Understanding Anger

Lesson Overview

• Subject: PSHE
• Level: Early Years Foundation Stage (EYFS) – Personal, Social and Emotional Development (PSED)
• Duration: 35 minutes
• Class Size: 24 students
• EYFS Curriculum Area: Managing Self – “Show an understanding of their own feelings and those of others and regulate their behaviour accordingly.”

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Recognise and name the emotion anger.
2. Identify what anger feels like in their body and what might cause it.
3. Learn and practise simple strategies to manage anger safely.

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Resources Needed

• Emotion flashcards (including angry, happy, sad, scared)
• A soft toy (to use as a talking object)
• A large piece of paper with an outline of a face
• Red, orange, and yellow crayons (for ‘angry’ feelings)
• A small hand mirror for each child (or to be shared in small groups)
• A pre-drawn visual “calm-down” toolkit poster
• Storybook: When I Feel Angry by Cornelia Maude Spelman (or an equivalent book about anger)

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Lesson Structure

1. Introduction (5 minutes) – Spot the Emotion

• Begin by holding up different emotion flashcards (happy, sad, scared, and angry) one by one. Ask children to copy the facial expression from each card using their hand mirrors.
• When showing the angry flashcard, ask:
  • “What do you think this person is feeling?”
  • “Can anyone show me their angry face?”
  • “How does your face change when you feel angry?”

Wow moment: Let them look in their mirrors to see their own angry faces!

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2. Main Activity (15 minutes) – Understanding and Managing Anger

A. Story Time: (7 minutes)

• Read When I Feel Angry (or an alternative story about anger).
• Pause to ask:
  • “Why do you think the character felt angry?”
  • “What happened in their body when they felt angry?”
  • “Did they find a good way to calm down?”

B. Drawing Anger: (3 minutes)

• On a large piece of paper, display an outline of a face. Ask:
  • “When we feel angry, where do we feel it in our bodies?”
  • “Does your face feel hot? Does your tummy feel funny?”
• Use red, orange, and yellow crayons to mark angry feelings on the face, e.g.,
  • Red cheeks for heat.
  • A scribble tummy for upset feelings.

C. Calm-Down Toolkit: (5 minutes)

• Show the class a “calm-down” toolkit with different strategies like:
  • Take deep breaths (pretend to blow up a balloon).
  • Count to five on fingers.
  • Hug a teddy (hold the class’ soft toy for comfort).
  • Step away from the problem (act out walking to the “calm corner”).
• Invite children to try these strategies together.

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3. Plenary (10 minutes) – The ‘Feelings Friend’ Activity

The Talking Object Game:

• Pass around a soft toy (the ‘Feelings Friend’).
• Each child who holds it will complete the sentence:
  • “I feel angry when…”
  • “I can calm down by…”

Wow moment: The teacher models a real situation where they felt angry and shows how they calmed down!

Final Reflection:
Ask:

• “What can we do when we feel angry?”
• “How can we help a friend who is angry?”

End with big deep breaths together to practise the calming technique.

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Assessment Opportunities

• Observe children’s facial expressions and ability to recognise anger.
• Listen to responses during discussions to assess emotional vocabulary.
• Monitor participation in the calm-down strategies.

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Supporting Different Needs

• Provide visual aids for children who benefit from picture cues.
• Offer alternative expressions (e.g., pointing instead of speaking) for children less confident in verbal participation.
• Use gentle prompting to encourage quieter pupils to engage.

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Home Link

Encourage parents to ask their child:

1. “What helps you when you feel angry?”
2. “Can you teach our family a calm-down trick you learned today?”

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Teacher’s Note: This lesson offers an engaging, child-centred approach to emotions. Feel free to adapt based on class needs, and revisit these strategies regularly!