Bryan is a freelance writer who specializes in literature. He has worked as an English instructor, editor and writer for the past 10 years.
When students finish this lesson, they will be able to:
- Answer questions about the key details in When I Feel Angry
- Identify the main topic of When I Feel Angry
30 to 60 minutes
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, identify the main topic and retell key details of a text.
- A copy of When I Feel Angry by Cornelia Spelman
- Colored index cards with the word ''Angry'' printed or written on them
Warm-up: The Skit
- Position yourself so that you are in front of the classroom and all students can see you. Do not suggest that the lesson is starting, but address your learners in a more casual way to get their attention. Keeping it casual helps make your skit more believable.
- Next, create a situation where you can model what it looks like to get angry. You may pretend to drop an item you are carrying and then briefly scowl or say aloud ''that makes me so angry''! Other ideas include stubbing your toe or getting a bad report card.
- When you are finished with your skit, ask the students:
- What just happened?
- Illicit a response about anger and encourage the students to share the sort of situations that make them angry.
- Transition from the discussion to the book by telling the students ''Thank you for sharing. You all have some really great ideas about handling anger.''
- Hand out your ''Angry'' index cards to each student.
- Hold up When I feel Angry to your learners and let them know that you are going to start story time.
- Tell your learners that each time they hear the word ''angry'', you want them to hold up their index card.
What Makes Her Angry?
- Read the first five pages of the book to your learners then ask:
- What kinds of things make the bunny angry?
- Try to elicit the details from the story - being made fun of, stopping a game to clean the room, going swimming but it rains, when her drawing doesn't look nice, when the teacher says she was talking when she wasn't.
How to Handle Anger
- Read the next five pages aloud to your students. Since these pages deal mostly with healthy ways to deal with anger, ask the students:
- What are some good things the bunny can do when she is angry?
- Try to elicit the details from the story including going away from the person that makes her angry, taking deep breaths, running, riding her bike or doing something she really likes to do.
Communicating about Anger
- Read the next five pages in the book. Ask your learners:
- Is it okay if the bunny needs to rest or cry when she is angry?
- What if she needs time by herself?
- Does the bunny think talking and listening makes things better?
- Read the last pages of the book. These pages are an overview of how to handle anger in healthy ways. For this section, allow students to listen without offering a discussion. This will help reinforce the idea for students who prefer to think internally rather than through discussions.
- Ask your learners what the story was about. After you have elicited that the story was about anger, mention the words ''main topic'' to help reinforce the concept. You might say something like ''Yes! The main topic is anger. Good job!''
- Collect the cards from your learners one at a time and ask them to tell you ''When I feel angry, I can _____.'' If a student offers an answer that is not healthy (such as punching someone), encourage them to try again.
- Arrange your learners into a circle
- Let the students know that you are going to ask each of them to announce ''That Makes me so angry! I am going to _____!''
- Review the healthy options for how to respond to anger (Going away, riding my bike, talking to someone, taking deep breaths or doing something I really enjoy).
- Encourage students to speak with confidence.
- Model this activity first by sitting up straight or standing up and saying ''That makes me so angry! I am going to ride my bike.''
Tips for engagement and stickiness
- While reading, use rising and falling inflections to emphasis the word ''angry''. Consider going way over the top the first few times you read the word ''angry'' to help get students feeling comfortable and to let them know that they are going to have fun.
- Since the phrase ''When I feel angry'' appears many times in the book, students will know that the word ''angry'' is coming up. You can make the index card game a little more fun by pausing for a few seconds between ''feel'' and ''angry'' to offer some interesting variety and encourage students to truly listen.
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