STAGES

WHAT AND HOW?

 DESCRIBE ACTIVITIES

1. Warm-up

ANTICIPATORY SET

• An activity that lasts maximum (15 minutes).
• How does it involve the learner in active participation?
• What links to the lesson objective?

v     Choose two people to recite the sample husband/wife scenario

v      Ask the class, "Who has had a similar scene take place with a partner, family member, co-worker or mend? Would anyone like to find another way to communicate? Without stress and anger?"

2. Introduction

LEARNING OBJECTIVE

• Write and state the lesson objective.
• How will you explain why it is important to accomplish

this objective? 10 minutes

v     Student will be able to describe the function of anger and identify physical and interpersonal costs and rewards for expressing anger.

v     Recite: "Today we are going to discuss the emotion anger-its definition, why we choose to use it, and what are personal costs and benefits when we do use anger."

3. Presentation

INSTRUCTION

• How will you teach the concept using strategies geared for every type of learner: visual, auditory, and kinesthetic? 25-35 minutes (This is about using cooperative learning strategies)
• Give students the information (from Lesson Leader resource sheets, or other appropriate informational sources).
• Modeling: show the process or product of what students are learning.
• Provide demonstration of the skills they need to accomplish the objective by using a variety of strategies: visuals, music, description, video, explanation, examples or definitions.
• Check for understanding by using: signal, choral or 1:1 response.
• Check for understanding by asking “who, what, where, when, why, how” questions.
•  Check for understanding by using”suppose or prediction” questions.

v     Using Leader Resource Sheets as a guide, discuss the concepts of:

     a.)Definition of anger

          b.) Function of anger

          c.) Myths of anger

          d.)How a person chooses to be angry

          e.)Price paid by choosing anger

4.  Practice

GUIDED & INDEPENDENT PRACTICE

      (Continue with the Cooperative Learning Strategies)

• What are the opportunities to practice the new knowledge?
• Practice is guided through what materials?
• How will practice activities be done as a (whole group,

Small group, pairs or individuals.)?

• How will the teacher models each activity, monitors progress

         and provides feedback?

v     Divide students into study groups.

v     Using the 2-Step Model, have small groups create a scenario showing how a person can reduce stress and anger by using a coping strategy.

v     Have groups present their scenario to the whole group. Audience should be able to identify stress reduction strategies.

5. Closure

CLOSURE done at the end of the DUECE lesson.

• How will you check for integration of learning that demonstrates cognitive/behavioral change. What and how will they practice?

v     Have students create an anger journal. Emphasize that coping with anger is an active process. For now, how much stress felt (arousal) and how much anger shown (aggression), should be monitored each day.

v     Use the information on Student Worksheet - Journal Writing, as a possible format.