lesson plan 1 dealing with anger - concise curriculumconcisecurriculum.org/samples/5thbehav.pdf ·...

Lesson Plan 1 – Dealing with Anger

COMMON CORE STANDARDS

Reading: Literature

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text.

CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text,

including how characters in a story or drama respond to challenges or how the speaker in a poem reflects

upon a topic; summarize the text.

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or

drama, drawing on specific details in the text (e.g., how characters interact).

Reading: Foundation Skills

CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding

words.

CCSS.ELA-Literacy.RF.5.4 Read with sufficient accuracy and fluency to support comprehension

Writing

CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

Language

CCSS.ELA-Literacy.L.5.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

CCSS.ELA-Literacy.L.5.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.5.3 Use knowledge of language and its conventions when writing, speaking,

reading, or listening.

CCSS.ELA-Literacy.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Speaking and Listening

CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and

expressing their own clearly.

CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally.

http://www.corestandards.org/ELA-Literacy/RL/5/1/



http://www.corestandards.org/ELA-Literacy/RF/5/3/

http://www.corestandards.org/ELA-Literacy/RF/5/4/

http://www.corestandards.org/ELA-Literacy/W/5/3/

http://www.corestandards.org/ELA-Literacy/L/5/1/




http://www.corestandards.org/ELA-Literacy/SL/5/1/

http://www.corestandards.org/ELA-Literacy/SL/5/2/

Math: Number and Operations in Base Ten

CCSS.Math.Content.5.NBT.A.3 Read, write, and compare decimals to thousandths.

OBJECTIVES

Social Skills

The student will learn the importance of recognizing when he or she is upset to help stay in control.

The student will learn the importance of using a specific calming technique to help stay in control.

The student will learn the importance of thinking helpful thoughts to help stay in control.

The student will learn that situations do control them. It is their thoughts that that help them to stay in

control.

The student will learn the importance of thinking about his or her choices and consequences before acting

to help stay in control.

The student will learn that there is a positive or negative consequence based on every one of their actions.

Reading

The student will learn to read a paragraph to find the answer to a specific question.

The student will read a paragraph to predict an outcome.

The student will read a paragraph to determine the main idea.

The student will read a paragraph to note specific details.

The student will read a paragraph to draw conclusions.

The student will read a paragraph to sequence events.

The student will use a dictionary to look up a specific word.

The student will use the context of the sentence to determine the meaning of a specific word.

The student will learn about cause and effect relationships.

The student will read a paragraph and then put events in chronological order.

The student will learn to decode words with the long a sound.

The student will learn to spell words with the long a sound.

The student will fluently read 108 words (phrases) in one minute.

The student will fluently read 192 words (story) in one minute.

Language Arts

The student will learn to write answers to questions in complete sentences.

The student will learn to write answers to questions that start with a capital letter and end with a period.

The student will learn to identify the different parts of speech.

The student will learn to correct errors in capitalization, punctuation, spelling, and usage.

The student will learn to write their own situation and with three alternative endings.

Math

The student will learn to write numbers with decimals in standard form, expanded form, and word form.

The student will learn how to order numbers with decimals.

The student will learn how to determine if numbers with decimals are equivalent.

http://www.corestandards.org/Math/Content/5/NBT/A/3

ESSENTIAL QUESTIONS

Social Skills

Does Tom have a choice on how he is going to handle this situation? (Situation)

If Tom chooses to pout and ignore Ms. James, will that help him get a new bowl of flakes? (Passive

Ending)

If Tom chooses to take his anger out on Blake, will that help him get a new bowl of flakes? (Aggressive

Ending)

How did Tom recognize he was getting upset? (Assertive Ending)

How did Tom calm himself down?

How did Tom act assertive or GLAD I Am in Control?

How did acting assertive or GLAD I Am in Control work out well for Tom?

Reading

What is the setting of the situation?

Who are the main characters in the situation?

What is the conflict in the situation?

Is this conflict internal or external?

What is the difference between cause and effect?

How do you determine chronological order?

Math

What is the difference between standard form, expanded form, and word form?

When given two numbers, how do I determine which number is larger?

When given two numbers, how do I determine if the numbers are equivalent?

Language Arts

What is a noun?

What is a verb?

What is an adjective?

What is a preposition?

Which words in a sentence should be capitalized?

How should was or were be used in a sentence?

VOCABULARY

Social Skills

Assertive, passive, aggressive

Reading

Rage, setting, ignored, cause, effect, chronological order

Math

Standard form, expanded form, word form, equivalent

Language Arts

Noun, verb, adjective, preposition

ACTIVITIES

Social Skills

Page 5, 6, 7, 8, 9, 15

Reading

Page 5, 6, 7, 8, 9, 10, 11, 12, 13, 14

Language Arts

Page 13, 14, 15

Math

Page 16, 17, 18, 19, 20, 21, 22

ASSESSMENTS

Social Skills / Reading / Language Arts / Math

Page 23 (Pre-Test), 24 (Post-Test)

LESSON 1: READING / SOCIAL SKILLS: SITUATION: Read and answer

questions in complete sentences.

Situation

My name is Tom. My day started out like any other day, the same. I walked from the bus to the

cafeteria to have breakfast. After I got my bowl of milk and plate of flakes, I started to walk to

my table. All of sudden, a classmate of mine named Blake ran into me. My flakes went flying

everywhere. I was in a rage!

1. What do you think will happen next? _____________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Why was Tom in a rage? _______________________________________________________

______________________________________________________________________________

__________________________________________________________________

3. What was Tom going to have to eat for breakfast? __________________________________

______________________________________________________________________________

______________________________________________________________________________

4. How did Tom get to school that morning? _________________________________________

______________________________________________________________________________

LESSON 1: READING / SOCIAL SKILLS: PASSIVE ENDING: Read and answer

questions in complete sentences.

Passive (Sad) Ending

I was in a rage! However, I felt like I was the one who made a mistake because I was in

Blake’s way. This must be entirely my fault. Consequently, I decided to go over to my table

and pout. The cafeteria manager, Ms. James, came over to see what happened, but I just

ignored her and kept my head down. When she nicely asked me to clean up my flakes, I

continued to ignore her. She sternly told me that this was no way to behave in her cafeteria and

then went over to her phone to make a call.

1. Where did Tom go to pout? _____________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. How do you know Ms. James might not be too happy with Tom? ______________________

______________________________________________________________________________

______________________________________________________________________________

3. What were Tom’s unhelpful thoughts? ____________________________________________

______________________________________________________________________________

______________________________________________________________________________

PREDICTING OUTCOMES: Read and circle the correct answer.

4. After Tom puts his head down to pout, what is likely to happen next?

a. Tom will finish his breakfast.

b. Blake will start crying.

c. Tom will receive a consequence from his teacher or the principal.

LESSON 1: READING / SOCIAL SKILLS: AGGRESSIVE ENDING : Read

and answer questions in complete sentences.

Aggressive (Bad) Ending

I was in a rage! How dare he knock my flakes off my plate! Filled with hate toward

Blake, I started to shake. What I did next was a major mistake. I called him a name and

pushed him in the chest. He took off running and I started to chase him. I ran around the

cafeteria like a wild snake chasing a mouse. Before I could get to Blake, Ms. James grabbed

my arm. She sternly told me that this was no way to behave in her cafeteria and then went over

to her phone to make a call.

1. Who do you think Ms. James is calling? ___________________________________________

______________________________________________________________________________

2. What happened after Tom called Blake a name and pushed him in the chest? _____________

______________________________________________________________________________

______________________________________________________________________________

3. How did Tom act aggressive toward Blake? ________________________________________

______________________________________________________________________________

______________________________________________________________________________

NOTING DETAILS: Read and circle the correct answer.

4. What animal does Tom look like while he is running around the cafeteria?

a. mouse

b. cat

c. snake

DRAWING CONCLUSIONS: Read and circle the correct answer.

5. How do you think Ms. James feels about the start of her day?

a. She is happy with the start of her day.

b. She is really tired this morning.

c. She is disappointed with the start of her day.

LESSON 1: READING / SOCIAL SKILLS: ASSERTIVE ENDING : Read and

answer questions in complete sentences.

Assertive (GLAD I Am in Control) Ending

I was in a rage! How dare he knock my flakes off my plate! Filled with hate toward Blake, I

started to shake. Fortunately, I recognized that I was getting upset. That is when I decided to

give myself time to relax by calming down by taking some deep breaths to clear my head. I then

let myself think positive thoughts by telling myself to stay calm because this isn’t anything that

should ruin my day. I then analyzed my choices and consequences. I could put my head down

and pout, but that won’t do any good. I could get mad at Blake, call him names, and push him.

However, I would get into a lot of trouble for that. I think my best choice is to calmly ask Blake

to be more careful next time. So after some quick self-talk, I did the right thing by calmly asking

Blake to be more careful next time. He said he was sorry and then he helped me clean up my

flakes. Ms. James saw what happened and how I handled it. She surprised me by giving me a

chocolate doughnut with my flakes.

1. How did Tom know he was getting upset? _________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. What did Tom do to get out of his rage? __________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. What good thing happened to Tom because he decided to stay calm? ___________________

______________________________________________________________________________

______________________________________________________________________________

4. What is the setting of this story? _________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________

LESSON 1: READING / SOCIAL SKILLS: ASSERTIVE ENDING : Continued

MAIN IDEA: Read and circle the correct answer.

5. What would be a good name for this paragraph?

a. Tom Decides to Calm Down

b. Tom Spills His Milk

c. Blake is a Trouble Maker

SEQUENCING: Read and circle the correct answer.

6. What happened after Tom started to shake?

a. Blake said he was sorry.

b. Tom took some deep breaths.

c. Tom calmly asked Blake to be more careful.

LESSON 1: READING / PHONICS: LONG A: Read the words in the box.

rage name same plate flakes classmates

Blake mistake James came behave hate

shake chase snake

SPELLING: LONG A: Dictate the words and sentences.

1. name 2. plate 3. mistake 4. came 5. chase

6. Blake made a bad mistake.

7. The snake ate the flakes off my plate.

LESSON 1: READING / FLUENCY: PHRASES: Read as many words as possible in 1

minute to the teacher.

my name is like any other out the same

from the bus after I got I started to

ran into me I was in I felt like

I made a I thought to how come I

I decided to over to my when the lady

came over to to see what kept my head

when she asked clean up my went over to

started to shake what I did I called him

in the chest he took off I could get

she told me was no way to calm down

I was getting clear my head put my head

my best choice trouble for that be more careful (108)

Attempt #1 - _____ WPM & _____ Errors Attempt #2 - _____ WPM & _____ Errors



Attempt #7 - _____ WPM & _____ Error Attempt #8 - _____ WPM & _____ Errors


LESSON 1: READING / FLUENCY: STORY: Read as many words as possible in 1

minute to the teacher.

I was in a rage! How dare he knock my flakes off my plate! Filled with

hate toward Blake, I started to shake. Fortunately, I recognized that I was getting

upset. That is when I decided to give myself time to relax by calming down by

taking some deep breaths to clear my head. I then let myself think positive

thoughts by telling myself to stay calm because this isn’t anything that should ruin

my day. I then analyzed my choices and consequences. I could put my head down

and pout, but that won’t do any good. I could get mad at Blake, call him names,

and push him. However, I would get into a lot of trouble for that. I think my best

choice is to calmly ask Blake to be more careful next time. So after some quick

self-talk, I did the right thing by calmly asking Blake to be more careful next time.

He said he was sorry and then he helped me clean up my flakes. Ms. James saw

what happened and how I handled it. She surprised me by giving me a chocolate

doughnut with my flakes. (192)

Attempt #1 - _____ WPM & _____ Errors










LESSON 1: READING / LANGUAGE ARTS

DICTIONARY SKILLS: Define the word rage.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

CONTEXT CLUES: Read the sentence to decide the meaning of the underlined word.

When the lunch lady, Ms. James, came over to me to see what happened, I just ignored her and

kept my head down.

Ignored means: A) laugh at B) pay no attention to C) helped

*Using at least 8 words, write an original sentence with the word ignored.

______________________________________________________________________________

__________________________________________________________________

PARTS OF SPEECH: A noun is a person, place, thing, or idea. A verb shows action or state of being and

tells what the subject is or does. An adjective is a word that is used to modify a noun or a pronoun. A preposition

is a word that shows the relationship between a noun or a pronoun and another word in the sentence. Underline the

nouns in each sentence. The number in ( ) tells how many nouns there are in each sentence.

1. Tom walked from the bus to the cafeteria to have breakfast. (4)

*What did Tom do? __________________________ (verb)

2. The boy ran around the cafeteria like a wild snake chasing a mouse. (4)

*What did the boy do? _______________________ (verb)

* What word modifies snake? _____________________ (adjective)

*Where did the boy run in the cafeteria? ____________________ (preposition)

LESSON 1: READING / LANGUAGE ARTS: Continued

USAGE AND MECHANICS: Correct all errors in capitalization, punctuation, spelling, and usage. The

number in ( ) tells how many errors are in each sentence.

1. how dare he nock my flake of my plate (5)

______________________________________________________________________________

______________________________________________________________________________

2. i were filled with hat toward Blake (4)

______________________________________________________________________________

______________________________________________________________________________

READING SKILLS PRACTICE: CAUSE AND EFFECT: The cause is why something happened

and the effect is what happened as a result.

1. CAUSE: Blake ran into Tom in the cafeteria.

EFFECT: _____________________________________________________________________

______________________________________________________________________________

2. CAUSE: Tom kept his head down and ignored Ms. James.

EFFECT: _____________________________________________________________________

_____________________________________________________________________________________________

CHRONOLOGICAL ORDER: Place the following events in chronological order. Reread the “Situation”

story to see in what time-order they occurred.

1. Blake ran into Tom. ________

2. Flakes went flying everywhere. _______

3. Tom got a bowl of milk and a plate of flakes. ______

4. Tom walked from the bus to the cafeteria. _______

5. Tom was in a rage. _______

LESSON 1: LANGUAGE ARTS / SOCIAL SKILLS: BEHAVIOR CHART: Discuss with your teacher the three ways Tom could have handled the situation.

Remember: Situations do not control you. You are in control of yourself. You can always

choose to be GLAD I Am in Control.

SITUATION: Blake ran into Tom in the cafeteria. Tom’s flakes went flying everywhere.

GLAD I Am in Control Tom Sad / Bad Tom

↓ ↓

G: Give Yourself Time to Relax Did Not Calm Down

-Taking deep breaths

↓ ↓

L: Let Yourself Think Positive Thoughts Uses Negative Self-Talk:

-Stay calm Tom. You can handle this. Unhelpful Thoughts

-This isn’t anything that should ruin my day. -This is all my fault.

-I hate Blake.

↓ ↓

A: Analyze Your Choices and Consequences Does Not Think About His Choices and

-I can put my head down and pout. Consequences

-I can push Blake in the chest.

-I can ask Blake to be more careful.

↓ ↓

D: Do the Right Thing Acts Out His Sad or Bad Choice

-To ask Blake to be more careful -To put head down and pout

-To push and chase Blake

↓ ↓

Tom Receives Positive Consequences Tom Receives Negative Consequences

-Blake helps him clean up. -Ms. James made a call.

-He gets a chocolate doughnut.

1. How did Tom calm himself down? _______________________________________________________

2. What were Tom’s helpful thoughts? ______________________________________________________

3. What was Tom’s GLAD I Am in Control choice? _______________________________________________

4. What was Tom’s positive consequence for acting out his glad I am in control choice? _______________

5. On another piece of paper or a behavioral journal, write a rough draft about a time when someone made you angry

in the cafeteria. Write your own situation and three alternative endings (sad, bad, and GLAD I Am in Control).

After you write, role-play your story.

LESSON 1: MATH PROBLEM SOLVING: EXAMPLES:

1. Tom lives 347.231 feet from his school. Write this number in standard form, expanded

form, and word form.

A. The number 347.231 written in standard form is 347.231.

B. The number 347.231 written in expanded form is 300 + 40 + 7 + 0.2 + 0.03 + 0.001.

C. The number 347.231 written in word form is three hundred forty-seven and two hundred

thirty-one thousandths.

2. During the first week of school, the cafeteria manager ordered 5,891 cartons of milk.

During the second week of school, the cafeteria manager ordered 5,819 cartons of milk.

Which week did the cafeteria manager order more cartons of milk? Explain.

A. In order to solve this problem, you need to determine which number is the largest.

B. The cafeteria manager ordered more milk the first week of school.

C. This is because in the number 5,891, there is a 9 in the tens place which would make 90.

D. In the number 5,819, there is only a 1 in the tens place which would make only 10.

3. It took Tom 15.2 seconds to run from his seat to the stage. It took Blake 15.20 seconds to

run his seat to the stage. Are the two times equivalent? Explain.

A. In order to solve this problem, you need to compare the two numbers to see if they are equivalent

(equal).

B. Yes, the two numbers are equivalent (equal).

C. Both numbers have a 1 in the tens place, a 5 in the ones place, and a 2 in the tenths place. The 0 in the

second number could be removed if needed to just make 15.2.

4. From Tom’s house to the bus stop is 45.076 feet. From Blake’s house to the bus stop is

45.067 feet. Which boy’s house is closer to the bus stop? Explain.

A. In order to solve this problem, you need to determine which number is the smallest. That is because

the smaller the number, the closer the house is to the bus stop.

B. Blake’s house would be the closest to the bus stop.

C. Both numbers are the same until the hundredths place. Tom’s number has a 7 in the hundredths place.

Blake’s number has a 6 in the hundredths place. Since 6 is smaller than 7, this is why Blake’s house

is closer to the bus stop than Tom’s house.

LESSON 1: MATH PROBLEM SOLVING 1: Solve and write answers in complete

sentences.



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3. It took Tom 16.07 seconds to run from his seat to the stage. It took Blake 16.70 seconds

to run his seat to the stage. Are the two times equivalent? Explain.

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LESSON 1: PRE-TEST

A. Phonics: _____ out of 15 = _____% B. Spelling: _____ out of 7 = _____%

C. Fluency: Phrases: _______ out of 108 words in _____ seconds with _____ errors

D. Fluency: Story: ________ out of 192 words in ______ seconds with ______ errors

E. Social Skills Comprehension: _______ out of ____ = _____%

1. What would you do if you were walking in the cafeteria and another student ran into

you and knocked all your food onto the floor?

___________________________________________________

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F. Math Problem Solving: ______ out of 2 = _____%



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LESSON 1: POST-TEST

A. Phonics: _____ out of 15 = _____% B. Spelling: _____ out of 7 = _____%

C. Fluency: Phrases: _______ out of 108 words in _____ seconds with _____ errors

D. Fluency: Story: ________ out of 192 words in ______ seconds with ______ errors

E. Social Skills Comprehension: _______ out of ____ = _____%

1. What would you do if you were walking in the cafeteria and another student ran into

you and knocked all your food onto the floor?

___________________________________________________

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F. Math Problem Solving: ______ out of 2 = _____%



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lesson plan 1 dealing with anger - concise curriculumconcisecurriculum.org/samples/5thbehav.pdf ·...

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