, whether they’ve ever had an anger attack, and what things make them angry.

READING THE ARTICLE (10–15 min.)

Read the article and have students discuss or write down answers to the following Close-Reading Questions.

  • Explain how anger is rooted in a primitive survival mechanism. When an animal is threatened by a predator, it feels anger as a signal to fight to stay alive. Humans are complex animals, and our brains attach similar meaning to things that aren’t life-threatening but trigger an equally intense response.
  • What are some physical cues that let you know you’re having a rage response? You start sweating, your face feels hot, your heart races, and your fists clench.
  • Summarize three techniques for freezing your feelings and calming your mind. 1) Take deep breaths or close your eyes and count; 2) tense a group of muscles and squeeze for 5 seconds, then release and count to 10 while saying the word relax to yourself; 3) shift your focus to something pleasant to distract yourself.
  • Why is exercising a better way to release anger than hitting a pillow? Exercise triggers the release of feel-good hormones called endorphins. This is a better option than violence, which doesn’t actually lessen your anger.

Like What You See?

Then you'll love Choices, our health, social-emotional learning, and life-skills magazine for grades 7–12 

UNDERSTANDING THE ARTICLE (15 min.)

Have students discuss or write down answers to the following Critical-Thinking Questions.

  • Does it surprise you that 63.3 percent of teens have had at least one anger attack where they lost control, got violent, or destroyed property? Why or why not? Answers will vary.
  • Why do you think Alonzo gets mad when people save seats in the cafeteria? Possible answer: Maybe Alonzo gets mad about seat saving in the cafeteria because it makes him feel isolated and unwanted. 
  • Sterling regrets telling her dad that he was ruining her life. What have you said in anger that you wish you hadn’t said, and what did you do about it afterward? Answers will vary.
  • Why do you think Meghan rips up the letters she writes when she’s angry rather than sending them? Possible answer: Just the act of writing the letter may help Meghan work out her feelings. By then, she no longer needs to share her anger with the instigator

AFTER THE ARTICLE (20 min.)

CCSS.ELA–Literacy.W.4 (Produce clear writing appropriate to task.)

Have students complete the second page of the Feeling Furious Worksheet. They will then pick one item on their “What Makes You Angry” list and write a short story about someone turning into an “off-the-rails rage-mobile” because of it. If there’s time, invite students to share their stories.

BEYOND THE BELL

In Ironman, author Chris Crutcher chronicles a teen boy’s ongoing struggle to maintain a peaceful relationship with his father. Though main character Bo attempts to channel his anger into productive outlets like sports, he sometimes slips and lashes out on people whose only goal is to help. The YA novel provides a realstic look at anger’s power to manifest in either fruitful or destructive outcomes.

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