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Anger Unpacked

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Lesson Plan

Session 1: Defining Anger

Students will collaboratively define anger, establish group norms, and build a shared feelings vocabulary to set a foundation for future coping skills and trust.

Clarifying what anger is and creating a common vocabulary empowers students to recognize emotions, improves communication, and fosters a safe group environment for social-emotional growth.

Audience

Middle School Students (7th–8th Grade)

Time

30 minutes

Approach

Interactive discussion and hands-on activities.

Materials

Prep

Prep Materials

10 minutes

Step 1

Establish Group Norms

5 minutes

  • Welcome students and introduce the purpose of the series
  • Display the Group Agreements Poster
  • Invite students to suggest one norm (e.g., confidentiality, respect) and record each on the poster
  • Read norms aloud and have everyone agree with a thumbs-up

Step 2

Define Anger

7 minutes

  • Ask: “What does anger feel like? When have you felt it?”
  • Solicit definitions and examples from students
  • Record their definitions on the Anger Definition Anchor Chart
  • Summarize a clear, student-informed definition of anger

Step 3

Build Feelings Vocabulary

8 minutes

  • Distribute the Feelings Vocabulary Worksheet
  • In pairs, students brainstorm synonyms and related words for anger (e.g., frustrated, irritated)
  • Pairs share their lists; record new words on the anchor chart under “Anger Words”

Step 4

Share Personal Experiences

7 minutes

  • Pair students randomly
  • Prompt: “Describe a time you felt anger. What happened? How did you react?”
  • Partner listens without judgment, then summarizes what they heard
  • Swap roles

Step 5

Cool Down

3 minutes

  • Introduce the Calming Cool-Down Cards
  • Invite each student to pick one card and practice the technique briefly (e.g., deep breaths, hand squeeze)
  • End with 3 deep breaths together
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Worksheet

Feelings Vocabulary Worksheet

Name: _____________ Date: _____________

  1. Brainstorm synonyms and related words for anger (e.g., frustrated, irritated). List at least 5:






  1. In your own words, write a definition of anger:






  1. Describe a time when you felt angry. What happened? How did you react?











  1. How does anger feel in your body? List physical sensations (e.g., tight chest, clenched fists).






  1. Rate the strongest anger you’ve felt on a scale from 1 (slightly upset) to 5 (very angry). Explain why you chose that number:

Number: __ Reason:




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Activity

Activity: Synonym Storm

Objective: Students will collaboratively generate a rich list of synonyms for anger to expand their feelings vocabulary and support later coping strategy identification.

Time: 8 minutes

Materials:

Prep (5 minutes):

  • On chart paper or whiteboard, write a header: “Anger Synonyms”
  • Arrange sticky notes and markers at each seat
  • Set timer for 2-minute rounds

Instructions:

  1. Introduce the Storm (1 minute)
    • Explain: “We’re going to brainstorm as many words as we can that describe anger.”
    • Show the “Anger Synonyms” chart.
  2. Round 1 Brainstorm (2 minutes)
    • Give each student three sticky notes in Color A.
    • Prompt: “Write one word per note—any synonym or related word for anger.”
    • After 2 minutes, call time.
  3. Post and Read (1 minute)
    • Students place their Color A notes on the chart.
    • Invite a quick silent scan of the words already up.
  4. Round 2 Brainstorm (2 minutes)
    • Hand out three sticky notes in Color B.
    • Prompt: “Add new words you didn’t see yet, or variations.”
    • After 2 minutes, call time.
  5. Gallery Walk & Selection (1 minute)
    • Students walk by the chart and quietly read all notes.
    • Ask each student to circle or point to one word they find interesting or surprising.
  6. Group Share (1 minute)
    • Select 3–4 circled words and ask volunteers to explain why they chose them.
    • Clarify meaning if needed and record final synonyms on the anchor chart.

Transition: Move into the next step of building definitions or personal sharing, enriched by this expanded vocabulary.

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Cool Down

Calming Cool-Down Cards

Shuffle the cards and pick one to try. Spend 30 seconds on the chosen strategy before returning to your seat.

1. Deep Belly Breaths
• Inhale slowly through your nose for 4 seconds.
• Hold for 2 seconds.
• Exhale through your mouth for 6 seconds.
• Repeat 3 times.

2. Hand Squeeze
• Ball one hand into a fist and squeeze tightly for 5 seconds.
• Release and shake your hand out.
• Switch to the other hand.
• Repeat once more with each hand.

3. 5–4–3–2–1 Grounding
• Look around and name 5 things you see.
• Name 4 things you can touch.
• Identify 3 things you hear.
• Notice 2 things you smell.
• Acknowledge 1 thing you taste.

4. Progressive Muscle Relaxation
• Curl your toes and hold for 5 seconds, then relax.
• Tighten your calf muscles, hold for 5 seconds, then relax.
• Continue up through thighs, abdomen, shoulders, arms, and face.

5. Visualization
• Close your eyes.
• Imagine a calm, safe place (beach, forest, favorite room).
• Picture the details: colors, sounds, smells.
• Stay there for 30 seconds, then slowly open your eyes.

6. Positive Self-Talk
• Choose a calming phrase (e.g., “I am safe,” “This will pass”).
• Place one hand on your heart.
• Repeat the phrase slowly 3 times.

Keep these cards handy to help reset before moving on to the next activity.

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Lesson Plan

Session 2: Recognizing Triggers

Students will identify and categorize personal and common anger triggers, distinguish internal vs. external triggers, and recognize physical cues associated with anger.

Knowing what sparks their anger and how it shows up in their bodies empowers students to anticipate emotional reactions and apply coping strategies earlier.

Audience

Middle School Students (7th–8th Grade)

Time

30 minutes

Approach

Discussion, hands-on sorting, and individual reflection

Materials

Prep

Prep Materials

10 minutes

  • Print one copy of the Trigger Tracker Worksheet per student
  • Print and cut out the Trigger Sorting Cards; shuffle into a stack
  • On chart paper or whiteboard, draw three columns labeled Internal Triggers, External Triggers, and Uncontrollable Triggers
  • Arrange a workspace area for card sorting (tables or floor space)
  • Gather markers, timer, and place the Calming Cool-Down Cards within reach

Step 1

Review & Warm-Up

5 minutes

  • Welcome students and briefly revisit the definition of anger from Session 1
  • Invite 2–3 students to share one “Anger Word” they remember and an example situation
  • Explain today’s focus: understanding what triggers anger and how it feels in our bodies

Step 2

Define Triggers

5 minutes

  • Ask: “What is an anger trigger?” and record student ideas on the whiteboard
  • Provide a concise definition: “A trigger is anything—thought, event, or person—that sparks our anger.”
  • List 2–3 common examples (e.g., unfair treatment, loud noises, negative self-talk)

Step 3

Trigger Sorting Activity

10 minutes

  • Divide students into pairs
  • Give each pair a small stack of the Trigger Sorting Cards
  • Explain the three columns on the board: Internal, External, Uncontrollable
  • Instruct pairs to take turns drawing one card, reading it aloud, and placing it under the column they think fits
  • Encourage discussion within each pair before placing each card
  • After all cards are sorted, review as a group: invite students to defend or reconsider placements

Step 4

Personal Trigger Mapping

7 minutes

  • Distribute the Trigger Tracker Worksheet
  • Prompt students to list at least three personal anger triggers in Column 1
  • In Column 2, have them note physical cues they notice when each trigger arises (e.g., clenched jaw, racing heart)
  • Invite volunteers to share one trigger–cue pair with the group

Step 5

Cool Down

3 minutes

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Lesson Plan

Session 3: Coping Strategies Exploration

Students will explore and practice a variety of coping strategies, evaluate their personal responses, and select techniques that feel most effective for managing anger.

Equipping students with hands-on experience of coping tools helps them build confidence and choose strategies that work best for their triggers and feelings.

Audience

Middle School Students (7th–8th Grade)

Time

30 minutes

Approach

Demonstration, station rotations, and reflective worksheet.

Materials

Prep

Prep Materials

10 minutes

  • Print one copy of the Coping Strategies Exploration Worksheet for each student
  • Review the steps on the Calming Cool-Down Cards
  • On chart paper or whiteboard, draw three columns labeled Strategy, How It Works, When to Use
  • Arrange three small “strategy stations” with any props needed (e.g., seating cushion for breathing, stress ball for grounding)
  • Gather markers and set a visible timer

Step 1

Warm-Up Review

5 minutes

  • Welcome students and briefly revisit what a trigger is and how it feels in the body
  • Ask 2–3 volunteers to name a trigger they tracked and one calming technique they’ve tried so far

Step 2

Introduce Coping Strategies

5 minutes

  • Explain 3–4 broad categories (e.g., breathing, grounding, muscle relaxation, positive self-talk)
  • Demonstrate each briefly and record key steps under the chart columns

Step 3

Strategy Station Rotations

10 minutes

  • Divide students into three small groups
  • Assign each group to a station: Deep Breathing, Grounding (5-4-3-2-1), Progressive Muscle Relaxation
  • Give 3 minutes per station: students practice the technique together
  • Rotate groups until all have tried each station

Step 4

Worksheet Reflection

7 minutes

  • Distribute the Coping Strategies Exploration Worksheet
  • Instruct students to complete sections: “What I Tried,” “How I Felt,” and “When I Might Use This” for two strategies they liked most
  • Circulate and support as needed

Step 5

Cool Down

3 minutes

  • Invite each student to pick one Calming Cool-Down Card and lead the group through that technique
  • End with three deep breaths together
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Worksheet

Coping Strategies Exploration Worksheet

Name: ________________________________ Date: ________________

Today you tried different strategies to manage anger. For TWO techniques you liked most, complete the sections below.

Technique 1:

What is the name of the strategy you practiced?




How did you do it? Describe the steps you followed.






What physical sensations did you notice? (e.g., slower breathing, relaxed muscles)






What feelings or emotions did you experience?





When might you use this strategy in the future? (Think of a real-life situation.)







Technique 2:

What is the name of the strategy you practiced?




How did you do it? Describe the steps you followed.






What physical sensations did you notice?





What feelings or emotions did you experience?






When might you use this strategy in the future?







Reflect & Rate

On a scale of 1 (not helpful) to 5 (very helpful), rate how well each technique helped you calm down:

  • Technique 1 Rating: ___ Reason:



  • Technique 2 Rating: ___ Reason:



What did you learn today about managing anger?








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Lesson Plan

Session 4: Planning for Anger

Students will develop personalized anger management plans by identifying specific triggers, selecting coping strategies, and practicing application in real-life scenarios.

Creating a concrete, individualized plan helps students internalize self-regulation techniques and feel confident using them when anger arises.

Audience

Middle School Students (7th–8th Grade)

Time

30 minutes

Approach

Guided planning, role-play practice, and reflection.

Materials

Prep

Prep Materials

10 minutes

  • Print one copy of the Anger Management Plan Worksheet per student
  • Prepare 3–4 brief anger scenarios on index cards (e.g., “Your friend spreads a rumor about you,” “You get blamed for something you didn’t do,” “A sibling breaks something of yours”)
  • On chart paper or whiteboard, sketch the structure of an anger plan (Trigger → Strategy → Steps → Signal)
  • Gather markers, timer, and review the Calming Cool-Down Cards

Step 1

Warm-Up Review

5 minutes

  • Welcome students and revisit their personal triggers and coping strategies from prior sessions
  • Ask volunteers to name one trigger and one favorite strategy they’ve used

Step 2

Model Creating a Plan

5 minutes

  • Display a sample scenario on the board
  • Walk through filling out the plan template step by step: identify the trigger, choose a strategy, list concrete steps, note cues to use it
  • Invite student input at each stage

Step 3

Individual Plan Development

10 minutes

  • Distribute the Anger Management Plan Worksheet
  • Instruct students to select two personal triggers and complete both plan sections fully
  • Circulate to support wording, strategy choice, and clarity of steps

Step 4

Role-Play Practice

7 minutes

  • Pair students and give each pair one scenario card
  • Partners take turns role-playing the scenario and pausing to consult their worksheet when they feel the ‘trigger’ (other partner reads the plan aloud)
  • Swap scenarios and repeat

Step 5

Cool Down

3 minutes

  • Invite students to pick one Calming Cool-Down Card and lead the group through the technique
  • End with three deep belly breaths together
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Worksheet

Anger Management Plan Worksheet

Name: ________________________________ Date: ________________

Use this worksheet to create two personalized plans for managing anger.

Plan for Trigger 1

What is the trigger? (A person, event, thought, or situation that makes you angry.)




Which coping strategy will you use?




Steps to follow when you notice the trigger:






What signal or cue will remind you to use this plan?
(e.g., noticing a tight chest, clenching your jaw)





When will you review and update this plan?
(e.g., at the end of the week with a teacher or family member)






Plan for Trigger 2

What is the trigger?




Which coping strategy will you use?




Steps to follow when you notice the trigger:






What signal or cue will remind you to use this plan?





When will you review and update this plan?






Reflection & Commitment

Which of your two plans do you think will help you most? Why?






On a scale of 1 (not confident) to 5 (very confident), how confident are you that you’ll use this plan next time you feel angry?

Rating: ___




One thing I will do the next time I feel this anger trigger:






Keep this worksheet somewhere you can see it, and check back after you practice these plans to see what’s working and what you might adjust.

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Lesson Plan

Session 5: Reflection and Next Steps

Students will reflect on their growth, refine their anger management plans, share successes and challenges, and collaboratively compile top coping tips into a group resource.

This final session helps students consolidate learning, celebrate progress, adjust strategies based on experience, and foster a supportive community resource for ongoing self-regulation.

Audience

Middle School Students (7th–8th Grade)

Time

30 minutes

Approach

Guided reflection, peer sharing, collaborative brainstorming

Materials

Prep

Prep Materials

10 minutes

  • Print one copy of the Progress Reflection Worksheet for each student
  • On chart paper or whiteboard, write header: “Our Anger Management Toolkit: Top Tips”
  • Gather markers, timer, and review the Calming Cool-Down Cards
  • Arrange seating for individual reflection and quick pair discussions

Step 1

Warm-Up & Review

5 minutes

  • Welcome students and recap their two personalized anger plans
  • Invite 2–3 volunteers to share one success and one challenge they experienced while using their plans

Step 2

Individual Reflection

7 minutes

  • Distribute the Progress Reflection Worksheet
  • Instruct students to complete sections: “What Worked,” “What I’d Change,” “Revised Steps,” and “Confidence Rating”
  • Encourage honest self-assessment and concrete revisions to their plans

Step 3

Peer Share

8 minutes

  • Pair students randomly
  • Have each student share:
    • One insight they wrote on their worksheet
    • One revised plan step and why they changed it
  • Listening partner offers one supportive question or suggestion

Step 4

Group Resource Creation

7 minutes

  • Invite students to call out their top coping tip or revised strategy
  • Record each tip on the Our Anger Management Toolkit chart
  • Discuss any common themes and add 2–3 group affirmations for managing anger

Step 5

Celebration & Cool Down

3 minutes

  • Ask each student to pick one Calming Cool-Down Card and lead the group through it
  • Close the series with a round of positive affirmations (e.g., “I can handle my feelings,” “I’m proud of my growth”).
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Worksheet

Progress Reflection Worksheet

Name: ________________________________ Date: ________________

  1. What worked well when I used my anger management plan? Describe specific examples of when the plan helped you stay calm or respond differently.






  1. What challenges or surprises did I encounter when trying my plan? Explain any moments when the strategy didn’t go as expected.






  1. How will I revise my plan based on what I learned? Rewrite or adjust at least one step or strategy to make it more effective.






  1. On a scale of 1 (not confident) to 5 (very confident), how confident am I now that I can use this revised plan next time I feel angry?

Rating: ___ Reason for my rating:




  1. What is one goal I will set for myself moving forward to keep practicing healthy anger management?






  1. Who can support me in this goal? (Teacher, family member, friend, or self-check reminder)



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