Beacon Lesson Plan Library

Behavior and the Adolescent

James Buchannon


This lesson is a class discussion to cause students to think about controlling anger in the classroom.


The student knows strategies for solving interpersonal conflicts without harming self and others (eg., peer mediation skills).


-Paper and pencil to be used by the class recorder
-Chalk board and chalk or dry eraser board and marker
-Handout for each student (see associated file)
-Anger Management Rubric (see associated file)
-Large bag of multicolored M & Mís (optional)
-Small napkin or paper to put M & Mís on (optional)


1. Get permission if needed from administration to discuss the topic.
2. Assure all students that class information stays in the classroom.
3. Maintain confidentiality between students and faculty.
4. Copy handout for all students.
5. Copy the Anger Management Rubric for all students.
Note: Use language familiar to the students.


1. Introduce the topic -anger and the classroom- to the students. Share the rubric with the students and tell them they need to participate in the discussion, give appropriate feedback to others, offer ways to manage anger, and complete the handout. Ask for a show of hands of anyone that has had feelings of anger in the classroom since school began. Ask a volunteer to explain the situation that caused him or her to feel angry.

2. Use the first example as a tool to start a class discussion. Call on other students to respond to the first question to sample a variety of causes of anger. Allow each student to explain their anger situation fully and then allow the other students to provide feedback.

3. Have students brainstorm a list of possible causes of anger in the classroom. Have the class recorder write the list on the clipboard. The teacher can keep a separate list on the wallboard.
a. Disrespect of others and belongings
b. Poor manners
c. Poor hygiene
d. Lack of personal value system (Poor home training)
e. Poor communication skills (Not understanding the diversity of the cultures)
f. Low self esteem

4. After students called on give input and other students provide feedback, ask the students if they have a better understanding of what causes anger.

5. After allowing students an opportunity to discuss anger, allow them time to offer feedback as to how to handle the situations discussed. Lead students to determine if the solutions of how to handle the anger are appropriate for a classroom. Also, have them respond to the handout.

6. Hopefully, students will be able to relate to this training in the future when they have thoughts of anger, especially in a classroom setting.


Class participation is assessed during discussion. Observe for positive feedback from students and the amount of respect demonstrated toward the speaker. Use the rubric to assess the student's involvement and the solutions he offers.

Handouts are evaluated for thoughts, expression, and willingness to complete, using the rubric that is in the attached file.

All lists and recorded information are maintained for future use and review by students to provide continuous feedback.


Games that can be played in conjunction with this lesson are the -M & M- game to help break the ice between students. (The M & M game is played by asking students to say something positive about other students in the class and rewarding that statement with an M & M.) Another game that can help break the ice is the -Introduction- game. Each student is asked to introduce another student (from memory) after a 3 - 5 minute information gathering exercise. These practice exercises assist students in becoming comfortable talking in front of a group.

Attached Files

A handout and an Anger Management Rubric.     File Extension: pdf

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