Icebreaker: Anger Island Cards

Objective: Students will connect with real-life situations that can trigger anger, practice expressing how angry they might feel, and contribute words to our Anger Vocabulary.

Materials:

• Printed and cut scenario cards from Icebreaker: Anger Island Cards.
• A container (e.g., hat or box) to hold cards.
• Chart paper or whiteboard and markers.

Instructions for Teacher:

1. Shuffle and place all scenario cards face down in the container.
2. Invite one student at a time to draw a card, read the scenario aloud (or have teacher read it).
3. Ask:
   • “How angry would you feel on a scale from 1 (not angry) to 5 (very angry)?”
     
     
     
   • “Why would you feel that level of anger?”
     
     
     
4. Record key words or feeling phrases from each student on the board under headings “Scale” and “Why?”.
5. Encourage use of feeling words (e.g., annoyed, furious) and add any new words to our shared vocabulary.
6. Continue until each student has had at least one turn.
7. After all have shared, briefly discuss: “What did we learn about what makes us angry?”

Differentiation & IEP Supports:

• Provide sentence frames: “I would feel ___ because ___.”
• Offer visuals or emojis representing anger levels for non-verbal cues.
• Read scenarios aloud for students with reading accommodations.
• Pair stronger readers with peers who need support.

Scenario Cards (print and cut):

1. Someone cuts in line in front of you at lunch.
2. Your friend borrows your favorite game and returns it broken.
3. You finish your homework but the teacher says it’s late.
4. You remind your sibling to clean up, and they ignore you.
5. You lose in a game you practiced hard for.
6. Someone laughs when you make a mistake in front of the class.
7. You’re blamed for something you didn’t do.
8. A rule changes last minute and you disagree with it.
9. You’re on a team, and teammates aren’t listening to your ideas.
10. You’re playing outside, and an adult tells you to stop when you just want more time.

Anger Vocabulary Worksheet

1. Match each feeling word to its definition. Write the definition number on the line next to the letter.

A. Irritated ________
B. Annoyed ________
C. Furious ________
D. Enraged ________
E. Frustrated ________
F. Upset ________

Definitions:

1. Feeling a little angry or bothered.
2. Feeling annoyed and a bit frustrated.
3. Very angry; ready to shout or explode.
4. Extremely angry; out of control.
5. Feeling upset because something stopped you from doing what you wanted.
6. Feeling sad and a little angry.

2. Draw an emoji face for each word to show how someone might look when feeling it.

A. Irritated:






B. Annoyed:






C. Furious:






D. Enraged:






E. Frustrated:






F. Upset:

3. Write one sentence using any of the words above to describe a time you felt that way.

"When I felt ____, I ____."

 
 
Use this worksheet to build our shared anger vocabulary during Session 1 of Anger Explorers.

Breathing Cool-Down Guide

Purpose: Help students relax, focus on the present moment, and reflect on learning.

Materials:

• Breathing Cool-Down Guide printed or projected visuals
• Quiet space

Steps

1. Seating & Posture (30 seconds)
   • Sit tall in your chair with feet flat on the floor.
   • Place one hand on your belly and one on your chest.
2. Balloon Belly Breaths (2 minutes)
   • Inhale slowly through your nose for a count of 3.
     • Feel your belly (hand) rise like a balloon.
     
     
     
   • Hold for 1 second.
     
     
   • Exhale slowly through your mouth for a count of 3.
     • Imagine letting all the air—and tension—out of the balloon.
     
     
     
   • Repeat three times.
3. Body Check (30 seconds)
   • Relax your shoulders and hands.
   • Notice how calm your body feels now compared to before.
4. Reflection & Share (1 minute)
   • Prompt: “One thing I learned today is _______.”
   • Invite each student to share one phrase and say it aloud or write it on the board.
   • Use the sentence frame: _“One thing I learned today is __.”
     
     
     

Wrap-Up:

• Praise each student’s contribution.
• Remind them that next session we’ll learn strategies to manage anger when it comes up.

Use this guide at the end of each session of Anger Explorers to calm the group and reinforce learning.

Trigger Tracking Worksheet

Purpose: Identify situations that spark anger, notice early warning signs, and plan who can help.

Instructions

Think of recent times when you felt angry. For each situation, complete the sections below.

1. Situation / Trigger

Describe what happened:

Anger Level (1 = a little upset, 5 = very angry): _____

Physical Warning Sign (what did you notice in your body?):

Emotional Warning Sign (what did you notice in your feelings?):

Who can I ask for help when I notice these signs?

2. Situation / Trigger (Optional)

Describe what happened:

Anger Level (1–5): _____

Physical Warning Sign:

Emotional Warning Sign:

Who can I ask for help?

Use this worksheet in Session 2 of Anger Explorers to build self-awareness and prepare for coping strategies.

Warning Signs Sorting Cards

Objective: Students will distinguish between physical and emotional warning signs of anger by sorting cards into two categories, building self-awareness of early cues.

Materials:

• Printed and cut warning-sign cards (see list below).
• Chart paper or whiteboard divided into two columns: Physical Sign and Emotional Sign.
• Markers.
• Optional visuals (icons for body vs. feelings).

Instructions for Teacher:

1. Prepare the Sorting Area
   • On chart paper or the whiteboard, draw two columns titled Physical Sign and Emotional Sign.
   • Review definitions:
     • Physical Sign = body clue (e.g., heart racing).
     • Emotional Sign = feeling clue (e.g., feeling irritated).
2. Distribute Cards
   • Shuffle the warning-sign cards and place them face down.
   • Invite one student at a time to draw a card, read it aloud (or have the teacher read it).
3. Sort and Discuss
   • Ask the group: “Is this a physical sign or an emotional sign of anger?”
   • Student places the card under the chosen column.
   • Briefly discuss why it belongs there. Provide sentence frames:
     • “I think ___ is a physical sign because ___.”
     • “I think ___ is an emotional sign because ___.”
4. Continue Until All Cards Are Sorted
   • Encourage peer support and sentence frames for students needing help.
   • After sorting, review each column and highlight any surprises or questions.

Differentiation & IEP Supports:

• Provide visuals or icons for each sign for non-readers.
• Offer sentence frames and word banks.
• Read cards aloud for students with decoding or processing accommodations.
• Allow pairing or small-group sorting for additional support.

Warning-Sign Cards (print and cut):

1. Racing heart
2. Sweaty palms
3. Tense muscles
4. Clenched jaw
5. Shallow or fast breathing
6. Fidgeting or pacing
7. Feeling irritated
8. Feeling frustrated
9. Feeling annoyed
10. Feeling out of control
11. Feeling sad
12. Feeling like you want to yell

Use these cards in Session 2 of Anger Explorers to help students recognize and label their anger warning signs.

Coping Strategies Sorting Cards

Objective:
Students will sort individual coping steps and scenarios into the three strategy categories—Balloon Breathing, Positive Self-Talk, and Physical Movement—to reinforce understanding of when and how to use each skill.

Materials:

• Printed and cut cards from Coping Strategies Sorting Cards
• Three labeled stations or bins: Balloon Breathing, Positive Self-Talk, Physical Movement
• Chart paper or table space
• Markers or tape to mark each station

Instructions for Teacher

1. Prepare the Sorting Area
   • Label three areas or bins with the strategy names.
   • Explain definitions:
     • Balloon Breathing = deep belly breathing to calm your body
     • Positive Self-Talk = kind, encouraging thoughts you say to yourself
     • Physical Movement = brief activities to release energy and tension
2. Distribute Cards
   • Shuffle the coping cards and place them face down.
   • Invite one student at a time to draw a card, read it aloud (or teacher reads).
3. Sort and Discuss
   • Ask: “Which strategy does this step/scenario go with?”
   • Student places the card in the chosen station.
   • Prompt discussion with frames:
     • “I put this under ___ because ___.”
4. Continue Until All Cards Are Sorted
   • Encourage peer support and use of sentence frames.
   • Once sorted, review each station: ask for a volunteer to demonstrate or explain one card.

Differentiation & IEP Supports:

• Provide visuals/icons for each strategy at the stations.
• Offer sentence frames and word banks on chart paper.
• Read cards aloud for students with decoding needs.
• Pair stronger readers with peers for support.

Coping-Strategy Cards (print and cut)

1. Place one hand on your belly, inhale slowly to a count of 3.
   
   
   
2. Hold your breath for 1 second, then exhale as if blowing out a candle.
   
   
   
3. Whisper “I can do this” to yourself.
   
   
   
4. Say in your head, “This feeling will pass.”
   
   
   
5. Bounce gently in place for 10 seconds.
   
   
   
6. Stretch your arms overhead and hold for 5 seconds.
   
   
   
7. Repeat “I am calm and in control” quietly in your mind.
   
   
   
8. Jump up and down five times.
   
   
   
9. Close your eyes and take three deep belly breaths.
   
   
   
10. Tell yourself, “I am strong” in a soft voice.
    
    
    
11. Walk slowly around the room, noticing each footstep.
    
    
    
12. Stand with hands on hips, pretend to be a superhero.
    
    
    

Use these cards in Session 3 of Anger Explorers to help students practice selecting and explaining coping strategies.

Coping Strategies Evaluation Worksheet

Instructions: For each coping strategy you’ve practiced, rate how easy it was for you to use (1 = very hard, 5 = very easy) and how effective it felt (1 = not helpful, 5 = very helpful). Then write one or two sentences explaining your ratings.

1. Balloon Breathing

Ease (circle one): 1 2 3 4 5

Effectiveness (circle one): 1 2 3 4 5

Reason for my ratings:

2. Positive Self-Talk

Ease (circle one): 1 2 3 4 5

Effectiveness (circle one): 1 2 3 4 5

Reason for my ratings:

3. Physical Movement

Ease (circle one): 1 2 3 4 5

Effectiveness (circle one): 1 2 3 4 5

Reason for my ratings:

4. Reflection

• Which strategy felt most helpful today, and why?

• Which strategy felt hardest to use, and what could help you practice it more?

Use this worksheet in Session 4 of Anger Explorers to guide your discussion and decision-making.

Strategy Decision-Making Cards

Objective:
Students will practice selecting the most effective coping strategy (Balloon Breathing, Positive Self-Talk, or Physical Movement) for real‐life anger scenarios.

Materials:

• Printed and cut scenario cards from below.
• Chart paper or whiteboard divided into three columns: Balloon Breathing, Positive Self-Talk, and Physical Movement.
• Markers or tape to label columns.

Instructions for Teacher:

1. Prepare the Sorting Area
   • On chart paper or the whiteboard, draw three columns titled Balloon Breathing, Positive Self-Talk, and Physical Movement.
   • Briefly review each strategy and its key steps.
2. Distribute Scenario Cards
   • Shuffle the scenario cards and place them face down.
   • Invite one student at a time to draw a card and read the scenario aloud (or have the teacher read it).
3. Choose and Place
   • Ask the group: “Which strategy would you use in this situation?”
   • Student places the card under the chosen strategy column.
   • Have the student explain their choice using the sentence frame:
     • “I would use ___ because ___.”
4. Continue Until All Cards Are Sorted
   • Encourage peer support and use of sentence frames.
   • After sorting, review each column by asking volunteers to describe one scenario and why their strategy fits.

Differentiation & IEP Supports:

• Provide visuals or icons for each strategy at the columns.
• Offer sentence frames and word banks on chart paper.
• Read cards aloud for students with decoding needs.
• Pair stronger readers with peers for support.

Scenario Cards (print and cut)

1. You find out your friend told others a secret you asked them to keep.
2. You worked hard on a project, but the teacher says it’s late.
3. Your teammate ignores your ideas during a group activity.
4. Someone bumps into you on purpose during lunch line.
5. You can’t solve a math problem and feel stuck.
6. A classmate laughs at your answer when you make a mistake.
7. You lose a game you practiced for all week.
8. Your sibling won’t share a toy you asked for nicely.
9. You get blamed for something you didn’t do.
10. A rule at recess suddenly changes, and you disagree with it.

Use these cards in Session 4 of Anger Explorers to help students apply their coping strategies to real situations.

Anger-Management Plan Worksheet

1. My Trigger

Describe a situation that makes you feel angry:

2. My Warning Signs

Physical Warning Sign (what I notice in my body):




Emotional Warning Sign (what I notice in my feelings):

3. Strategy I Will Use

Name of my strategy (e.g., Balloon Breathing, Positive Self-Talk, Physical Movement):



Why I chose this strategy:

4. Support Person

Who I can ask for help when I notice these signs:

5. Plan Steps

What I will do, step by step, when I feel this anger trigger:

Use this worksheet in Session 5 of Anger Explorers to build your personal anger-management plan.

Peer Feedback Checklist

Use this checklist to give clear, kind, and helpful feedback on your partner’s anger-management plan.

Partner’s Name: ____________________

Checklist

• Did they describe a clear trigger?
• Did they list a physical warning sign?
• Did they list an emotional warning sign?
• Is the strategy named and a reason given?
• Is there a support person identified?
• Are the plan steps clear and in order?
• Did they use the sentence frame: “When I feel ___, I will ___”?

Feedback Comments

1. One thing I liked about this plan:

2. One suggestion to make it even better:

Use this checklist during Session 5 of Anger-Management Plan Worksheet to support your peer.