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Heart

and Mind
ANGER: Introduction
Lesson1/4
Lesson Objective: To introduce anger and how our heart and mind reacts to it.
To learn what we look like when we are angry and what can make us angry?
Lesson duration : 60 minutes Environment: gathering space (carpet
time) and worktables to complete the
activity
Mindfulness moment: Material:
Breathing Activity Flipchart paper and markers to
Stand tall, and take a deep breath, brainstorm ideas and post on the
now close your eyes and take another bulletin board to use as a
two deep breaths. Inhale, exhale. Now learning tool (or
on the tips of your toes stretch your chalkboard/whiteboard*)
hands to the sky, count 1,2,3 now Worksheet: What makes me
slowly dive down to your toes count mad?/ What I look like when I
1,2,3. Slowly stand tall once again and am mad ?
take one last deep breath. Slowly open Colouring pencils/ writing pencils
your eyes. Story: Marvin Gets Mad!
By Joseph Theobald (you may
use any classroom book on anger
that you have and deem
appropriate for this lessons
objectives, please refer to the
anger reading list for suggested
readings )
Preschool Competencies: Cross Curricular Competencies:
Competency 2 - To affirm his/her Competency 7- To construct his/her
personality identity.
v Appropriate expression of v Express their feelings and carry
his/her tastes, interests, ideas, out their intentions by imitating
feelings and emotions models or by taking more
personal action
Competency 4- To communicate using
the resources of language
v Interest in communication
demonstration of understanding
of the message

Introduction: 20 minutes

Following the Mindfulness Moment, ask your students to be seated at your
primary meeting spot (carpet, circle,..). On the flipchart write the word anger.
Ask your students what they think the word means.

You may prompt them by asking the following questions:

What does anger/being angry mean? Have you ever been angry? What made you
angry? How did your body feel? What did you do when you were angry? How did
you act when you were angry? What does your face look like when you are
angry; are you smiling? How does your heart feel when you are angry? How does
your mind feel when you are angry?

Lesson: 15-20 minutes

Following the group brainstorming, read Marvin Gets Mad! by Joseph Theobald
(Alternative: you may read them another book on anger from the Anger Reading
List or a classroom book on anger that you deep appropriate.)

Once you have read the story and pointed out evidence of the main characters
anger and behaviour/actions refer back to the flip chart and ask the students if
they would like to add any new details.

Also mention to your students that mad and angry mean the same thing. They
can choose to use either word.

Brain break: 3 minutes A much needed movement break!
YouTube: If youre a kid
(Refer to brain breaks section of the Heart and Mind website.)

Activity: 20 minutes

After the brain break ask your students to think of something that has made
them angry and how they reacted to it. Give examples: lost toy-cried and
shouted, feeling excluded- pushing a classmate,

Give your students the worksheet What makes me mad?/ What I look like when I
am mad? Ask them to draw two distinct drawings in their respective boxes.

As your students are drawing take the time during this work period to check in
with students and see if they have understood the introduction. Scribe their
descriptions of their expressions of anger and actions.

Remind your students to refer to the flipchart and brainstorming discussion
when completing their drawing. (details: facial expression, body language, reason
as to why he/she is angry).

Conclusion:

At the end of the class, ask which students would like to share their work. Allow
them to explain their drawing to their classmates and encourage as much detail
as possible. Take note of who is talking and main ideas being shared. (This is a
good moment to evaluate if your students have a good comprehension of what
anger is. If they are still not clear on the matter you will have to review the main
ideas with them before moving on to lesson 2 of this unit.

Adaptation/ Modification:

1. If one of your students requires the use of a tablet or laptop, ensure that
the brainstorming flipchart work is photographed and added onto his/her
device.
2. If you have a student in your class that might not be able to complete the
task due to time, disability, depth of knowledge you may easily select
which portion of the worksheet you wish for them to complete and cut it
in half.


* If you would like to keep your brainstorming as a visual cue for your students but only
have a chalkboard/whiteboard take a picture of your work and print it out or have a
digital version available/accessible for your students (you can keep on a tablet or
computer). The same can be done for all lessons where flipchart paper is listed in
teaching materials.












































Heart and Mind
ANGER: When Sophie gets really, really angry
Lesson 2/4
Lesson Objective: To learn various calming strategies to use when we feel
angry.
Lesson duration: 60-75 minutes Environment: gathering space (carpet
Can be broken up into two shorter time), worktables
lessons
Mindfulness moment: 5 minutes Material:
Imagine it All
Flipchart paper and markers*
Ask your students to close their eyes Worksheet: When I get really,
and picture their favourite park. Give really angry/ My strategy
them 20-30 seconds to live in this Colouring pencils/ writing pencils
imaginative moment. Then inform Story: When Sophie gets angry-
them that you will now ask them to really, really angry by Molly Bang
change the imagine in their mind with Calming strategy cards
the following descriptions.

1- Imagine the sky slowly turning
pink.
2- The slide has transformed into a
water slide
3- You are swinging very high on
the swings. Back and forth and
back and forth.
4- You are so high you touch the
clouds- but instead of clouds you
touch and grab cotton candy.
5- You jump off the swing and land
in the sandbox but instead of
sand its snow!
6- The last thing you do before you
leave your imaginary park with
the pink sky, cotton candy
clouds, water slide and snowy
sand box is make a snow angel.

When you are finished making your
snow angel slowly open your eyes.

Preschool Competencies: Cross Curricular Competencies:

Competency 2 - To affirm his/her Competency 2- to solve problems.
personality v Use of varied and effective
v Appropriate expression of strategies
his/her tastes, interests, ideas,
feelings and emotions

Competency 7- To construct his/her


Competency 4- To communicate using identity.
the resources of language v Express their feelings and carry
v Interest in communication out their intentions by imitating
demonstration of understanding models or by taking more
of the message personal action

Introduction: 15 minutes

Following the Mindfulness Moment, ask your students to be seated at your
primary meeting spot (carpet, circle,..). Read them When Sophie Gets Angry-
Really, Really Angry by Molly Bang.

Throughout the story ensure you highlight: 1) the initial conflict, 2) her physical
reaction to the conflict, 3) how she coped with her anger (ran away to a quiet
and calm place) 4) how she felt once she had calmed down and rejoined her
family.

The reason why you need to point these specific components out is to
demonstrate the steps of a conflict/reaction and how to cope and overcome it.


Lesson: 20 minutes

Following the story, ask your students what they would have done if they had
been in Sophies shoes. What strategy would they have used to calm their heart
and mind.

Introduce your students to the word strategy. You can choose to explain it in
these words:

A strategy is when you use your heart and mind to help yourself in difficult
situations. There are different types of strategies- there are strategies to help you
read and count but today we are talking about strategies to help you calm down
when you are angry.

Present them with the calming strategy cards slowly going through them and
explaining them. Once you have read through all of them ask students which
strategy they think would work best for them.

Brain break: 5 minutes A much needed movement break!
1 or 2 Zumba videos
Activity: 20 minutes

After the brain break ask your students to think of something that has made
them angry and how they reacted to it. Give examples: lost toy, feeling excluded,
being wrongfully blamed, something is unfair

Give your students the worksheet When I get really, really angry/ My strategy.
Ask them to draw themselves angry at a situation in the designated box and then
in the star draw the calming strategy that they feel will work best for them.

During this work period, take the time to scribe why they chose this calming
strategy and when they would use it.

In order for the students to familiarize themselves with the calming strategies
print several copies of the strategy cards and attach them with a ring (to make
a flip book). You may also print full page copies of the strategy cards to place
on the bulletin board so that your students may refer to them when needed.

Conclusion: 5- 10 minutes

Once the students have completed their worksheets, regroup in your gathering
space and call on a few students to discuss what strategies would work for them
and what would not work for them.

Point out where the strategy cards will be kept in the class for easy access and
use by the students.

Adaptation/ Modification:

1- If a particular child is having emotional difficulties, you may have him/her
select their 3 favourite strategies and create a customized flip book for
them to keep and use at their desk/cubbies/pocket.
2- As the objective to this lesson is to learn about calming strategies, if you
have a student that is only capable of completing one of the two assigned
drawing, it is recommended that you only then ask them to complete a
strategy that would be ideal for him/her.


* If you would like to keep your brainstorming as a visual cue for your students but only
have a chalkboard/whiteboard take a picture of your work and print it out or have a
digital version available/accessible for your students (you can keep on a tablet or
computer). The same can be done for all lessons where flipchart paper is listed in
teaching materials.












Heart and Mind


ANGER: The Animal in Me
Lesson 3/4
Objective: The objective for this lesson is for students to understand that they
have a choice as to how they can react to a situation and how to help
themselves.
Lesson duration: 60 minutes Environment: gathering space (carpet
time) the introduction and lesson to
can also be done outside depending on
the weather and season (for the
students to act out the animal in them),
worktables
Mindfulness moment: Material:
Positivity Flipchart paper and markers*
Worksheet: The Animal in Me
Ask your students to sit in a circle. Ask Colouring pencils/ writing pencils
that each student in turn say 1 word or Book: The Tiger in My Chest by
characteristic to describe themselves. Elaheh Bos
Ask your students to not repeat words Animal cards
that have already been said. Strategy cards

Once everyone has gone say:
How amazing, everyone in this class is
special and unique.
Preschool Competencies: Cross Curricular Competencies:

Competency 2 - To affirm his/her Competency 2- to solve problems.
personality v Use of varied and effective
v Appropriate expression of strategies
his/her tastes, interests, ideas,
feelings and emotions Competency 7- To construct his/her
identity.
Competency 4- To communicate using v Express their feelings and carry
the resources of language out their intentions by imitating
v Interest in communication models or by taking more
demonstration of understanding personal action
of the message

Introduction: 15 minutes

Following the Mindfulness Moment, ask your students to be seated at your
gathering space (carpet, circle,..). Read The Tiger in My Chest to your students.

Point out :
The tiger in the little boys chest grew slowly.
That being angry can be a scary thing.
That being angry can be exhausting.
That once the little boy realized he was hurting others he himself was hurt.

That once he apologized to others and calmed himself down by taking keep
breaths, he no longer had a tiger in his chest.

Lesson: 25 minutes

The overall message of this book is personal choice. When we react to anything
there is a result one that can either be rewarding or harmful/hurtful. Placing the
responsibility on the childs actions allows them to understand that they are in
control of their choices. They choose how they will react when upset and how to
calm themselves.

Show the students the animal cards and explain how the animals characteristics
refer to a reaction.

Example:
Roaring like a tiger/ lion
Stomping like a gorilla
Changing colours like a chameleon


Ask for your students to reflect on how they react when they are angry and if it
can be compared to an animal in particular. Ask for some examples either verbal
or acted out.

Brain break: 3 minutes - A much needed movement break!
If youre a kid Animal edition

Activity: 20 minutes

Ask your students to select and illustrate an animal within them that they feel
he/she reacts like when they are angry. Give your students the worksheet The
animal in Me. For their illustration reintegrate that you want to see how you act
like an animal if you roar like a lion draw what your face would look like (mouth
open, teeth showing).

Once they have drawn the animal in them, ask them to illustrate them making
the right choice: could be choosing a calming strategy, apologizing for their
actions, or not allowing their anger to come out.

Remember focus on CHOICE!

Conclusion: 5- 10 minutes

Once the students have completed their worksheets, regroup in your gathering
space and call on a few students to discuss what their animals were and the right
choices they can make to avoid or end conflict or difficult situations that anger
them.

Continue to refer to the strategy cards, students may need to use them for
additional support. Using a strategy is an excellent choice and you should praise
students that do.

Adaptation/ Modification:
1- If a child is having difficulty making a choice of an animal, allow him/her
the choice between the animal cards.


* If you would like to keep your brainstorming as a visual cue for your students but only
have a chalkboard/whiteboard take a picture of your work and print it out or have a
digital version available/accessible for your students (you can keep on a tablet or
computer). The same can be done for all lessons where flipchart paper is listed in
teaching materials.





Heart and Mind
ANGER: My Calm Down Recipe
Lesson 4/4
Objective: Taking responsibility for ones own calming strategy. Learning about
themselves.
Lesson duration: 60 minutes Environment: gathering space (carpet
time), worktables
Mindfulness moment: Material:
Slow it down- dancing
Flipchart paper and markers
Play soft rhythmic music in the Calming strategy cards
background and ask your students to Large recipe box (can be any box
only dance by following the rhythm of with a lid)
the music and also only using their Cue cards or recipe card
upper bodies to dance. template (regular and adapted)
Examples of calm down recipes
Preschool Competencies: Cross Curricular Competencies:

Competency 2 - To affirm his/her Competency 1- to use information.
personality v Making connections to prior
v Appropriate expression of knowledge.
his/her tastes, interests, ideas, v To use information in new
feelings and emotions contexts.
Competency 2- to solve problems.
Competency 4- To communicate using v Use of varied and effective
the resources of language strategies
v Interest in communication
demonstration of understanding Competency 7- To construct his/her
of the message identity.
Express their feelings and carry out
their intentions by imitating models or
by taking more personal action
Introduction: 15 minutes

Following the Mindfulness Moment, ask your students to be seated at your
primary meeting spot (carpet, circle,..).

Ask them:
What are recipes for?
How do you use a recipe?

Following their brainstorm of ideas which will likely all be food related, tell your
students that you can also use a recipe to help you outside the kitchen.Tell them
that you created a special recipe to help yourself calm down. Ask them to please
act it out. (You can refer to the sample posted on the Heart and Mind website).

So you see boys and girls, you can make your own recipe to help yourself calm
down and make better choices.

Lesson: 15 minutes

Explain to your students the two main components of a recipe.

1) The ingredients
2) The instructions on how to use the ingredients

Create a class calm down recipe with your students.

Example :1- deep breaths for 10 seconds, 3 hands to the sky and dive to touch
your toes 1- calming strategy alone for 2 minutes

Continue to refer to the calming strategy cards. You want your
students to be very familiar and confident in using them.
Brain break: 3-5 minutes -A much needed movement break!
Select a brain break from the numerous online options.

Activity: 20 minutes

After the brain break hand out recipe cards so your students may complete
his/her own calming recipe. Explain to the students that the recipe cards will be
easily accessible to them in the class (the recipe box containing all the recipes
should be in an easy to access spot in your classroom)

Reiterate what you said about choices the last class. The students are able to
choose the recipe to help themselves. When and if they need to use their recipe
one day, the recipe box will be very easily accessible to them.

Conclusion:5- 10 minutes

Once the students have completed their recipe cards, read them out to your
class. This may take too long to read them by the end of the period, but ensure
you make time to read them all by the end of the school day. You need to
validate your students efforts and their understanding of anger and calming
strategies by the end of the unit.

Adaptation/ Modification:
1- You can either ask your students to write or illustrate their recipe cards
depending on their ability to write (phonetically). There are two versions of
the recipe cards.



* If you would like to keep your brainstorming as a visual cue for your students but only
have a chalkboard/whiteboard take a picture of your work and print it out or have a
digital version available/accessible for your students (you can keep on a tablet or
computer). The same can be done for all lessons where flipchart paper is listed in
teaching materials.