Teaching Guide/Lesson Plan

Transcription

Lessons & Activities
Breathing Exercises
Subjects:
Grades:
Style:
Social
pre K - 3
Visual/Auditory/Experiential/Kinesthetic
Concepts:
Children will identify how to identify an angry feeling in themselves and in others.
Lesson:
In this lesson plan children will learn how to breathe deeply and practice relaxation.
Directions:
1. Collect things that smell good.
IDEAS:
A cotton ball with vanilla extract.
Pine cones.
Peppermint candy.
Scented candles.
Scratch and sniff stickers.
Orange or lemon zest.
Air freshener sprayed onto a paper towel.
2. Ask the children to choose a scent they like and then take 5 deep breaths through their nose.
With each breath silently count to three then exhale. The smell will encourage the children to take
deep breaths through the nose.
3. Have the children exhale slowly each time they take a deep breath.
4. Additionally; you can use candles as a way to practice breathing out. Have the children hold unlit
candles in front of them and pretend to blow out the flame.
5. Next have the children close their eyes and think about something that makes them calm.
Create a picture of the idea or thing that makes them calm.
© 2009 Mazzarella Media
The I feel … Chart
Subjects:
Grades:
Style:
Social
pre K - 3
Visual/Auditory/Experiential/
Concepts:
Children will identify their emotions.
Materials: The worksheets The Emotion Chart for Girls and The Emotion Chart for Boys.
Lesson:
Pass out the charts (boy charts to boys and girl charts to girls) and have your students record how
they feel each day, for one week. Ask them to write one thing they did because of that feeling. At
the end of the week talk about how they felt during the week. What emotions were the strongest?
Hints:
It may be helpful to attach the charts inside of a daily journal.
Use the charts like weather charts. Collect data about emotions and make a classroom emotion
chart using the results of the individual charts. On a field trip everyone may have been happy, but
on a rainy day many children may have felt sad, frustrated or angry. Make correlations between
events and emotions and what can be done when children feel unhappy.
In circle time for pre-k students ask students to hold up their charts and tell how they felt today.
Special Education:
For SPED students with difficulty understanding facial expressions, check the facial expression. Be
sure it matches the emotion experienced.
Discussion Questions
After watching the video, ask students to write their answers to the following questions on a
separate piece of paper or discuss the questions in a group or one on one setting.
Learning Styles: Auditory, Verbal
Intelligences: Verbal/Linguistic, Interpersonal
Catch Your Anger, Then Cool Off
1. Can anger make you do or say things that are hurtful?
2. What are a few of the ways Katie can tell she is feeling angry?
3. What happened differently when Katie caught her angry feelings?
4. What are some ways that you can tell that you are getting angry?
5. How did Katie cool off? Can you think of other ways to cool off?
Move Your Body
1. How did walking away help Anthony at the playground?
2. How did Anthony cool off?
3. What are some other ways you can move your body to cool off?
4. Have you ever felt angry at someone like Anthony did? What did you do? What did you
learn by watching Anthony handle his anger?
Talk About Your Angry Feelings
1. What happened to Sue when her brother and friend came into the room?
2. When Sue told her friend about her angry feelings what happened?
3. Why is it a good thing to tell a grown up about your angry feelings?
General discussion:
Name one way you will try to catch your anger the next time you get angry.
Tell a friend how it made you feel the last time your were angry.
Listen to your friend tell you what it was like when they got angry
Does your body feel different when you are angry? Look in the mirror and make an angry face
then count to ten. How did counting to ten make you feel?
What are some words you use to describe feeling angry?
© 2009 Mazzarella Media. All Rights Reserved. www.mazz.com
DISCUSSION QUESTIONS ANSWER KEY:
Catch Your Anger, Then Cool Off
1. Can anger make you do or say things that are hurtful?
Yes. It can lead to hurting others physically and mentally.
2. What are a few of the ways Katie can tell she is feeling angry?
Her tummy hurts, her muscles get tight, she breathes fast.
3. What happened differently when Katie caught her angry feelings?
She was able to say what happened, and while she was still angry, no one else was hurt
with words or hands.
4. What are some ways that you can tell that you are getting angry?
This is subjective. Let children express how they know they are getting angry.
5. How did Katie cool off? Can you think of other ways to cool off?
She counted to ten. Say the alphabet. Allow children to answer in any way they see fit
within reason.
Move Your Body
1. How did walking away help Anthony at the playground?
He was able to avoid saying or doing anything hurtful.
2. How did Anthony cool off?
He walked away and then did chin ups.
3. What are some other ways you can move your body to cool off?
This is subjective. Let children express how they can cool off.
4. Have you ever felt angry at someone like Anthony did? What did you do? What did you
learn by watching Anthony handle his anger?
This is subjective. Let children express answers one at a time.
Talk About Your Angry Feelings
1. What happened to Sue when her brother and friend came into the room?
Sue got angry at her brother and friend because they bossed her around and took the tv.
DISCLAIMER
Mazzarella Media has provided this Teaching Guide to enhance your learning experience. Reviews, questions and resources within this
Teaching Guide are not endorsed by DVD producers. Links to outside Web pages do not constitute an endorsement of the sites by Mazzarella
Media nor does Mazzarella Media maintain the sites. Links are included at the discretion of the editors and are intended as a service to
readers. We urge you to exercise care and parental guidance when visiting Web sites.
2. When Sue told her friend about her angry feelings what happened?
When Sue explained how she felt, she calmed down and caught her anger.
3. Why is it a good thing to tell a grown up about your angry feelings?
Sometimes grown up can resolve a situation that made you angry. It also helps you to
cool down.
General discussion:
Name one way you will try to catch your anger the next time you get angry.
Tell a friend how it made you feel the last time your were angry.
Does your body feel different when you are angry? Look in the mirror and make an angry face
then count to ten. How did counting to ten make you feel?
What are some words you use to describe feeling angry?
These questions have no specific answers. Allow for expression and where groups are
called for, keep them small.
DISCLAIMER
Mad Maze
NAME:________________________ DATE: ________________
DIRECTIONS:
Help the monsters go from angry to calm by finding your way through this maze.
DIRECTIONS: Color in the thermometer with calm colors at the bottom and angry colors at the
top. List three things that make you mad, and then list three things that make you calm.
© 2009 Skill Building Buddies
Stop and Think Cards
Subjects:
Grades:
Style:
Social
pre K - 3
Concepts:
An activity to reinforce the concept Stop and Think.
Materials:
Printable Stop and Think Cards (included below)
Pencils
Crayons or markers
Magazines with pictures of people to cut out
Directions:
1. At the top of each card there is an event listed. On the blank cards, have students create their
own events either imaginary or from their experience.
2. List solutions under the word STOP to resolve the event.
3. Cut out pictures from the magazines that illustrate part or the entire event.
4. Place some of the cards on a bulletin board and allow the children to compare how their
classmates solved the problem.
Lisa is in school finishing a worksheet. She leant Kevin her pencil but
now he won’t give it back. Lisa gets angry and feels like she will flip her
lid…
LISA STOPS
What could happen next?
Cory has been working all day cleaning the garage. His mother
promised him a trip to the park when he was finished. When he is
done, he tells her but she seems to have forgotten her promise. Cory
stomps away…
CORY STOPS
Mary and her sister are saving together to buy a toy. Mary sees her
sister spend her allowance at the ice cream truck and gets very
angry…
MARY STOPS
Ray’s three friends want to swim but Ray wants to ride bikes. Ray starts
to shout at his friends that they never do what he wants to do …
RAY STOPS
Problem: _________________________________________________
__________________________________________________________
__________________________________________________________
_______ STOPS
Stop and Think Signs
Subjects:
Grades:
Style:
Social
pre K - 3
Concepts:
An activity for visual reinforcement of the concept Stop and Think.
Materials:
Printable stop sign (included below)
Blunted craft sticks
Glue
Crayons or markers
Directions:
1. Color the octagon on one with the word STOP on it.
2. Color the other side of the stop sign with THINK on it.
Hints: Ask children to consider what color a stop sign is. Should stop be that color? What color
would work best for think?
3. Cut out the octagon.
4. Paste the blunted craft stick on one side of the octagon and let dry.
5. Ask the children to hold up their signs to the appropriate side while your read a book like
Alexander and the Terrible, Horrible, No Good, Very Bad Day, or Where the Wild Things Are.
When the characters are angry emphasize the STOP. When the characters are working out
solutions, emphasize the THINK.
Additional Lessons and Activities for Your Child’s Learning Style
Visual (seeing) – Use a mirror practice what it looks like and how it feels to be angry.
Auditory (hearing) – Play the angry words bingo game.
Experiential (feeling, internalizing) – Talk about the last time someone got angry. What would
have happened if they had used Stop and Think?
Kinesthetic (movement and tactile) – Sing the song, “If You’re Angry and Know it.” (sung to the
tune, If You’re Happy and Know it”. Let the children add the motion in like stamp your foot, take a
breath, say, “I’m Mad!” or whatever they feel expresses being mad.
Learn More! Books and Online Resources
BOOKS
When Sophie Gets Angry-Really, Really Angry, by Molly Bang
Angry Octopus: An Anger Management Story, introducing active progressive muscular relaxation
and deep breathing by Lori Lite
Goldie Is Mad. Eliane Whitehouse
Angry Children: Understanding and Helping Your Child Regain Control, by Michael R. Emlet
ONLINE RESOURCES
When Sophie gets angry--really, really
http://www.childrenslibrary.org/icdl/BookReader?bookid=bngwhns_00260007&twoPage=true&rout
e=text&size=0&fullscreen=false&pnum1=1&lang=English&ilang=English
When Sophie gets angry--really, really angry is an online book with dramatic illustrations
Get Your Angries Out
http://www.angriesout.com/
Take up The Anger Challenge and feel better about yourself and be happier in your relationships.
Make
choices
to
let
go
of
those
ugly
mads
and
angries.
Vocabulary (Grades 2-3)
Try the following activities with the vocabulary words to the right. Depending
on the age and ability of your students, they may be able to complete
assignments from multiple grade levels.
1-2:
Verbally speak each word and explain what it means. Use it in a
sentence that makes sense to them.
3-5:
Look up each word in a dictionary, and write down its definition.
Write each word in a sentence, or write a paragraph using the words.
Vocabulary
Problem
Emotion
Stop
Think
Relax
Breathe Deep
Mad
Imagine
Feelings
Problem –
______________________________________________________________________________
Emotion –
______________________________________________________________________________
Stop –
______________________________________________________________________________
Think ______________________________________________________________________________
Relax –
______________________________________________________________________________
Breathe Deep –
______________________________________________________________________________
Mad –
______________________________________________________________________________
Imagine –
______________________________________________________________________________
Feelings –
______________________________________________________________________________
Vocabulary
What do these words mean?
1. Act 3 of these words in front of a mirror or your class
2. Write the word and think about what it means.
3. Draw a picture of yourself doing or feeling one of these words.
Relax/Relax//////////////////
Stop/Stop///////////////////
Think/Think//////////////////
Emotion/Emotion/////////////
Feelings//Feelings////////////
/////////////////////
Hands Down, Use Your Words
1. What lead up to Lucy and Jen poking each other?
2. How did Lucy handle being poked at first?
3. How did Lucy use her words?
4. How did Jen use her words?
Don’t Blame, Ask Question
1. What does blaming do?
2. What happened when Danny came home and saw his brother Alex playing with the race
cars?
3. When Danny asked questions did it change what happened next? How?
4. What other questions could Danny have asked to keep from blaming Alex?
Try Different Ideas
1. When Grace and Sam were drawing what happened when they both wanted the same
chalk color?
2. What was the first idea Grace had.
3. What idea did Grace and Sam come up to solve the problem?
4. Is the first idea always the best? What is the best idea for solving a problem?
General discussion:
What is a common problem at your house that makes you mad? Could you solve it by using
words? Asking questions? Trying a different idea?
Does blaming someone for doing something help or hurt? Why?
How can you tell you need a new idea to get along with someone?
What is Anger
1. What made Sara feel mad?
She found a hole in her sock, it took a long time to find her shoe, and the laces had
knots.
2. What happens to your body when you get angry?
You get tense your tummy hurts your face gets red you grit your teeth. (There may be
others)
3. What are some ways that you can tell you are feeling angry?
This answer is subjective. Let children answer in a way that makes sense to them.
4. What is another word for angry?
Mad
5. When Sara got too mad, what happened?
She threw her shoe and it broke the light.
Stop and Think
1. What could happen if you get too mad?
You can hurt yourself or others.
2. What made Mike was mad?
He wanted to take a turn on the swings and the other children were taking a long
time.
3. When Mike used Stop and Think did it change his mad feelings? How?
It helped him stay in control of his angry feelings.
4. Did using Stop and Think help Mike to get what he wanted without saying or doing hurtful
things to the other children? How?
Yes. Mike was able to simply ask for what he wanted and he got it without hurting
himself or anyone else.
Just Relax
1. Why is it important to get rid of your angry feelings?
When angry feelings get to be too much you might blow your top.
2. What made Beth so angry?
She was unable to do the new dance without falling down.
3. How did Beth relax?
She took some deep breaths and relaxed.
4. What happened after Beth relaxed and got rid of her angry feelings?
After she relaxed, she was able to calm down and she could master the dance steps.
General discussion:
Think of a time you were angry and lost your cool. What happened?
How do other people around react when you are angry?
How could you use Stop and Think the next time you are angry?
What are 3 ways you can think of to relax and feel calm?
These questions all have subjective answers. Allow children to express their stories one at
a time.
Visual (seeing) – Have your students act out an emotion and let the other students guess which
emotion he is acting out. Add angry, mad and frustrated as well as words for calm and thinking.
Auditory (hearing) – Have your students listen to some sounds of nature. Think about which
sounds of nature sound angry and which sound soothing.
Experiential (feeling, internalizing) – Read the story of Peter and Wolf. Ask the children to
express and the consequences of the characters that got mad.
Kinesthetic (movement and tactile) – Play Dance Away the Mad dance. Play some music and
have the children create a dance that helps them get rid of angry energy.
BOOKS
What Angry Kids Need, Jennifer Anne Brown, M.S.W. and Pam Provonsha Hopkins, M.S.W.
I'm So Mad!, Margie Palatini
I Was So Mad, Mercer Mayer
How To Deal With Anger Julie Fiedler
ONLINE RESOURCES
It’s my Life - PBS Go
http://pbskids.org/itsmylife/parents/resources/anger.html
A page of resources for dealing with anger and some video clips of characters dealing with anger.
Anger Management in Children
http://www.calgaryhealthregion.ca/clin/child/paed/parents/pdf/winter2001.pdf
This PDF is a great resource article from the Alberta Children’s Hospital. Topics include: what is
anger? Do girls and boys express anger differently?
DISCLAIMER
1-2:
Verbally speak each word and explain what it means. Use it in a
sentence that makes sense to them.
3-5:
Vocabulary
Angry
Emotion
Stop
Think
Relax
Breathe Deep
Mad
Imagine
Feelings
Angry ______________________________________________________________________________
Emotion ______________________________________________________________________________
Stop ______________________________________________________________________________
Think ______________________________________________________________________________
Relax ______________________________________________________________________________
Breathe Deep ______________________________________________________________________________
Mad ______________________________________________________________________________
Imagine ______________________________________________________________________________
Feelings ______________________________________________________________________________
1-2:
Ask your students to verbally speak each word and explain what it
means. Use it in a sentence that makes sense to them.
3-5:
Vocabulary
Problem
Idea
Argue
Blame
Compromise
Solution
Mad
Ask
Problem _____________________________________________________________________________
Idea –
_____________________________________________________________________________
Argue –
_____________________________________________________________________________
Blame –
_____________________________________________________________________________
Compromise –
_____________________________________________________________________________
Solution –
_____________________________________________________________________________
Mad –
_____________________________________________________________________________
Ask _____________________________________________________________________________
Vocabulary
Idea/Idea////////////////////
Argue/Argue////////////////
Blame/Blame/////////////////
Solution/Solution//////////////
Compromise//Compromise/////
////////////////////////////
Hands Down
NAME:________________________ DATE: ________________
DIRECTIONS: Write one word for each letter of the word calm.
Example: C: Cozy A: Arms L: Love M: Me
C
_______________________________________________________
A
_______________________________________________________
L
_______________________________________________________
M
_______________________________________________________
2. Now draw the image of your words:
Don’t Blame, Ask Questions
NAME:________________________ DATE: ________________
DIRECTIONS: Think about the following problem. What questions could you ask to settle the
problem?
You and your friend are playing a game. She decides she wants to play another game but
you want to continue.
Music Tames the Savage Beast (or Music to Calm Down By)
Grades 3 - 5
NAME:________________________ DATE: ________________
DIRECTIONS:
Listen to 5 different music songs. Be sure there is one classical piece and one piece that is
contemporary. Jazz, instrumentals and movie soundtracks are good choices.
Now chart the following information:
Your current mood: _____________________________________________
Mood
Happy
Song 1
Song 2
Song 3
Song 4
Song 5
Calm
Hyper
Anxious
Angry
No change
Based on the information you collected, when you feel angry or mad and want to calm down what
would
the
best
music
be
to
listen
to?
Why?__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Talking it Out
Subjects:
Grades:
Style:
Social
pre - K - 3
Concepts:
Children will create new solutions for common situations that cause conflicts.
Lesson:
•
Print and distribute the worksheet “What to Do When You Don’t Agree.” Have children
discuss the scenario and come up with a solution they can role play out.
•
Create a mural with butcher block paper. Break your classroom up into teams and have
each team work together to illustrate one of the conflicts on the worksheet below.
•
Create a suggestion jar. Post a “Conflict of the Week”. Encourage children to submit
suggestions into the jar to resolve the problem and then read several of them to the class.
By reading the suggestions aloud you will encourage children to think about different
solutions to one problem.
•
Break up into teams. Give each team paper and a pencil. One team member will close their
eyes and try to draw three shapes by listening to the other team members as they give
directions. The goal of this activity is to work together and realize that there is more than
one way to solve a problem.
•
Use small paper bags, crayons and yarn to create puppets. Use the worksheet “What to Do
When You Don’t Agree “and have the children use the puppets to play the scenario out.
Hands Down Rainbow
Grades K - 2
NAME:________________________ DATE: ________________
DIRECTIONS:
Color in the segments of the rainbow.
Play the Cool Down Detective
Subjects:
Grades:
Style:
Social
pre k - 3
Concepts:
Children will identify how they feel when they are angry and what they can do to cool down.
Lesson:
1. Have each student cut out two of the magnifying glasses on the accompanying worksheet.
Write one way they know they are feeling angry (tummy ache, tight feeling, clenching fists)
on one magnifying glass. Write a way to stay cool on the other magnifying glass (count to
10, recite the alphabet, say a poem etc.)
2. Hide the clues around the room or in an area for children to discover.
3. For younger children: Have them write the clue and then identify if it is an angry feeling, or a
way to cool down.
4. For older children: Write the clue on their notebook and try to match up 1 angry feeling and
1 cool down method with the person who wrote it. Have the children ask questions like:
What do you do to cool down?
How do you know you are angry?
Keep asking questions until you find the person who wrote the clue!
Children learn to identify angry and cool down techniques, but they also learn how others react to
anger and how they cool down. When the activity is complete, you could have children report what
they learned to the group.
© 2009 Mazzarella Media All Rights Reserved. www.mazz.com
What is Anger
Stop and Think
Just Relax
2. What made Beth so angry.
General discussion:
DISCLAIMER
What is Anger
She found a hole in her sock, it took a long time to find her shoe, and the laces had
knots.
You get tense your tummy hurts your face gets red you grit your teeth. (There may be
others)
This answer is subjective. Let children answer in a way that makes sense to them.
Mad
She threw her shoe and it broke the light.
Stop and Think
You can hurt yourself or others.
He wanted to take a turn on the swings and the other children were taking a long
time.
It helped him stay in control of his angry feelings.
Yes. Mike was able to simply ask for what he wanted and he got it without hurting
himself or anyone else.
Just Relax
When angry feelings get to be too much you might blow your top.
DISCLAIMER
2. What made Beth so angry?
She was unable to do the new dance without falling down.
She took some deep breaths and relaxed.
After she relaxed, she was able to calm down and she could master the dance steps.
General discussion:
These questions all have subjective answers. Allow children to express their stories one at
a time.
DISCLAIMER
Move like a …
NAME:________________________ DATE: ________________
DIRECTIONS:
1. Do you look like a lion when you are angry? Do you feel like a volcano about to explode? Do
you stomp like an elephant? Draw a picture of what you look like when you are angry.
2. Act out what you drew and let others guess what you feel like when you are angry. Next time
you are angry move around like the thing you drew and release that angry energy!
Move Your Body!
Subjects:
Grades:
Style:
Social
pre k - 3
Concepts:
Children will learn to move to release energy and identify ways to get angry energy out.
Lesson:
Start with a circle or group discussion about games and actions children can take to get angry
energy out. Experiment with the ones below and fill out the chart to show which activities made
them feel best. Remind them that if they use that activity (with permission) when they get angry,
they are less likely to say or do hurtful things.
Jump Rope
Give each child a jump rope and a song like this one to sing and record the number of jumps.
Engine, engine number 9.
Running down Chicago line.
If the train should jump the track,
How much money do you want back?
Head and Shoulders, Knees and Toes
Have children touch their head, their shoulders, their knees and then their toes. They should then
stamp their feet and repeat as many times as they can. (can be done to the song by the name.)
Wall Ball
Give children a tennis ball and ask them to throw it against the wall and then catch it. Write the
word “mad” or “angry” in Sharpie on the ball to illustrate the point that they are getting throwing
away angry energy.
Out Run Your Shadow
Have the children get angry energy out by running away from their shadow. Of course no one can
but it’s fun to try!
.
Angry Energy Chart
Activity Name
Jump Rope
(5 min)
NAME:________________________ DATE: ______________
Head and
Shoulders (5 min)
Wall Ball
(5 min)
Outrun Your
Shadow (5 min)
Describe in the
boxes under
each activity,
how it made you
feel to
Compare your
answers with
others and
decide what
activity helps to
get you angry
energy out.
Describe which activity made you feel the best.
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
What are some other ways to get your angry energy out?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
Visual (seeing) – Create paper plate masks to express anger. On the other side of the plate
create a calm face. Make a STOP sign with the word THINK on it to remind children to stop and
think.
Auditory (hearing) – Make a circle and pass a bean bag around from child to child. When the
leader says, Stop! the person holding the bean bag should show everyone how to breathe deeply
and be calm.
Experiential (feeling, internalizing) – Talk about the last time someone got angry. What would
have happened if they had used Stop and Think?
Kinesthetic (movement and tactile) – Sing the song, “If You’re Angry and Know it.” (sung to the
tune, If You’re Happy and Know it”. Let the children add the motion in like stamp your foot, take a
breath, say, “I’m Mad!” or whatever they feel expresses being mad.
BOOKS
What Angry Kids Need, Jennifer Anne Brown, M.S.W. and Pam Provonsha Hopkins, M.S.W.
I'm So Mad!, Margie Palatini
I Was So Mad, Mercer Mayer
How To Deal With Anger Julie Fiedler
ONLINE RESOURCES
It’s my Life - PBS Go
http://pbskids.org/itsmylife/parents/resources/anger.html
A page of resources for dealing with anger and some video clips of characters dealing with anger.
Get Your Angries Out
http://www.angriesout.com/
Take up The Anger Challenge and feel better about yourself and be happier in your relationships.
Make
choices
to
let
go
of
those
ugly
mads
and
angries.
DISCLAIMER
Vocabulary
Mad/Mad//////////////////
Exercise/Exercise/////////////
////////////////////////////
Control/Control//////////////
////////////////////////////
Tell/Tell/////////////////////
© 2009 Mazzarella Media Visit our website at www.mazz.com
1-2:
3-5:
Vocabulary
Anger
Mad
Cool off
Control
Flip your lid
Angry energy
Walk away
Exercise
Tell
Anger –
_____________________________________________________________________________
Mad –
_____________________________________________________________________________
Cool off –
_____________________________________________________________________________
Control –
_____________________________________________________________________________
Flip your lid –
_____________________________________________________________________________
Angry energy –
_____________________________________________________________________________
Walk away –
_____________________________________________________________________________
Exercise _____________________________________________________________________________
Tell –
_____________________________________________________________________________
Catch the Anger and Cool Down
Subjects:
Grades:
Style:
Social
pre k - 3
Concepts:
Children will identify how to identify an angry feeling in themselves and in others.
Lesson:
Use the worksheet below and have the children draw a picture of what it feels like when you are
angry. Encourage expression of all kinds.
Have the children explain in front of the class or a trusted adult, about the picture. Ask questions
about where anger is felt. Is it in the face? Do their hands clench? Does their tummy hurt? Do they
feel hot?
The Cool Down Game
Pass around a cool ice pack or Ziploc bag with ice in it. Have the children put the ice pack on a
clothed part of their body and then count to 10 slowly. Remind them that just like it takes a little
while for the cool to get to their skin, anger takes a little while to cool down inside of you too.
You can turn this into a game. Use some cold water washcloths sealed in a Ziploc bag and divide
your group up into teams. The starting child says: “I am angry!” She holds the bag while counting
silently in her head for ten seconds then tosses it to the next person and says, “I have cooled
down.”
In your classroom, you may want to keep a cool down cloth with the numbers 1 – 10 written in
Sharpie on it. When tempers flare, pass them the cloth as a reminder that it is time to cool down.
Sometimes a kinesthetic reminder works when words are forgotten.
When I Am Mad I Look Like …
NAME:________________________ DATE: ________________
DIRECTIONS:
Do you look like a lion when you are angry? Do you feel like a volcano about to explode? Do you
stomp like an elephant? Draw a picture of what you look like when you are angry.
Angry as … A Language Worksheet About Anger
Grades 3 - 5
NAME:________________________ DATE: ________________
DIRECTIONS:
Fill in or discuss the answers to each question below.
There are many ways to say you are angry and many expressions of anger in language.
Here are some common expressions and idioms. What do they mean? Write each in a sentence.
Angry as a hornet ____________________________________________________
____________________________________________________________________
Mad as a bear _______________________________________________________
____________________________________________________________________
Seeing red __________________________________________________________
____________________________________________________________________
Hopping mad ________________________________________________________
____________________________________________________________________
In a black mood ______________________________________________________
____________________________________________________________________
Flip your lid __________________________________________________________
____________________________________________________________________
Blow a fuse _________________________________________________________
____________________________________________________________________
Hot under the collar ___________________________________________________
____________________________________________________________________
Makes my blood boil ___________________________________________________
____________________________________________________________________
Bonus:
More heat than light ____________________________________________________
____________________________________________________________________
The Last Time I Was Really Mad
NAME:________________________ DATE: ________________
DIRECTIONS:
1. The last time I was really angry was when _____________________________________
__________________________________________________________________________
__________________________________________________________________________
2. I Responded by saying or doing this: __________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Could you have done or said something different? ________Yes ________No
4. Explain what could have been done or said differently. ______________________________
____________________________________________________________________________
____________________________________________________________________________
4. When you feel angry what are three things you can do calm down?
1. _______________________________________
2. _______________________________________
3. _______________________________________
5. How does being angry make people around you feel? ______________________________
____________________________________________________________________________
6. What can you say to let people know you are angry? _______________________________
____________________________________________________________________________
A Language Worksheet about Changing
NAME:________________________ DATE: ________________
DIRECTIONS:
Events and things all around us are changing all the time. Write a sentence about the transition
between each of these events.
A spider moves to a branch. Later she catches a fly. What was the transition?
____________________________________________________________________
____________________________________________________________________
A caterpillar turns into a butterfly. What was the transition?
____________________________________________________________________
____________________________________________________________________
A boy woke with tangled hair but went to school with untangled hair. What was the transition?
____________________________________________________________________
____________________________________________________________________
A girl was hungry and 15 minutes later, she was full. What was the transition?
____________________________________________________________________
____________________________________________________________________
The sky was dark and then it was light. What was the transition?
____________________________________________________________________
____________________________________________________________________
Preparing For Change
Subjects:
Grades:
Style:
Social
pre k - 3
Concepts:
Time Management
Lesson:
Part I
Begin this lesson by identifying fixed times of the day for certain activities. (i.e Circle time is always
at 8:30am, lunch is always at 11:30am, recess is always 12:00pm etc.) Have your children fill in
the clocks below with the correct time, and then below each clock write how they can prepare for
the transition.
Examples:
Lunch
I can wash my hands
Recess
Library
I can get my jacket on
I can get out my book
Science
Journal
I can open my science folder
I can get my journal from my desk.
Have the students write in the time of the event and then what they can do to transition into the
event. Use the worksheet below.
Part II
Ask your students to extend the activity by planning an event and then planning a transition to it.
Example: I love to play in the snow. When I want to play in the snow first I have to ____________.
Next I have to _________. Finally I can play in the snow! Use the worksheet below as a guide.
Have each child write something they like to do down on a piece of paper. Mix up the ideas and
then pass them out. Once the worksheet is complete, have each child read their results to the rest
of the class. In this way, students can problem solve transitional times they may not have thought
about before.
Time For Change!
On the clock below draw in the minute and hour hands for an event at school or home you look
forward to. Next write three ways you can get ready for that activity!
At _____________o’clock I usually ________________________________________
First I can: _____________________________________________________________
Next I can: _____________________________________________________________
Finally I can: ___________________________________________________________
Name _________________
Transitions I Make
Fill in the comic strip below with picture of the best way you can make the transition between two
events written. Be creative! Ideas can be found on page 2.
Transitions I Make, Idea Page
Draw your comic pictures of some of these ideas or make up your
own. Use as many boxes as you like for each idea and label them.
Getting on and off the school bus.
Snack time and play time.
My turn with a toy and my friend’s turn.
Playtime and writing time.
Inside time and outside time.
Between TV time and dinner time.
When I wake up and before I go to school.
When I get ready for bed and when I go to sleep.
When I get in and after I get out the car.
Between the time I play in the park and the time I have to leave.
My own ideas:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
General discussion:
In each segment, the children handle a different transition. Ask your students to identify the
problem in each chapter and then explain how they handled it.
Ask your students to identify one transition that makes them fearful, upset or unhappy.
Ask your students to identify one solution that works for them. Which transition in the DVD do
they think would work best?
For each segment have your students write down one thing they think they could do when they
are faced with a similar transition.
Have your students act out a skit of each chapter. Are there things they could differently?
Would they change anything?
Talk about the need for a schedule. Why is it important to be flexible? What can happen if you
are not flexible? How do the children in the stories react to surprises? What are some other
surprises that can happen during a day? How can you handle them without being upset?
Talk about the word transition. What does it mean? Are transitions good? How? Why do we
need them? How can our behavior change a transition for the better? For the worse?
Answers are subjective and participation should be rewarded with praise.
Games of Change
Subjects:
Grades:
Style:
Social
pre k - 3
Concepts:
Children will learn how to identify change as a good and fun event.
Lesson:
Begin this lesson by identifying change as a way to move things forward. Talk about how when we
make a transition new and good things can happen.
Play Duck Duck Goose
Identify the changes during the game as they occur. The whole game is a transitional game.
Transition: For younger children this game is good transition practice. Silently waiting for a turn
while still participating in the game visually and kinetically shows transitions.
Lights Down; New Activity
Explain that as an activity is going to end, you will turn down the lights. Make this transitional time
an identifier for activity changes and changes in mood.
Transition: Good for any activity that needs a transition indicator.
Freeze Dance
Make a CD with many different types of music on it from classical to rap and rock. Have the
children stop dancing when the music stops then start it again with a new type of music or sound.
After the game see how many students can count the number of dance transitions there were.
Transition: Music types and dance styles change every few minutes.
Follow the Leader
Children break up into groups of three and spend 5 minutes each as the leader and then the
follower. Encourage each “leader” to create a world for his followers to jump into. Dinosaur world,
the ocean, the arctic, a jungle, a zoo…the choices are endless.
Transition: Children play follower while waiting to be a leader. Worlds change, and movement
changes while the game proceeds.
Visual (seeing) – Put on a transition to work play. Ask the children in small groups to explain how
they go from active play to working quietly .
Auditory (hearing) – Use a harmonica chord to signal a special event. Practice what the children
should do when they hear the sound.
Experiential (feeling, internalizing) – Use “I feel” statements to share in a circle activity how it
feels to go from one activity to another.
BOOKS
Oh My Baby Little One by Kathi Appelt
It's always hard for Baby Bird and his mama to say good-bye on their way to school and work in
the morning.
The Complete Book of First Experiences, by Anne Civardi
An Usborne book that introduces all kinds of first to little ones – first trip to the doctor, bringing
home a new baby for the first time, and the first day of school are amongst the topics covered.
Transition Magician 2: More Strategies for Guiding Children in Early Childhood Programs. by Mary
Henthorne, Nola Larson, Ruth Chvojicek
End the chaos! Be a transition magician! Imagine having fun getting from circle time to lunch, or
from outdoors to indoors. The children will learn new skills and you¹ll be able to stay calm.
ONLINE RESOURCES
Transitions: Getting Kids Attention!
http://www.kidactivities.net/post/Transitions-Attention-Getting-Strategies.aspx
Many strategies can be used to help a child transition smoothly…
The following information is designed to offer some tips and tools for planning effective transitions.
Transition Signs
http://www.placeofourown.org/activity.php?id=359
In this activity, you’ll learn how you can create signs to help children transition from one activity to
another.
Vocabulary
Calm/Calm//////////////////
Change/Change/////////////
////////////////////////////
Choice/Choice///////////////
////////////////////////////
Expect/Expect///////////////
////// //////////////////////
.
© 2009 Mazz.com
Try the following activities with the vocabulary words to the right.
1-2:
Vocabulary
Transition
Change
Calm
Choice
Listen
Schedule
Disappointed
Surprise
Expect
Transition –
_____________________________________________________________________________
Change –
_____________________________________________________________________________
Calm –
_____________________________________________________________________________
Choice –
_____________________________________________________________________________
Listen –
_____________________________________________________________________________
Schedule –
_____________________________________________________________________________
Disappointed –
_____________________________________________________________________________
Surprise _____________________________________________________________________________
Expect –
_____________________________________________________________________________
Transition Words
NAME:________________________ DATE: ______________
Use of one the following words or phrased in a sentence that describes a transition. Below it write
how the word helped to show the passage of time or the move from one even to the next.
Shortly after that
At that very moment
Meanwhile
At last
Soon
Next
Along the way
Later that same day
Before long
During all of this
Earlier
As soon as
After all of that
Not a moment too soon
Later on
While this was happening
Eventually
Without delay
An hour later
Immediately
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
Chapter 1
How did it make Tiffany feel to share?
Did Tiffany help Megan? Why did she share?
Did Marissa want to share?
How did Marissa and Tiffany do something together?
Do you think Marissa solved the problem well? Why?
Chapter 2
Why did Conner share with Darius?
What feeling did Conner first have about Darius asking for his car?
Do you think they made the right decision? Why?
Chapter 3
Why did Devin want from Jack?
Did Jack say yes?
How did Jack and Devin both get what they wanted?
Chapter 4
Why was Maddy nervous?
How did talking to Desiree help her?
What question did Maddy ask Desiree?
What happened because of her question?
Chapter 5
How did remaining calm help him to solve the problem?
Do you think taking an extra turn was okay? Why?
What did Brad learn?
© 2009 Mazz.com
How It Feels to Share
NAME:________________________ DATE: ________________
DIRECTIONS:
1. The last time I shared a favorite toy I felt: ______________________________________
__________________________________________________________________________
__________________________________________________________________________
2. I responded by saying or doing this: __________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Could you have done or said something different? ________Yes ________No
4. Explain what could have been done or said differently or why it couldn’t be any different.
___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. When someone asks you to share what are three things you can do?
1. _______________________________________
2. _______________________________________
3. _______________________________________
5. How do you think sharing makes other people feell? ______________________________
____________________________________________________________________________
6. How do you feel when people don’t share with you? _______________________________
____________________________________________________________________________
© 2009 Mazz.com
Sharing Games
Subjects:
Grades:
Style:
Social
pre k – 3
Concepts:
Children will learn how to identify sharing as a beneficial and fun experience.
Lesson:
Start this lesson with a discussion on the benefits of sharing. How does it make the giver feel?
How does it make the receiver feel? Are there times when you should not share? When and why?
Hot Potato
Stand in a circle about arms length apart or sit in a circle. Begin some music of varying tempos and
pass the potato around. When the music stops the person holding the potato must sit down or
back out of the circle.
Scavenger Hunt
A play together activity that encourage sharing. Split the children into groups of 5 and create a set
of 5 clues that they must find. Visual items work the best. The scavenger hunt is not complete until
each one of the team members has gotten one clue. They have to share information and the clue
sheet to win.
Go Fish
The simple card game makes giving your cards away fun and is a lesson in sharing.
Share the Sound
Stand in a circle and face the person to your right. The teacher begins by clapping or making a
sound with her hands. The next student repeats the action all the way around the circle until it gets
to the person beside the teacher. Now it is that student’s turn.
The student will make a sound with their hand (clapping their leg, snapping, making a fast and
slow clap…encourage creativity!) and pass the sound around the circle again.
Each student get to take a turn pass the noise around the circle.
© 2009 Mazz.com
M&M Mosaic
Subjects:
Grades:
Style:
Social
K–3
Concepts:
Children will learn that sharing makes everyone feel good even when the thing to be shared is
really tasty!
Materials:
2 large bags of chocolate M&Ms (or any other treat like cereal fruit rings etc.)
Paper
Small Dixie bathroom cups or small paper plates.
Lesson:
Break the class up into small groups and give them each bathroom paper cup filled with colored
treats like M&Ms.
Ask the students to draw a very simple picture as a group and then create a mosaic using the
treats. If they need more, they will need to ask the other teams to share their treats.
When the pictures are complete offer a reward to each team.
© 2009 Mazz.com
Sharing Poem
NAME:________________________ DATE: ________________
DIRECTIONS:
Create a sentence for each letter of the word SHARE to make a poem.
S ______________________
H_______________________
A_______________________
R_______________________
E_______________________
Example: Sharing makes people
Happy
And
Really
Excited!
Hints: Use a dictionary to look up some words that begin with each letter.
© 2009 Mazz.com
Sharing Like Rainbow Fish
Subjects:
Grades:
Style:
Social
K–3
Concepts:
Children will learn why sharing is important and how it benefits everyone.
Materials:
Colored gold fish crackers
Fish print outs (below)
Lesson:
Begin by reading the book Rainbow Fish by Marcus Pfister. Talk about the events in the book that
highlight sharing.
Activity 1:
1. Start by passing out the bag of goldfish crackers 6 or 7 fish each but not more.
2. Using colored markers, make a pattern of 6 colors on the printable gold fish. (see below)
Hang it up on the blackboard
3. Pass out blank fish to every child and instruct the children to put as many colored crackers
on their fish to match the pattern. When they run out, they should start to share with each
other. Trade the fish colors they do have for ones they need.
4. Once everyone has placed as many fish as they can on their papers they can color in the
rest.
Activity 2:
Print the second fish for each student and ask them to write one word on each scale that they like
to share or want someone to share with them.
© 2009 Mazz.com
Rainbow
Fun!
Fish
Name
_______________
Date
_______________
© 2009 Mazz.com
Name ______________________
Date _______________
Sharing Like Rainbow Fish
Write the things you like to share and the things you want others to share with you on the fish’s
scales.
© 2009 Mazz.com
Name _________________
Date __________________
Some Things You Should Not Share
Juice box
Why shouldn’t
share it?
Hat
you
Comb and Brush
Why
shouldn’t
share it?
Why shouldn’t you
share it?
Fork and Spoon
you
Why shouldn’t you share it?
_____________________
_____________________
Why shouldn’t
you share it?
Why shouldn’t
you share it?
Draw your own picture here
© 2009 Mazz.com
Draw your own picture here
Visual (seeing) – Make a sharing feels good poster. Each child will contribute a phrase of picture
of how they share. Display the poster in the room for everyone to see as a reminder.
Auditory (hearing) – Come up with a phrase for your classroom as a sharing slogan. Use it often
to reward good behavior. (example “We show we care by learning to share.” )
Experiential (feeling, internalizing) – Encourage children to use sharing words with each other.
BOOKS
The Rainbow Fish, by Pfister, Marcus
Give me Half! by Murphy, Stuart
A Handful of Seeds by Hughes, Monica
We Share Everything! by Munsch, Robert
Stone Soup by Jon J Muth
The Last Chocolate Cookie by Rix, Jamie
ONLINE RESOURCES
Nine Tips For Encouraging Kids to Share
http://www.marilynsuttle.com/articles/parenting/nineshare.pdf
Marilyn Suttle looks at nine ways to help kids share and why it is so important for them to learn this
skill.
Teamwork Skill Games for Kids With Autism
http://autistic-students.suite101.com/article.cfm/teamwork_skill_games_for_kids_with_autism
Although the title indicates it is a game for kids with autism, these games encourage all kids to
share and master the skill of taking turns.
© 2009 Mazz.com
Vocabulary
Share/Share/////////////////
Care/Care//////////////////
Feel/Feel////////////////////
Turns/Turns//////////////////
Ask/Ask/////////////////////
Listen/Listen/////////////////
//// ////////////////////////
.
.
© 2009 Mazz.com
Try the following activities with the vocabulary words to the right.
1-2:
Vocabulary
Share
Feel
Offer
Turns
Listen
Ask
Friend
Nervous
Share –
_____________________________________________________________________________
Feel –
_____________________________________________________________________________
Offer –
_____________________________________________________________________________
Turns –
_____________________________________________________________________________
Listen –
_____________________________________________________________________________
Ask –
_____________________________________________________________________________
Friend –
_____________________________________________________________________________
Nervous _____________________________________________________________________________
© 2009 Mazz.com

Teaching Guide/Lesson Plan

Transcription

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