Session 1: Baseline Feelings Worksheet

1. Think of a time when you felt angry. Draw a picture of that moment in the box below.
   
   
   
   
   
   
   
   
   
   
   
2. How angry did you feel? Circle the number that shows your anger level.

Not Mad 1  2  3  4  5 Very Mad

1. What did your body feel like when you were angry? (For example: heart beat fast, face felt hot, muscles tight.)
   
   
   
   
   
   
2. What happened right before you felt angry? (For example: someone took a toy, you had to stop playing.)
   
   
   
   
   
   

Session 1 Activity: Feeling Faces Memory Match

Materials:

• Feeling Faces Cards (two identical sets)

Prep (5 minutes):

• Make two copies of each Feeling Faces card and laminate or print on cardstock.
• Shuffle all cards together and lay them face-down in a grid on the table.

Instructions (7 minutes):

1. Explain the rules: “We’re going to play Memory Match. When you find two cards that look the same, keep the pair and tell us what feeling it shows!”
2. Students take turns flipping over two cards at a time.
   • If the cards match, the student names the feeling (e.g., “Happy,” “Sad,” or “Angry”) and keeps the pair.
   • If the cards don’t match, the student turns them back face-down and the next student goes.
3. Continue until all pairs are found.
4. Focus on the Anger faces:
   • Whenever anyone finds the “Angry” pair, pause and ask:
     • “What does this face look like?”
     • “Can you show us with your body what anger looks like?”
     • “When are you angry like this?”
5. Celebrate all matches and reinforce that every feeling is okay to have.

Transition: Gather back in the circle for the Baseline Anger Identification activity.

Session 1 Cool-Down

Time: 6 minutes

1. Balloon Belly Breaths (3 minutes)

• Sit comfortably in your circle, hands resting on your belly.
• Imagine there’s a little balloon in your belly.
• Inhale slowly through your nose, filling your balloon (count to 3).
• Hold that big balloon for a count of 2.
• Exhale gently through your mouth, letting the balloon deflate (count to 3).
• Repeat this 3 times, feeling calm with each breath.

2. Positive Reflection (2 minutes)

• Still in our detective circle, each person takes a turn sharing one thing they liked about today or one thing they learned.
  • Example: “I liked learning what anger feels like.”
  • Or: “I will try these belly breaths when I’m upset.”

3. Detective Celebration (1 minute)

• Give a quiet detective clap together (clap–clap–clap, whisper whistle!).
• End with our calm detective sign: hands in lap, eyes forward, and softly say, “Case closed!”

Session 2: Trigger Signals Worksheet

1. Draw a time when something made you feel angry. What happened? Draw the picture below.
   
   
   
   
   
   
   
   
   
   
   
2. What happened right before you felt angry? Write or draw in the space below.
   
   
   
   
   
   
3. How did your body feel when you were angry? (For example: heart beat fast, hands clenched, face hot.)
   
   
   
   
   
   
4. When you notice these signs in your body, what can you do to help yourself calm down? Draw or write your ideas below.
   
   
   
   
   
   
5. Choose one calm-down strategy you will practice next time you feel angry. Circle one and, if you want, write another on the line:
   Belly breaths  Squeeze a stress ball  Ask a friend for help  Count to 5  Other: ____________
   
   
   

Session 2 Activity: Trigger Sorting

Materials:

• Trigger Signals Cards
• Two mats or large papers labeled “Trigger for Me” and “Not a Trigger for Me”

Prep (5 minutes):

• Label two mats or sheets with the headings “Trigger for Me” and “Not a Trigger for Me.”
• Shuffle the Trigger Signals Cards and place them in a stack face-down.
• Arrange mats in the center of the circle.

Instructions (7 minutes):

1. Explain: “We’ll draw a card and decide if this situation makes you feel angry (a trigger) or not.”
2. One at a time, students draw the top card and read or look at the scenario.
3. Student places the card on the mat they choose:
   • Trigger for Me if that situation makes them feel angry
   • Not a Trigger for Me if it does not
4. After placing, student completes the sentence:
   • “This is a trigger for me because…”
   • or “This is not a trigger for me because…”
5. Continue until all cards are sorted.
6. Debrief as a group:
   • Ask: “What did you notice about our triggers? Did everyone choose the same for some cards?”
   • Highlight that different people have different experiences and that’s OK.

Transition: Invite students to take a seat and move to the Trigger Signals Worksheet to reflect on their own triggers.

Session 2 Cool-Down

Time: 5 minutes

1. Gentle Stretch & Breathe (2 minutes)

• Stand or sit tall, hands at sides.
• Inhale deeply, reaching arms up overhead.
• Exhale slowly, lowering arms back down.
• Repeat this stretch-and-breathe sequence 3 times, noticing how your body feels.

2. Positive Reflection (2 minutes)

• Return to our detective circle.
• Each student shares one thing they learned today about their own triggers or one way they felt in control of their anger.
  • Example: “I noticed I get upset when I can’t find my toy.”
  • Or: “I can use my belly breaths when I feel angry.”

3. Partner Support & Encouragement (1 minute)

• Turn to a partner next to you.
• Share one calm-down strategy you will try next time (e.g., belly breaths, counting to 5, squeezing a stress ball).
• Give each other a gentle high-five and say: “We’ve got this, Detective!”

Session 3: Strategy Reflection Worksheet

1. Which calming strategy did you like the most? Circle one:
   • Belly breaths
   • Count to 5
   • Squeeze a stress ball
   • Positive self-talk
   • Ask for help
   • Other: ____________
     
     
     
2. Draw a picture of yourself using this strategy when you feel angry.
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
3. When and where will you use this strategy? (For example: “At home when I’m upset,” “On the playground if someone’s mean.”)
   
   
   
   
   
   
4. How will you remind yourself to use this strategy? (For example: “I can look at this worksheet,” “I will ask my teacher,” “I can set a timer.”)
   
   
   
   
   
   

Session 3 Activity: Coping Stations

Materials:

• Coping Strategy Task Cards
• Stress balls or sensory items
• Calm-down jars
• Paper and crayons or markers
• Timer or stopwatch

Prep (5 minutes):

• Label and set up three stations around the room:
  1. Breathing Station: A mat or chair with a visual prompt (from the Coping Strategies Anchor Chart)
  2. Sensory Station: Table with stress balls and calm-down jars
  3. Drawing Station: Small table with paper and crayons or markers
• Place a stack of Coping Strategy Task Cards at each station.
• Set a timer or prepare a stopwatch for 4-minute rotations.

Instructions (12 minutes):

1. Explain: “We’ll rotate through three stations to practice our coping strategies. We’ll spend 4 minutes at each station, then switch when the timer rings.”
2. Divide students into three small groups and assign each to a different station to start.
3. At each station, students:
   • Draw one task card and read or listen to the strategy prompt (e.g., “Take three slow belly breaths,” “Squeeze the stress ball five times,” “Draw your happy place”).
   • Practice the strategy together as a group, with teacher modeling and support as needed.
4. After 4 minutes, ring the timer and prompt groups to rotate clockwise to the next station.
5. Continue until every group has visited all three stations.
6. Gather back in the circle and briefly ask:
   • “Which strategy at each station felt best to you?”
   • “Where might you use this strategy when you feel angry?”

Transition: Move into the Session 3 Strategy Reflection Worksheet to document favorite strategies and plan future use.

Session 3 Cool-Down

Time: 3 minutes

1. Guided Body Scan (1 minute)

• Sit or stand quietly in our detective circle.
• Close your eyes or soften your gaze.
• Take a slow inhale and notice your head: is it relaxed or tense?
• Exhale and shift your attention to your shoulders, releasing any tightness.
• Inhale to your belly, then exhale, letting your belly soften.
• Finally, notice your legs and let them feel grounded.

2. Strategy Share & Practice (1 minute)

• Go around the circle—each detective names one coping strategy they liked today (e.g., belly breaths, stress ball squeeze).
• Together, practice that strategy once more as a group.

3. Detective Thumbs-Up & Whisper (1 minute)

• Give yourself a quiet detective thumbs-up gesture.
• On the count of three, whisper softly: “Case closed!”
• End with calm hands in lap and eyes forward.

Session 4: Personal Toolbox Worksheet

1. Decorate Your Toolbox

Draw or color on your toolbox to make it special! Add stickers, patterns, or your name below:

1. Draw 3 Strategies to Put Inside Your Toolbox

Strategy 1:

Strategy 2:

Strategy 3:

1. Write the Names of Your Strategies
2. _______________________________
   
   
3. _______________________________
   
   
4. _______________________________
   
   
5. Where Will You Keep Your Toolbox and When Will You Use It?

Write or draw your ideas below:

Session 4 Activity: Role-Play Scenarios

Materials:

• Role-Play Scenario Cards
• Small stage area or open floor space
• Coping Strategies Anchor Chart visible

Prep (5 minutes):

• Arrange chairs or mats to create a “stage” in the center of the room.
• Shuffle and place the Role-Play Scenario Cards face-down on a table nearby.
• Ensure the Coping Strategies Anchor Chart is posted where everyone can see it.

Instructions (10 minutes):

1. Explain the purpose: “We’re going to act out situations that might make us angry and practice using our coping strategies.”
2. Divide students into pairs or trios. Each group draws one scenario card.
3. For each scenario:
   a. Read or describe the situation together (e.g., “Someone takes your toy.”).
   b. Decide which coping strategy to use (refer to the anchor chart).
   c. Act out the scenario, showing how you would stay calm (e.g., take belly breaths, count to 5, ask for help).
   d. After acting it out, discuss:
   • “What happened in this scenario?”
   • “Which strategy did you choose?”
   • “How did it help you feel calmer?”
4. If time allows, groups exchange cards and practice a second scenario.
5. Encourage positive feedback after each role-play: “Nice job using deep breaths!” or “I liked how you asked for help.”

Transition: Come back to the detective circle and move on to the Personal Toolbox Worksheet to create your own coping toolbox.

Session 4 Cool-Down

Time: 3 minutes

1. 5-4-3-2-1 Senses Grounding (2 minutes)

• Invite students to look around and name:
  1. 5 things you can see in the room.
  2. 4 things you can touch (e.g., your shirt, the carpet).
  3. 3 things you can hear (e.g., a clock ticking, voices).
  4. 2 things you can smell (e.g., your snack, the markers).
  5. 1 thing you can taste (e.g., your water, the air).
• Pause briefly after each number to let students respond and notice how their bodies feel calmer.

2. Personal Toolbox Share (1 minute)

• In our detective circle, each student takes turns showing one item or writing inside their Personal Toolbox and says:
  • “I put [item/strategy] in my toolbox, and I will use it when [situation].”
  • Example: “I put belly breaths in my toolbox, and I will use it when I feel upset on the playground.”
• Celebrate each share with a quiet detective clap (clap–clap–clap, whisper whistle!).

Close: Have students give themselves a detective thumbs-up and softly whisper together, “Case closed!”

Session 5: Anger Maintenance Plan Worksheet

1. List three coping strategies you will use when you feel angry:
   1. _______________________________
      
      
      
   2. _______________________________
      
      
      
   3. _______________________________
      
      
      
2. Draw yourself using one of these strategies to stay calm when you feel angry.
   
   
   
   
   
   
   
   
   
   
   
3. Who can you ask for help when you feel angry? (Write their name or draw them below.)
   
   
   
   
   
   
   
   
   
   
   
4. How will you remind yourself to use your coping strategies? (For example: look at your toolbox, read this worksheet, talk to an adult.)
   
   
   
   
   
   
   
   
   
   
5. My personal maintenance plan:When I feel angry, I will ____________________________________________________________________.