Recognizing Angry Feelings

Emotional Intelligence

Pre-K, Elementary, Middle School, High School

Learning Objectives

Understand what it means to feel angry
Identify common triggers that may lead to feeling angry
Recognize physical signs of anger in the body and voice
Observe how others may show angry feelings through facial expression and body language
Describe strategies to manage anger in safe and respectful ways
Understand that it is okay to feel angry and that everyone feels angry sometimes
Respond safely when others are showing signs of anger

Aligned Common Core Standards

Kindergarten
CCSS.ELA-LITERACY.SL.K.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.K.2 – Confirm understanding by asking and answering questions
CCSS.ELA-LITERACY.L.K.6 – Use words and phrases acquired through conversations

Grade 1
CCSS.ELA-LITERACY.SL.1.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.1.2 – Ask and answer questions about key details in spoken information
CCSS.ELA-LITERACY.L.1.6 – Use words and phrases acquired through conversations

Grade 2
CCSS.ELA-LITERACY.SL.2.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.2.2 – Recount or describe key ideas from oral presentations
CCSS.ELA-LITERACY.L.2.6 – Use words and phrases acquired through conversations

Grade 3
CCSS.ELA-LITERACY.SL.3.1 – Engage in collaborative discussions
CCSS.ELA-LITERACY.SL.3.2 – Determine the main ideas and supporting details of spoken information
CCSS.ELA-LITERACY.L.3.6 – Acquire and use conversational and academic vocabulary

Grade 4
CCSS.ELA-LITERACY.SL.4.1 – Engage effectively in collaborative discussions
CCSS.ELA-LITERACY.SL.4.2 – Paraphrase portions of spoken text
CCSS.ELA-LITERACY.L.4.6 – Acquire and use academic and domain-specific vocabulary

Grade 5
CCSS.ELA-LITERACY.SL.5.1 – Participate in discussions, building on others’ ideas
CCSS.ELA-LITERACY.SL.5.2 – Summarize information presented orally or visually
CCSS.ELA-LITERACY.L.5.6 – Use grade-appropriate general academic and domain-specific vocabulary

Grade 6
CCSS.ELA-LITERACY.SL.6.1 – Participate in collaborative discussions
CCSS.ELA-LITERACY.SL.6.2 – Interpret information presented in diverse media
CCSS.ELA-LITERACY.L.6.6 – Acquire and use general academic and domain-specific vocabulary

Grade 7
CCSS.ELA-LITERACY.SL.7.1 – Engage in collaborative discussions
CCSS.ELA-LITERACY.SL.7.2 – Analyze the main ideas and supporting details in spoken or multimedia presentations
CCSS.ELA-LITERACY.L.7.6 – Use grade-appropriate vocabulary to express understanding

Grade 8
CCSS.ELA-LITERACY.SL.8.1 – Initiate and participate in collaborative discussions
CCSS.ELA-LITERACY.SL.8.2 – Analyze the purpose and credibility of information presented in diverse formats
CCSS.ELA-LITERACY.L.8.6 – Use vocabulary to communicate clearly and accurately

SMART Goal Ideas Bank

The student will name at least two physical signs of anger (e.g., tight muscles, fast heartbeat) in 4 out of 5 opportunities by [date].
The student will describe one or more safe strategies to manage angry feelings (e.g., take a break, talk to an adult) in 4 out of 5 trials by [date].
The student will identify signs of anger in a peer or adult using visual cues (e.g., facial expression, body language) in 3 out of 4 structured tasks by [date].
The student will demonstrate a calming technique (e.g., deep breathing, walking away) in response to a prompt in 4 out of 5 sessions by [date].
The student will state that feeling angry is okay and name one positive way to respond in 3 out of 4 discussions by [date].
The student will role-play a safe response to another person’s anger (e.g., giving space, getting help) in 3 out of 4 practice opportunities by [date].