Gradual Release of Responsibilities of the Teacher Responsibilities of the

Responsibility
Grade: 1st grade
Standards: Social Studies
Standard 2 (Citizenship)
-objective 1D: identify and
express feelings in
appropriate ways
-objective 1E: articulate how
individual choices affect self,
peers, and others
Objectives: Students will be
able to find ways of coping with
their anger. They will also be
able to notice when another
person is angry and how they
might be able to help them.
Student
The teacher must make sure that students are Students are responsible of
understanding that anger is not a negative emotion; it is making sure they pay
something that all people feel, but we must learn how to attention during the
calm ourselves down, and to help others do the same introduction phase so they
thing. The teacher must also be sure that students learn are able to participate
the difference between coping and bottling up anger. throughout the entire lesson.
Students are responsible to
participate and engage during
the story, provide examples
and ideas, and participate in
the individual writing stage.

Materials: When Sophie Gets

Angry- Really, Really Angry
by Molly Bang, Clouds and
Rainbows work sheet, poster of
Rainbow, sticky notes,
emotions chart

Essential Questions: How do

you cope with anger? How can
you help a friend to cope with
their anger and feelings?

Enduring Understanding:
Students will understand that
anger is not a bad emotion, but
we must find ways to deal with
it instead of harming another
person. Students will also be
able to read facial and bodily
cues to see that a friend is
angry.

Vocabulary: anger, cope, calm

down, help

Adaptations for EL: Stop during

reading to assess
understanding of the whole
class, have students use facial
expressions to show different
emotions, show the pictures of
the book longer

Adaptations for Students with

Special Needs: Stop during
reading to assess
understanding of the whole
class

DAP: The book is at a lower

level of reading so students will
be able to understand the
concept of anger and coping. It
is also a picture book which will
help students connect their
own experiences to the
reading.
Phase I:
Exploration and Explanation
1. To assess prior knowledge, I will ask students to Engage with the concepts
participate with me to show different emotions on our through discussion and
faces. E.g. happiness, sadness, surprised, anger participating in the sticky
2. I will introduce the lesson by explaining to students how note activity- posting their
anger can be seen on our faces and our friends. Is there sticky note on the column
a time you remember feeling angry?- have students where they are feeling.
share some experiences
3. The teacher will pull out the emotions board and have a
sticky note with each students name- hand out sticky
notes
4. This is our How are you feeling? Chart. I want all of
you to come up and put your sticky note under the
emotion you are feeling right now.- make sure students
know that sadness and anger are not bad feelings
5. Ask students why should we know how we are feeling?
Can we help our friends if we know how they are feeling?
6. Introduce and explain When Sophie Gets Angry- Really,
Really Angry
7. Throughout the reading stop and ask probing questions-
Have you ever felt this way? What does her face look like
and what does this tell you? Etc.
8. Once the book is finished discuss the concepts- what
made Sophie so angry? What if that happened to you? Is it
okay if you feel angry at times? Why or why not?

Transition to Phase II:
Review
Phase II Expectations
QUALITATIVE SHIFT IN RESPONSIBILITY--THE TEACHER WILL NO LONGER BE TEACHING THE WHOLE CLASS AS ONE UNIT.
EVERY STUDENT NOW TAKES RESPONSIBILITY FOR CARRYING OUT THE CONCEPT, STRATEGY, SKILL, ETC.
Phase II:
Guided Practice
One-on-One Differentiation
Formative Assessment
Plans for early finishers
Closure
9. Move onto the concept of coping.- What did Sophie do
when she got angry? How did those make her feel after?
1. Once the book is finished, I will ask the class what 1. engage in review
coping is. 2. volunteer to demonstrate
2. Next, were going to talk about how anger is like a dark Phase II expectations
cloud and how we cope is like our rainbow.
3. We have a poster that we will discuss what makes us
angry and how we deal with those things. We are going to
come up with ideas and examples.
1. I want you all to imagine something. When we get 1. engage with Phase II
angry its like a cloud hanging over our heads which is exercise as independently as
casting an angry shadow; this is okay because we all feel possible-work with the group
this way. and engage in the discussion
2. Prompt students as to what coping is- What is it called 2. request further
when we are dealing with our anger? scaffoldingas needed
3. Imagine your coping is a beautiful rainbow that helps
you deal with your angry feelings. Our clouds dont always
go completely away because some things might make us
really, really angry, but we are going to come up with
ways to cope with these feelings.
4. Pull out the poster with clouds and a big rainbow (or on
the SmartBoard) and ask for examples of things that make
us angry.- record on or around the clouds
5. Ask for ways we cope with these feelings- record them
on the rainbow.
6. Next pick a few of the coping strategies to act out with
the class to practice these actions.
Transition to Phase III:
Review and Phase III
Expectations
QUALITATIVE SHIFT IN RESPONSIBILITYSTUDENTS WILL NEXT WORK INDEPENDENTLY EXCEPT WHEN UNFEASIBLE
Phase III:
Independent Practice
Summative Assessment
1. Review concepts- What is coping? How do we do 1. engage in review
this? 2. volunteer to demonstrate
2. Explain directions for Phase III exerciseFinally, I have Phase III expectations
a paper for you to fill out with 2 sentences. I feel angry
when and I cope with my feelings by
- We are going to go back to our seats and each write
about something that makes us angry under the clouds.
And how we cope with the feelings under the rainbow.
1. Students will be asked to write their own examples of independently complete
what makes them angry and how they cope with it. Phase III exercises
2. Scaffold if necessary
3. Students will then turn their writing in so the teacher
can assess their overall understanding of what anger is
and how they cope.
4. There will be a final activity. Bring all students back to
the carpet- Shake Out
-all students stand straight as a pencil
-everyone shake their right hand; count down from 8-0
- shake left arms, right legs, left legs 8-0
- start over from 7 and continue down to 1
- after all shaking is finished have students take a deep
breath and sit on the carpet.