Managing Big Emotions

Overview

This 60-minute session is designed for Year 1 students (5-year-olds) in New Zealand, focused specifically on understanding and managing the big emotion of ANGER connected with a family change (a new baby coming). Using a caring and inclusive approach aligned with the New Zealand Curriculum Refresh, the session incorporates social-emotional learning, age-appropriate language, and differentiated support for diverse learners including ESOL, neurodiverse children (especially autistic students), and students with big emotions. The lesson includes visual supports, safe anger action plans, and individualized strategies to support all learners in managing anger safely and respectfully.

Learning Outcomes

WALT (We Are Learning To)

• Recognise and name feelings of anger and their physical signs.
• Identify anger warning signs in ourselves.
• Use a safe anger action plan: Stop–Breathe–Ask for help or use a calm-down tool.
• Practice safe ways to express anger using body and words.
• Understand and follow safety rules about hands and body.
• Support classmates with different needs to manage anger safely.

Success Criteria

• I can recognise and show what anger feels like and looks like on my face and body.
• I can identify my own anger warning signs (e.g., clenched fists, fast breathing).
• I can follow the anger action plan: Stop, Breathe, Ask for help or use a calm-down tool.
• I use safe body actions when I feel angry (e.g., squeezing a ball, stomping feet on a mat).
• I remember and follow the safety rule: "Hands are for helping, not hurting."
• I can use words or pictures to express my feelings and needs.
• I can take a break in the quiet corner when needed.

Curriculum Links

Health and Physical Education (Health Promotion Strand)

• Personal Health and Physical Development: Recognise and manage their emotions (Level 1)
• Emotional Safety and Well-being: Develop strategies for safe behaviour (Level 1)

Key Competencies Addressed

• Managing Self: Using coping strategies to regulate emotions.
• Relating to Others: Respecting others’ feelings and using safe body actions.
• Participating and Contributing: Engaging in role-play and group reflection.

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Materials Needed

• Feelings faces/mats with simple pictures of emotions, including anger warning signs cards
• Emotion cards (happy, sad, angry, scared, calm)
• Calm-down tools: squeeze balls, sensory toys
• Role-play puppets representing family members
• Visual schedule with clear icons for the session steps
• Stop/Think/Go cue card
• 'I feel... I need...' sentence starters with picture supports
• Feelings thermometer poster (simple colour gradient with emotion faces)
• Anger thermometer visual
• Anger warning signs cards
• Anger action plan cards (Stop–Breathe–Ask for help/Use tool)
• Break card/quiet corner sign
• 'Hands are safe' cue card
• Simplified text and picture-only cards for dyslexia-friendly reading
• First-then cards for transitions
• ABC-style behaviour note template for teacher use

Lesson Structure (60 minutes)

1. Introduction Circle Time (10 minutes)

• Teacher Script: "Today we are learning about big feelings, especially anger, and how these feelings can happen when a new baby is coming to our family. Sometimes big feelings can feel like a storm inside us, but we can find ways to feel better."

• Use the visual schedule to outline the session.

• Show feelings faces/mats and invite children to name emotions.

• Introduce the feelings thermometer: "Where do you think anger goes on this thermometer?"

• Differentiation: Use simple words and pictures for ESOL learners; for neurodiverse children, allow them extra time to point or gesture rather than speak.

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2. Story and Visual (10 minutes)

• Read a simplified story: “Waiting for Baby” with pictures describing a child's feelings when a new baby comes.

• Use large font, clear pictures, and teacher read-aloud to support dyslexic students.

• Pause to ask “How do you think this child feels?” and “What do they do when they are angry?”

• Extensions: Advanced learners can predict what might happen next or suggest other feelings.

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3. Feelings Thermometer Activity (5 minutes)

• Children place emotion cards on the feelings thermometer according to how big or small the feeling is.

• Encourage naming feelings: "I feel angry like the red side of the thermometer."

• Differentiation: Use tactile cards for sensory engagement; allow children to point if verbal is challenging.

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4. Role-Play Practice (10 minutes)

• Using puppets, model safe ways to show anger and identify anger warning signs (e.g., clenched fists, fast breathing).

• Guide children to act out asking for help, saying "I feel angry" using sentence starters.

• Demonstrate safe body actions: squeezing a ball, stomping feet on a mat, wall push, deep breaths.

• Reinforce safety rule: "Hands are for helping, not hurting."

• Handling Hands in Anger:

  • Pre-correct by reminding: "Our hands are for helping."
  • Use 'pause and protect' routine if hands are used dangerously: calmly guide child to a safe space with calm-down supports.
  • Offer immediate alternative motor options: squeeze ball, stomping feet on mat, wall push.

• Safety Plan: Pre-brief children: “Our hands are for helping and giving high-fives. If you feel really angry, use the calm-down tools or ask for a break.”

Anger Warning Signs Visual

• Show children a visual card with common anger warning signs (e.g., clenched fists, red face, fast breathing).
• Discuss how noticing these signs early can help us use our anger action plan.

Anger Action Plan

• Teach the simple steps: Stop – Breathe – Ask for help or Use a calm-down tool.
• Use picture cards to support understanding.

Practice Safe Anger Actions

• Role-play using safe actions like squeezing a ball, stomping feet on a mat, or wall push.
• Reinforce that these actions help keep everyone safe and calm.

5. Regulation Practice (10 minutes)

• Practice breathing exercises: “Belly breath—smell the flower, blow out the candle.”

• Practice using break cards: children show or ask for a break if overwhelmed.

• Use the Stop/Think/Go cue card in scenarios and support children to choose safe responses.

• Differentiation: Use visuals and teacher modelling for ESOL learners. Provide quiet corners with calming sensory toys for neurodiverse children.

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6. Group Reflection and Sharing (10 minutes)

• Children sit in a circle and share one way they can manage anger safely.
• Use sentence starters with picture supports: “I feel… I need…”
• Celebrate everyone’s efforts to practise safe anger plans.

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7. Closing and Family Communication (5 minutes)

• Review the day’s learning with the feelings mats and recap the ‘safe anger plan’.
• Invite children to take home a feelings face card and 'I feel… I need…' sheet.

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Differentiation Strategies Summary

• For autistic students with frequent anger:

  • Use sensory considerations: reduce noise and bright lights during activities.
  • Provide a predictable schedule and use first-then cards to support transitions.
  • Reduce language load by using simple sentences and picture supports.
  • Offer choice-making opportunities to increase engagement.
  • Use visual supports consistently, including anger warning signs and action plan cards.
  • Provide a quiet corner with a break card for calming down.
  • Teacher uses a brief ABC-style behaviour note guide to monitor triggers and responses.

• For ESOL and neurodiverse learners:

  • Allow extra time to respond using gestures or pointing.
  • Use dyslexia-friendly reading options: simplified text and picture-only cards.

• Individualized supports run alongside whole-class strategies to meet diverse needs.

Individualized Supports for Teachers

• Communicate calmly and clearly to avoid escalation.
• Use non-threatening body language and tone.
• Provide immediate alternative motor options (squeeze ball, stomping feet, wall push).
• Use the 'pause and protect' routine if needed to ensure safety.
• Maintain student dignity by offering choices and respecting feelings.
• Use ABC behaviour notes to track patterns and adjust supports accordingly.
• Collaborate with families to share strategies and progress.

Extension Activities for Advanced Learners

• Write or draw a comic strip illustrating the anger action plan steps: Stop, Breathe, Ask for help or Use a calm-down tool.
• Predict and role-play additional safe ways to manage anger.
• Create their own anger warning signs poster to share with the class.
• Discuss how different people might feel angry and how they can help each other stay safe.

These activities encourage deeper understanding and creative expression of anger management strategies.

Assessment

Observational Checklist:

• Child identifies feelings when prompted.
• Child uses safe body actions during role-play.
• Child requests help or uses coping strategies when frustrated.
• Child participates in group reflection appropriately.

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Family Communication Note Template

Kia ora whanau,

This week in our health learning, we focused on understanding big emotions, especially anger, when a new baby is coming to the family. We practised naming feelings, using safe ways to manage anger (like calm breathing and asking for help), and made a ‘safe anger plan’. Please encourage your child to share their feelings with you at home and remind them of the calming tools we use at school.

If you have any questions or need support, please get in touch.

Ngā mihi, [Teacher’s Name] [School Name]

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This plan aligns with the refreshed New Zealand Curriculum, ensuring the development of social and emotional competencies in a supportive, inclusive classroom environment. It emphasises practical strategies for children to express and regulate their emotions safely and respectfully.