MBE Pilot October 2016
I am
READY!
Unit 13 Awareness Lesson
How Do I Manage Anger?
FACILITATOR GUIDE
MBE Pilot October 2016
MBE Pilot October 2016
How Do I Manage Anger?
13UNIT THIRTEEN
Unit Overview
The unit overview provides a ‘big picture’ explanation of the unit’s content.
MOBILE TEXT PRIMER:
When was the last time you were angry? How did you react? Bring your thoughts to class today!
LEARNER OBJECTIVES:
Learners will be able to:
Ÿ Describe how social learning impacts anger management skills
Ÿ Describe the relationship between anger management and the Reaction Model
Ÿ Distinguish the difference between assertiveness and aggression
Ÿ Identify the three steps of assertive communication
OV ERVI EW
Ÿ Evaluate how the three steps of assertive communication and the START Tool can be used to
manage and control anger
Ÿ Practice and apply the three steps of assertive communication and the START Tool when given
a scenario
Ÿ Provide quality feedback to peers on their use and application of the assertive communication
and START Tools
400 UNIT THIRTEEN
GUIDING
QUESTIONS:
In this unit, Learners examine the relationship between anger
management and self-control. Learners also explore how they respond
to and manage anger. Learners are introduced to the concepts of
assertiveness versus aggression and practice the three steps of assertive
communication. Learners then practice the START Tool in anger
management scenarios.
How do we learn anger
management skills?
What is the relationship between
the Reaction Model and anger
management?
What is the difference between
assertive and aggressive
behaviors?
KEY VOCABULARY:
What are the three steps of
assertive communication?
Anger:
Assertive Response:
How can START help me
manage and control my anger?
Intense, uncomfortable,
emotional response to
provocation or threat.
Reactions to emotionally
charged situations that
achieve a goal through
direct and respectful
communication.
How can I apply the START Tool
and the three steps to assertive
communication to help me
manage and control my anger?
Aggressive Response:
Reactions to emotionally
charged situations that do
not consider the feelings of
others or respect for oneself.
OVER VI EW
PURPOSE:
MBE Pilot October 2016
How Do I Manage Anger?
ENTRY
POINT
13UNIT THIRTEEN
Entry Point Overview
The Entry Point instructional set creates curiosity, elicits prior knowledge, and introduces a unit’s topic.
Entry Point Activities are discovery based (when possible) and provide a common experience and context
for exploring a topic. Entry Point Activities manage Learner risk, create curiosity, and prime the Learner for the
Keystone Events.
RESOURCES:
✓Learner Guide
✓Image
LEARNER
GUIDE
ANGER
ENT R Y PO INT
✓Play-Doh
402 UNIT THIRTEEN
✓Three Point Processing Cues
This lesson will provide Learners with the opportunity to analyze the
feelings associated with anger. Learners explore social learning theory
and examine the relationship between learned behavior and anger
management. Learners explore a scenario to identify and label the
feelings associated with angry emotions. Learners then examine the
Reaction Model to explore how emotion and logic play a role in a
management. Learners use this scenario to examine how they respond
to anger.
LEARNER GUIDE:
Goals and
☑Achieve
Commitments:
☐Critical/Enlightened
Thinking, Arriving at My Own
Conclusions:
My Comfort Zone,
☐Leaving
Opening Myself Up to New
Experiences:
Complete the Reaction Model. Write the words from the
box on the lines to represent how the brain functions when
presented with an emotionally charged situation.
☐Persistence, This Is Hard Work:
Thorny Conflicts and
☐Solving
Problems:
Changing
☑Flexibility,
Strategies for Better Results:
Do Not Get Nailed to My
☑IFrustrations
and Anger:
Focused On the Moment:
☑
Level Communication:
☐
EN T R Y POI N T
NINE STEPS TO
OPPORTUNITY
PURPOSE:
MBE Pilot October 2016
OPENING RITUAL STEPS
ENTRY
POINT
13
Opening Ritual
UNIT THIRTEEN
Opening Rituals are fast paced and energetic activities that establish the tone and energy of the lesson and
introduce the lesson’s theme. Opening Rituals create safety, support, and sense of belonging and norm the
expectation for participation and interaction.

Chunk One: Get Ready!
Learners interpret an image Fast-Paced Opening Activity
and make connections to
behavior.
(Less than 10 minutes)
Chunk Two: Image
Image Exploration, Individual
Mediator posts an image of an iceberg that shows various negative
feelings above the water and anger beneath the water. Mediator asks
Learners to stand, find a partner, and stand back-to-back.
Asks:
Content Tip:
The iceberg image is altered
from Unit 5 to show how anger
underlies various feelings
we may not have previously
associated with being angry.
To dig deeper, flip the image
upside down and ask Learners
for which feelings they might
feel anger first? How might we
explain our brain processing
when we feel this anger instead
of the primary feeling?
When I say go, let's turn to our partner and discuss what we think
the image represents. Ready? Go!
Why are the feelings on the top of the iceberg? (DoK 2)
Why is anger on the bottom of the iceberg? (DoK 2)
What does the iceberg represent? (DoK 2)
Mediator walks the room to provide support and clarity as needed.
OPE NING RI T UA L
Chunk Three: Switch!
Social Interaction Loop, Pairs
Mediator allows time for Learners to discuss with their standing
partner before a cue is given to pause.
Says:
Please pause and thank our partners. When I say switch, let’s find a
new partner and stand back-to-back. Ready? Switch!
404 UNIT THIRTEEN

Mediator Tip:
Image exploration activities
help Learners develop
visualization skills. Visualization
is a cognitive processing
skill that helps reduce
the demand on working
memory as Learners process
information. Visualization also
aids in efficiency with memory
encoding, and recall.
OPEN I N G R I T U A L
LEARNER GUIDE PREVIEW:
With our new partner, let’s share the ideas from our first
conversation, then let’s expand on this conversation with our new
partner. Finally, let’s compare our ideas and the ideas from the
first conversation, discussing similarities and differences. We have
space in our Learner Guides for notes. Ready? Go!
„Chunk Four: Whole Group Discussion

Social Interaction Loop, Whole Group
Acronyms include:
Mediator pauses Learners and facilitates a group discussion on
reviewing the READY acronym.
R- Recognition of Behavior
E- Engage a New Skill
A- Apply and Practice
D- Develop a Community
Y- Yes, I Can!
Says:
Remember our READY Model?
Our READY Model outlines the sequence of steps that the we use for transformation.
When I say go, let’s turn to our partner and review the READY
Model.
What does the 'R' in READY represent? (DoK 1)
What does the 'E' in READY represent? (DoK 1)
What does the 'A' in READY represent? (DoK 1)
What does the 'D' in READY represent? (DoK 1)
What does the 'Y' in READY represent? (DoK 1)
Driving Point:
How will we use the READY Model this week?
The letter 'R' of READY is "recognition of behavior."
This lesson will specifically focus on recognizing anger and
identifying the feelings associated with anger.
Content Tip:
R- Reflect (Six Seconds to READY)
E- Emotional Awareness
A- Action Distraction
C- Cognitive Disruption
T- Triangle (Feelings, Actions, Thoughts)
R- Recognize the
E- Environment
S- Select Actions
P- Practice
O- Other Point of View (SHOES)
N- Non-Verbal Messaging
D- Dignified Voice
MBE Pilot October 2016
OPENING RITUAL STEPS
ENTRY
POINT
13
Opening Ritual
UNIT THIRTEEN
Opening Rituals are fast paced and energetic activities that establish the tone and energy of the lesson and
introduce the lesson’s theme. Opening Rituals create safety, support, and sense of belonging and norm the
expectation for participation and interaction.
The letter 'E' of READY is "engage a new skill." This week we
will learn how to engage the START Tool and also the assertive
communication steps. These tools will help us learn how to be
assertive as opposed to aggressive in both REACT and RESPOND
situations.
RESPOND interactions are interactions that engage our
interpersonal and relationship building skills. These interactions
comprise the bulk of our daily communication. These
interactions are not tense or emotionally charged. In RESPOND
communication, we make requests, apologize, negotiate, and
initiate conversation. We will examine tools to help us in these
interactions in units 8-12.
REACT interactions are potentially volatile, emotionally charged
and highly tense interactions. REACT interactions are urgent. In
units 5,6, and 7, explored how to react in emotionally charged
situations.
This week we are focusing on anger management skills. Anger
management skills are applicable in both REACT and RESPOND
interactions.
OPE NING RI T UA L
The letter ‘A’ of READY is "apply and practice."
In this unit’s lab, we will apply the START and assertive
communication tools to the context of our personal lives to help us
make more appropriate choices in how we manage and control
our anger.
We will practice the tool throughout the upcoming week using the
SMART Goal that we create during our lab.
The letter ‘D’ of READY is "develop a community of support."
We will further develop our community of support this week by
working with our accountability partners and our transformation
circle.
Additionally, outside of class, we will make commitments to
interact with our mentor and our support group.
406 UNIT THIRTEEN

Mediator Tip:
Struggling Learners need
frequent repetition and
rehearsal. Integrate reviews
and rehearsals into curriculum
and instruction to ensure
that Learners have ample
opportunities to revisit
information. Additional cues for
review of the REACT Model can
be found in Unit 3.
We have a big week of transformation ahead of us.
To meet the challenges for the week, we must have a positive
attitude and belief.
Can you do it? Say it with me,
"Yes, I can!". This is the 'Y' in the READY acronym.
Chunk Five: Whole Group Discussion
Social Interaction Loop, Whole Group
Mediator pauses Learners and cues them to return to their seats before
facilitating a group discussion to share Learner opinions.
Driving Point:
We've discussed that the feelings that we associate with anger
are often visible and anger is often underneath these feelings.
We often do not recognize that anger is beneath many of the
feelings that we experience. Anger causes us to react negatively
and protect ourselves instinctively; rarely does it allow us to solve
a problem. It is okay to feel angry, however, we must find ways
to constructively manage anger. It is not okay to stay angry.
Prolonged anger leads to destructive behaviors and can destroy
our health, happiness, and relationships.
Mediator transitions to the Entry Point Activity.
OPEN I N G R I T U A L
LEARNER GUIDE PREVIEW:
MBE Pilot October 2016
ACTIVITY STEPS
ENTRY
POINT
13
Entry Point Activity
UNIT THIRTEEN
Entry Point Activities are low risk and high participation activities. Low risk and high participation activities
increase Learner comfort with content and positively influence Learner engagement. Entry Point Activities are
divided into a series of bite-sized chunks that break content and facilitation into digestible chunks for both
Mediators and Learners.

Chunk One: Get Ready!
Learners view videos
and participate in a
demonstration to learn the
science of how our brains
learn to respond to anger
and actively process various
negative emotions.
Situational Interest Activity
(approx 20 minutes)
Chunk Two: Get Set!
Instructions and Video Viewing,  Whole Group
Mediator explains that we will be watching a video about how we
learn anger management skills.
Says:
Anger management is a learned skill. We often learn how to
handle anger from watching our parents or other influential people
in our lives. How we handle anger is similar to how we handle
aggression and violence.
Let's look at some of the early research on violence and its
impact on children. We will use this example to discuss anger
management.
ENT R Y PO INT
Let's watch what happens when the children are exposed to
aggressive and violent behavior.
Mediator plays the video and walks around the room, observing
reactions from the Learners.
Chunk Three: Think Time
Social Interaction Loops,  Pairs
Mediator cues Learners to discuss the video with a neighbor.
408 UNIT THIRTEEN
Video Tip:
Video is excerpt from a well
known research experiment
testing the impact of violence
and aggression in children.
The video demonstrates a
child attacking a plastic doll
after watching an adult model
aggressive behavior.
Video length: 3:47 minutes
Video cue: 0:00-3:47
https://www.youtube.com/
watch?v=dmBqwWlJg8U
Alternative video:
https://www.youtube.com/
watch?v=128Ts5r9NRE
Video length: 9:34 minutes
Video cue: 0:00-1:38
https://www.youtube.com/
watch?v=dmBqwWlJg8U
EN T R Y POI N T
LEARNER GUIDE PREVIEW:
Says:
Let's turn to our neighbors and discuss what we just witnessed.
Explain what happened in the video. (DoK 1)
What actions did the children demonstrate after watching the
video? (DoK 2)
What did the researchers conclude about how aggression and
violence are learned?
Compare how we learn anger management to how we learn
aggressive and violent behavior. (DoK 2)
Describe how you typically cope with anger. (DoK 2)
Chunk Four: Whole Group Discussion
Social Interaction Loop, Whole Group
Mediator leads a whole group discussion using the following questions.
Asks:
What did the researcher discover about how behavior is
learned? (DoK 1)
What other behaviors, besides aggression or violence, do you
think we learn this way? (DoK 2)
How are aggressive actions (such as hitting) connected to our
thoughts and feelings?
Describe how you typically cope with anger. (DoK 2)
What are some of the learned skills that you engage in dealing
with anger? (DoK 1)
Are these skills healthy or are they self-destructive? (DoK 2)
Is learned behavior reversible? How might one “relearn” how to
react to situations? (DoK 3)
Driving Point:
Bandura found that the children not only imitated the violent and
aggressive behaviors of the adults, but the children's behaviors
were more violent and aggressive than the adults.

Content Tip:
The video demonstrates an
experiment that concluded
that violence and aggression
are learned behaviors. Albert
Bandura concluded that
behavior is a social cognitive
construction and when
modeled, children will imitate
these behaviors.
How we handle and manage
anger is also a social construct.
We typically learn anger
coping behaviors by watching
and modeling the behaviors
of the influential people in our
lives.

Content Tip:
A major tenet of Cognitive
Behavioral Therapy is that
we can learn new habits
and behaviors. Much of this
curriculum is about learning
new models for coping and
practicing these models so that
we develop new and healthy
habits.
MBE Pilot October 2016
ACTIVITY STEPS
ENTRY
POINT
13
Entry Point Activity
UNIT THIRTEEN
Entry Point Activities are low risk and high participation activities. Low risk and high participation activities
increase Learner comfort with content and positively influence Learner engagement. Entry Point Activities are
divided into a series of bite-sized chunks that break content and facilitation into digestible chunks for both
Mediators and Learners.
Because our thoughts, feelings, and actions are connected,
violence and aggression are often reinforced through emotion
and thinking triggers.
Learning how to cope and manage anger is a critical life skill.
In this lesson, we are going to learn new coping and behavioral
mechanisms for coping and handling anger. We will need a clear
model and will need to practice these skills intentionally in order to
develop new habits. This is the focus of this lesson and lab.
To better understand anger and learn positive habits in anger
management, we must understand what role emotions and logic
play in our anger management.
Let's examine anger in our Reaction Model.
Chunk Five: Hijacking the Amygdala
Instructions, Pairs
Mediator groups Learners into fours and distributes materials to ready
Learners for the "Hijacking the Amygdala" demonstration.
Says:
ENT R Y PO INT
When I say go, let's group ourselves into fours and assume the
positions of the Reaction Model. In our groups, identify who will be
the thalamus, the amygdala, the prefrontal cortex, and working
memory (brain players). We are going to reenact the Reaction
Model using these important players in the brain.
When we have it, let's raise our hands. Questions? Ready? Go!
Mediator allows groups to get settled and waits to see hands in the
air. Mediator stands near one group and uses those Learners to model
instructions as they are continued.
Says:
Let's look at our anger iceberg again.
410 UNIT THIRTEEN
EN T R Y POI N T
LEARNER GUIDE PREVIEW:
Your friend, Rashida, says that she has to work and cancels your
lunch appointment. You go to lunch with a different person and
see Rashida at the restaurant eating lunch with your boyfriend.
They appear to be sitting close to each other and Rashida is
laughing with her flirtatious laugh. You are incredibly angry at both
your friend and your boyfriend. You feel your face getting hot with
anger. You walk quickly over to their table and they look up in
surprise.

Mediator Tip:
Remember to use Play-Doh
and have brain players toss
the dough to make this activity
physical.
Using the Reaction Model positions identified in your group, walk
through the Reaction Model explaining each of the steps and how
the anger from this scenario might be processed.
Mediator facilitates the sequence of events with the Learner Groups.
Mediator uses questions to help guide the Learners through the
reaction.
Says:
The thalamus receives the information from the scene.
What happens next?
The thalamus sends information from the scene to two different
parts of the brain.
The amygdala, upon receiving the information, begins to react.
How might you react in this situation? (DoK 1)
Which feelings in the iceberg might you experience? (DoK 1)
How important is it to identify specific feelings when you are
angry? (DoK 2)
Which feelings in the iceberg potentially describe how you feel?
(DoK 1)
The thalamus sends information to the prefrontal cortex as well.
The prefrontal cortex takes six seconds to process.
What are some of the logical reasons why your friend may be
eating lunch with your boyfriend?

Content Tip:
This scenario is intentionally
vague. Learners are more likely
to respond to this scenario with
their emotion than to think
logically about the reasons.
There are many reasons why
these two individual could be
having lunch together.
MBE Pilot October 2016
ACTIVITY STEPS
ENTRY
POINT
13
Entry Point Activity
UNIT THIRTEEN
Entry Point Activities are low risk and high participation activities. Low risk and high participation activities
increase Learner comfort with content and positively influence Learner engagement. Entry Point Activities are
divided into a series of bite-sized chunks that break content and facilitation into digestible chunks for both
Mediators and Learners.
Are there any judgments or perceptions in the scene that may
be a product of your anger and not necessarily facts? (DoK 2)
What are your interpretations (thoughts, beliefs, etc.) about the
facts? (DoK 2)
What are you assuming? Are you adding your own
interpretations to the description? (DoK 2)
Which feelings associated with anger are you still potentially
feeling even though you have had the opportunity to process?
(DoK2)
What are some appropriate ways to manage your anger? (DoK
2)
You have now had the opportunity to identify your feelings and
think through what you have seen; working memory now can
make a decision and respond.
How will you respond? (DoK 2)
Why will you respond this way? (DoK 2)
Is this typically how you react when you are angry?
(DoK 2)
What tools do you use to manage your anger? (DoK 2)
Chunk Six: Dig Deeper
Demonstration, Whole Group
Mediator pauses Learners and facilitates discussion in groups using the
following discussion prompts.
ENT R Y PO INT
Says:
Please pause. Let's discuss how we used the Reaction Model with
our groups.
How does our amygdala contribute to our anger? (DoK 1)
How does the amygdala "hijack" our emotions? (DoK 2)
What can we access and do after waiting six seconds? (DoK 3)
How does the six seconds help us with logic? (DoK 3)
How does the Reaction Model help us create a solution to
responding with anger or aggression? (DoK 4)
412 UNIT THIRTEEN
EN T R Y POI N T
LEARNER GUIDE PREVIEW:
Driving Point:
Let's review the Reaction Model in our Learner Guide.
It is important to remember that the Reaction Model provides
insight into how we process information. The Reaction Model
demonstrates how powerfully our emotions can influence our
behavior and also how important it is to examine the situation and
think logically.
How did you choose to respond? How you chose to respond is
likely a product of your habits of managing anger.
Learners complete Learner Guide.
Says:
We understand that our responses to anger are not only learned
from others, but our brain functions in a way that prevents us from
immediately processing primary emotions.
We are going to examine our responses to anger and practice
methods that allow us to make positive, rational choices in an
emotionally charged situation. Managing our anger allows us to
meet our own needs while respecting others. Let's add anger to
our Glossary before we move to our next activity.
Anger is an emotion. Anger is expressed as a strong feeling of agitation,
annoyance, or frustration in response to provocation or threat.
Learners complete Glossary Task in the Learner Guide
Mediator transitions to the Keystone Activity.
LEARNER
GUIDE
Complete the Reaction
Model. Write the words
from the box on the lines
to represent how the brain
functions when presented
with an emotionally charged
situation.
Complete the Glossary for
the underlined term(s).

Purpose Tip:
Throughout the course,
Learners will be exposed to new
vocabulary. These Three Point
Processing Cues help Learners
encode, process, and retrieve
critical concepts within the
curriculum.
MBE Pilot October 2016
How Do I Manage Anger?
KEYSTONE
ACTIVITY
13UNIT THIRTEEN
Keystone Activity Overview
Keystone Activities are the most important learning activities within a unit. Keystone Activities address
critical learning objectives by expanding upon Entry Point knowledge and addressing the guiding questions
identified in the unit overview.
RESOURCES:
✓START Tool
✓Learner Guide
K EY ST ONE AC T I VI T Y
LEARNER
GUIDE
✓Post-It Notes
414 UNIT THIRTEEN
✓Three Point Processing Cues
In this lesson, Learners are introduced to the concepts of aggression
versus assertiveness. Learners evaluate character's aggressive and
assertive behaviors in two different scenarios and then compare
these behaviors to distinguish the difference between these two
concepts. Learners then examine the benefits and steps of assertive
communication and explore how these steps in conjunction with the
START Tool can be used to manage and control anger.
Goals and
☐Achieve
Commitments:
☑Critical/Enlightened
Thinking, Arriving at My Own
Conclusions:
LEARNER GUIDE:
My Comfort Zone,
☑Leaving
Opening Myself Up to New
Experiences:
Write on each side of the Venn Diagram to compare
assertive and aggressive responses.
Review the START Tool below. Write what each letter
☑Persistence, This Is Hard Work:
represents and explain how each step will help develop a
more assertive response.
Thorny Conflicts and
☑Solving
Problems:
Changing
☑Flexibility,
Strategies for Better Results:
Do Not Get Nailed to My
☑IFrustrations
and Anger:
Focused On the Moment:
☐
Level Communication:
☐
K EY ST ON E A C T I VI T Y
NINE STEPS TO
OPPORTUNITY
PURPOSE:
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
ACTIVITY
13
Keystone Activity
UNIT THIRTEEN
Keystone Activities emphasize Learner engagement and hands-on peer interactions, and provide opportunities
for Learners to practice and explore content at a deeper level. Keystone Activities are divided into a series of
bite-sized chunks that break content and facilitation into digestible chunks for both Mediators and Learners.
Chunk One: Get Ready!
Learners identify
characteristics of aggressive
and assertive responses
and brainstorm an assertive
process of response to
anger.
Knowledge Acquisition
Activity (approx 30 minutes)
Chunk Two: Scenario Study Reaction One
Instructions and Scenario Study,  Pairs

Mediator cues Learners to form pairs and provides activity instructions.
Mediator sets up two posters in the room, one that is labeled Reaction
One and the other labeled Reaction Two. Learner pairs receive post-it
notes.
CUT directions by providing
clear chunks, a check for
understanding, and a trigger to
engage in the request.
Says:
K EY ST ONE AC T I VI T Y
We will be examining a scenario in which there are two different
responses. I will read the scenario and the first response. You
will discuss with your partner and use the sticky notes in front of
you to write one word or short phrase that describe the reaction.
Questions?
David receives a text message from his girlfriend Beth that she’s
feeling ill and is unable to go to the movies with him that evening.
Later, David decides to go to the movie anyway. As he’s crossing
the parking lot he sees Beth walking ahead of him through the
theater doors with Jimmy, David’s best friend.
Reaction One: David closes his eyes and clenches his fist. He
thinks to himself, "What is going on?" He steps backwards, turns
around to walk to his car, and gets inside. David calls his brother
and tells him what he just saw. They decide David will text her, tell
what he saw, and will ask to speak with her later. David decides to
go play some soccer with his brother in order to calm down and
cool off.
416 UNIT THIRTEEN
Mediator Tip:
C: When I say go, we will do
three things: read, decide,
stand.
U: Questions?
T: Go!
K EY ST ON E A C T I VI T Y
LEARNER GUIDE PREVIEW:
David texts Beth and Jimmy later. "I saw you two at the movies
together after Beth told me she was sick. Help me understand what
is happening. I am angry. I feel like you lied to me and will now try
to cover everything up with more lies. What is going on? Help me
understand."
Chunk Three: Social Think Time
Social Interaction Loops, Pairs
Mediator facilitates pair discussion.
Says:
Let’s turn to our partner and discuss Reaction One.
Write the following responses on sticky notes and place these
sticky notes on Reaction Poster One.
Mediator writes the following questions on the poster so that Learners
can organize their sticky notes on the poster.
Asks:
Do you think David is angry? Why or why not? (DoK 1)
What are some of the feelings that may describe David's anger?
(DoK 1)
What is the prompting event for David's anger? (DoK 1)
How do you interpret Beth's actions? Why are Beth and Jimmy
together? (DoK 2)
How do you interpret David's reaction? Is David's reaction
appropriate? Why or why not? (DoK 2)
What are some of the physical expressions of anger associated
with David's anger? (DoK 1)
What is the benefit of going to play soccer?
Do you think that responding by text is appropriate in this
situation? Why or why not?(DoK 3)

Content Tip:
Learners may not interpret
David's behavior as anger.
Many Learners have learned to
manage anger with aggression
and do not recognize that one
can be angry and respond
assertively with calmness and
logic.

Content Tip:
Beth's actions are intentionally
vague. Any interpretations
that the Learners make are
assumptions.

Content Tip:
David's physical expression
for anger include closing his
eyes and clenching his fist.
it is important that Learners
recognize the nonverbal
actions associated with anger.
These cues help Learners
understand how they react to
anger.
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
ACTIVITY
13
Keystone Activity
UNIT THIRTEEN
Keystone Activities emphasize Learner engagement and hands-on peer interactions, and provide opportunities
for Learners to practice and explore content at a deeper level. Keystone Activities are divided into a series of
bite-sized chunks that break content and facilitation into digestible chunks for both Mediators and Learners.
Chunk Four: Scenario Study Reaction Two
Scenario Study,  Pairs
Mediator cues Learners to pause and re-reads the scenario, adding
the second reaction. Again, Learner pairs will use the sticky notes to
describe the reaction and post them on Reaction Poster Two.
Says:
Please pause. I will re-read the scenario except this time it will
have a different ending.
David receives a text message from his girlfriend Beth that she’s
feeling ill and is unable to go to the movies with him later that
night. That evening David decides to go to the movie anyway. As
he’s crossing the parking lot he sees Beth walking ahead of him
through the theater doors with Jimmy, David’s best friend.
K EY ST ONE AC T I VI T Y
Reaction Two: David feels his face turn red and he begins to form
his hands into fists. He yells, “Beth!” and she pokes her head back
out the doors to see who called her name. Jimmy follows Beth
back outside the door.
David raises his voice loudly and says, “What are you doing? How
could you two do this?” A crowd notices David yelling and people
begin to form around David, Jimmy, and Beth. David charges
Jimmy, punching him in the face and knocking Beth over. The
police are called.
Let’s turn to our neighbors and discuss Reaction Two, then write the
following responses on sticky notes and place these sticky notes
on the second poster.
Mediator writes the following questions on the poster so that Learners
can organize their sticky notes on the poster.
418 UNIT THIRTEEN

Content Tip:
David's physical expression
for anger include closing his
eyes and clenching his fist.
it is important that Learners
recognize the nonverbal
actions associated with anger.
These cues help Learners
understand how they react to
anger.
K EY ST ON E A C T I VI T Y
LEARNER GUIDE PREVIEW:
Asks:
Do you think David is angry? Why or why not? (DoK 1)
What are some of the feelings that may describe David's anger?
(DoK 1)
What is the prompting event for David's anger? (DoK 1)
How do you interpret Beth's actions? Why are Beth and Jimmy
together? (DoK 2)
How do you interpret David's reaction? Is David's reaction
appropriate? Why or why not? (DoK 2)
What are some of the physical expressions of anger associated
with David's anger? (DoK 1)
Chunk Five: Social Think Time
Social Interaction Loops, Pairs
Mediator facilitates pair discussion.
Says:
Let's compare the two posters. With a partner, visit each poster
and compare people's responses.
What is the difference between Reaction One and Reaction Two?
(DoK 2)
How did people interpret Beth's actions? (DoK 2)
Which reaction is more closely aligned with how you have
learned to manage anger? (DoK 2)
What do you like about how David responded in Reaction One?
(DoK 1)
What do you like about how David responded in Reaction Two?
(DoK 1)

Content Tip:
Learners will determine which
reaction is more closely aligned
with their anger management
skills. This is a provocative
question. Many Learners
have not learned anger
management skills and do not
associate a calm and assertive
response as an appropriate
response to anger.
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
ACTIVITY
13
Keystone Activity
UNIT THIRTEEN
Keystone Activities emphasize Learner engagement and hands-on peer interactions, and provide opportunities
for Learners to practice and explore content at a deeper level. Keystone Activities are divided into a series of
bite-sized chunks that break content and facilitation into digestible chunks for both Mediators and Learners.
Chunk Six: Group Think
Social Interaction Loops, Whole Group
Mediator cues Learners to pause and return to the whole group.
Mediator removes both posters off the wall and facilitates a discussion,
reading the post-it notes attached and comparing the responses.
Says:
Let's talk about some of our comments in response to Reaction
One. How might we describe this type of reaction?
What about Reaction Two? Our comments about Reaction Two are
quite different. How might we describe this type of reaction?
Reaction One is a an example of someone who understands how
to control their anger. This person is angry, but this person takes
control of their thoughts and actions and responds with logic and
calmness. This is a practiced and learned skill.
K EY ST ONE AC T I VI T Y
Reaction One can be described as an assertive response.
Assertive responses achieve a goal though direct, logical
communication. We specifically identify and label our feelings,
thoughts, and actions when we are assertive. We also clearly
articulate what we want.
There are three specific skills that we must practice when we are
assertive. There is a special space in our Learner Guide for the
assertive response skills. Let's write these down on the left side of
the Venn Diagram as indicated.
1. We specifically identify and articulate our thoughts, feelings,
actions.
2. We specifically articulate what we want to happen.
3. We use neutral language to communicate.
Let's write these down in our Learner Guide.
420 UNIT THIRTEEN
K EY ST ON E A C T I VI T Y
LEARNER GUIDE PREVIEW:
Learners complete Learner Guide.
Says:
We need processing time to assert ourselves effectively. Assertion
is a learned skill and takes practice. Assertion is a healthy
response to anger. Let's add a description of "assertive response"
in the diagram.
We need to compare Reaction One to Reaction Two.
LEARNER
GUIDE
Write on each side of the
Venn Diagram to compare
assertive and aggressive
responses.
Reaction Two can be described as an aggressive response.
Aggressive responses are destructive and forceful verbal and/
or physical responses intended to dominate another person
physically or emotionally.
Aggressive responses do not take the feelings of others into
consideration. Aggressive responses occur when we react upon
the signals our amygdala sends. Aggression is usually a fight, flight,
or freeze response. Let's add a description to our Venn Diagram,
then let's add these terms to our Glossary.
LEARNER
GUIDE
Complete the Glossary for
the underlined term(s).
Mediator provides Learners with 3PP for assertive response and
aggressive response.
Learners complete Glossary Task in the Learner Guide.
Chunk Seven: START
3PP Discussion, Whole Group
Mediator leads a whole group discussion on a method to prevent an
aggressive response and access an assertive response. Then Mediator
presents Learners with a review and 3PP of START using an image by
image discovery method.

Mediator Tip:
Throughout the course,
Learners will be exposed to new
vocabulary. These Three Point
Processing Cues help Learners
encode, process, and retrieve
critical concepts within the
curriculum.
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
ACTIVITY
13
Keystone Activity
UNIT THIRTEEN
Keystone Activities emphasize Learner engagement and hands-on peer interactions, and provide opportunities
for Learners to practice and explore content at a deeper level. Keystone Activities are divided into a series of
bite-sized chunks that break content and facilitation into digestible chunks for both Mediators and Learners.
Says:
Let's review what we've discussed today to help us transition into
a model to help us better assert ourselves and stop our aggressive
responses.
We know that our behaviors are learned by ___. (observation)
Our response to negative feelings and emotions often appears
and manifests as ___. (anger)
We need six seconds in order to ___. (allow processing time, label
the emotion or feeling)
An ____ response will allow us to respond to an emotionally
charged situation with calmness and logic. (assertive)
Based on what we've learned, how might we access an assertive
voice? Does our call back dialogue sound familiar? We’re going to
use the START Model again!
K EY ST ONE AC T I VI T Y
Let’s review our tool and add information as we go.
To manage anger effectively, we need a strategy that allows us to
calm down and access positive thoughts. We need to be assertive
without being aggressive. We are going to use the START Tool to
help us be assertive. We learned START in unit 7. We now have
images to help us work through the model. We will look at each
image associated with each step.
The 'S' and the 'T' go together.
They stand for “stop the negative thought.” They stand for what?
Stop the negative thought. Notice the image.
In Reaction One, David chooses to stop any negative thoughts by
first calming down. He decides to cope and calm down by first
playing soccer in order to give himself time to think and create an
assertive and logical response.
422 UNIT THIRTEEN
K EY ST ON E A C T I VI T Y
LEARNER GUIDE PREVIEW:
The 'A' requires us to "acknowledge and label the feeling or
thought." Notice the image.
We say, “I am angry. I am feeling frustrated."
This is a critical step to self-awareness. When we can identify
and label the thought and feeling, we are closer to being able to
control our reactions.
In Reaction One, David sends a text a message to Beth and
Jimmy. In David's text message, he clearly identifies and labels his
feelings of anger and clearly acknowledges that he feels they will
lie to cover their actions. These statements are assertive without
being aggressive. He is not trying to dominate the other people in
the scenario.
The 'R' is "re-frame with positive language." When we reframe,
we change our Little Voice statements into Big Voice statements.
Notice the image.
In the Reaction One, David doesn't call Beth or Jimmy cheaters.
His first reaction in his head might be, "Beth is cheating on me.
Jimmy has no loyalty," but instead he says to himself,
"I need to hear Beth's perspective so I understand what I saw.
I need to hear Jimmy's perspective so I can make a decision."
When he speaks to them, he doesn't call them names or make
accusations. He asserts his position in a positive way.
David texts, "I am angry. I feel like you lied to me and will now try
to cover everything up with more lies. What is going on? Help me
understand."
The 'T' is "try again." When we fail at this process, we have to
repeatedly try again. Cognitive Disruption is a practiced skill.
Notice the image.
In Reaction One, David chooses to text Beth. He decides to text
Beth because he feels like he will not be able to control his anger
in person. Do you think this is a good idea?

Content Tip:
START Tool:
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
ACTIVITY
13
Keystone Activity
UNIT THIRTEEN
Keystone Activities emphasize Learner engagement and hands-on peer interactions, and provide opportunities
for Learners to practice and explore content at a deeper level. Keystone Activities are divided into a series of
bite-sized chunks that break content and facilitation into digestible chunks for both Mediators and Learners.
Let's complete our Learner Guide. Explain how each step will help
develop a more assertive response.
Learners complete Learner Guide.
LEARNER
GUIDE
Driving Point:
Using the START Tool, and integrating this tool with the skills of
assertiveness, can help us manage our anger and choose
appropriate responses. We must be careful when using technology
and social media. These technology tools can be great for
providing distance when communicating. Unfortunately, these
tools can also be vehicles that allow us to react quickly without
thinking. Too often, we react on social media without taking the
needed reflection time. Our remarks on social media leave a
digital footprint. We need to think about how this digital footprint
impacts our lives.
K EY ST ONE AC T I VI T Y
Mediator transitions to the Keystone Application.
424 UNIT THIRTEEN
Review the START Tool below.
Write what each letter
represents and explain how
each step will help develop
a more assertive response.
K EY ST ON E A C T I VI T Y
LEARNER GUIDE PREVIEW:
MBE Pilot October 2016
How Do I Manage Anger?
KEYSTONE
APPLICATION
13UNIT THIRTEEN
Keystone Application Overview
Keystone Applications provide opportunities for Learners to apply, practice, and demonstrate the concepts
introduced in Keystone Activities.
RESOURCES:
✓Learner Guide
K EY ST ONE APPL I C AT IO N
LEARNER
GUIDE
426 UNIT THIRTEEN
In this lesson, Learners analyze scenarios to identify aggressive versus
assertive behaviors. Learners then practice and apply the START Tool and
the three steps of assertive communication using a role play scenario.
Learners then give and receive quality feedback for these role plays
based on the feedback skills learned in Unit 12.
Learners complete a commitment statement.
Goals and
☐Achieve
Commitments:
☑Critical/Enlightened
Thinking, Arriving at My Own
Conclusions:
LEARNER GUIDE:
My Comfort Zone,
☑Leaving
Opening Myself Up to New
Experiences:
Analyze the scenario. Circle, write, or draw behaviors that
might be perceived as aggressive.
Use the START Tool to write or draw revisions to Emily's
☑Persistence, This Is Hard Work:
response. Use the checklist to guide your work.
Identify three feelings that you commonly feel when angry.
Write these in the blanks. Then write your commitment
statement.
Thorny Conflicts and
☑Solving
Problems:
Changing
☐Flexibility,
Strategies for Better Results:
Do Not Get Nailed to My
☑IFrustrations
and Anger:
Focused On the Moment:
☑
Level Communication:
☑
K EY ST ON E A PPL I C A T I ON
NINE STEPS TO
OPPORTUNITY
PURPOSE:
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
APPLICATION
13
Keystone Application
UNIT THIRTEEN
Keystone Applications are divided into a series of bite-sized chunks that break content and facilitation into
digestible chunks for both Mediators and Learners.
Chunk One: Get Ready!
Learners analyze a scenario Knowledge Application
and identify which behaviors
do not follow the START Tool.
Learners revise aggressive
responses and create
assertive responses.
Activity (approx 30 minutes)
Chunk Two: Get Set!
Instructions, Pairs
Mediator pairs Learners and provides them with activity instructions.
Mediator cues Learners to open the Learner Guides to the appropriate
page.
K EY ST ONE APPL I C AT IO N
Says:
With our partners, let's read the scenario in our Learner Guides. We
will identify verbal and physical actions that are aggressive. We
will complete the notes in our Learner Guide. Questions? Go!
Chunk Three: Go!
Scenario Study, Pairs
Mediator walks the room, providing clarity and support to pairs as they
complete the Learner Guide notes.
LEARNER
GUIDE
Learners complete Learner Guide.
428 UNIT THIRTEEN
Analyze the scenario. Circle,
write, or draw behaviors
that might be perceived as
aggressive.
Scenario:
Emily and her friend Raul are walking back to her house from the gas
station when a police car pulls up along side them. Two officers get out
of the car and one asks for some identification, adding that there have
been some robberies reported in the area. “We don’t know anything
about the robberies and you don’t need to see my identification.
Get lost.” Raul tells the officers. One police officer grabs Raul and
pins his arms behind his back. The other officer asks Emily to sit on the
curb. Emily couldn’t believe this. "We didn’t even do anything wrong,"
she thought. “No, I’m not sitting down. We didn’t do anything!” The
second officer grabs Emily and she shoves him angrily. She was then
handcuffed and seated in the back of the squad car.

Content Tip:
Learners will need help
transferring aggressive behavior
into assertive behavior. Use the
three steps to communicating
assertively to help Learners
articulate their voice assertively.
Says:
Please pause. In our Learner Guides, identify and label the verbal
and physical actions that are aggressive.
Let's work with our partner to revise Emily's response to the police
officers using the START Tool as well as the three assertive response
skills.
What could Emily have done to assert her frustration and
potentially avert an arrest? (DoK 2)
When we are assertive, we are logical, we seek to achieve a
specific outcome, and we communicate neutrally and calmly.
In our Learner Guide we have the opportunity to continue the
scenario with a new ending. Let's use the START checklist and the
assertive response skills checklist to guide our response.
LEARNER
GUIDE
Learners complete Learner Guide.
Chunk Four: Whole Group Share/Feedback
Role Play,  Pairs/Whole Group
Mediator cues Learner pairs to pause and facilitates the sharing of
scenario endings.
K EY ST ON E A PPL I C A T I ON
LEARNER GUIDE PREVIEW:
Use the START Tool to write
or draw a revisions to Emily's
response. Use the checklist
to guide your work.
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
APPLICATION
13
Keystone Application
UNIT THIRTEEN
Keystone Applications are divided into a series of bite-sized chunks that break content and facilitation into
digestible chunks for both Mediators and Learners.
Says:
Each pair has created an alternate ending for Emily as she
navigates an extremely emotionally charged situation.
Who wants to share their revision?
As we listen, let's try to identify how START and the assertive
response skills are used in each alternate ending. Use these tools
to provide feedback to your group. In our feedback, make sure
you account for how they used each step of START and the three
communication steps of assertive communication.
Mediator allows volunteers to read their scenarios. Upon completion
of each revised response, the whole group analyzes the use of START,
discusses the response, and provides feedback using the tools learned
in unit 11.
K EY ST ONE APPL I C AT IO N
Says:
Remember, quality feedback is both positive and constructive.
This means quality feedback should include what worked well,
and also something that can be improved upon with practice.
Here is an example of quality feedback: "I noticed that you used
each step of the START Model. However, I'm not sure that you
used the assertive response skills. I heard you clearly articulate
your feelings, but I am not sure that your language was neutral or
that you really said what it is that you wanted to happen from the
situation.”
Remember the only appropriate response to feedback is this:
“Thank you."
430 UNIT THIRTEEN
Chunk Five: Dig Deeper
Writing Tasks,  Individual
Mediator cues Learners to the activity in the Learner Guide and
provides instructions for creating a declaration statement. Mediator
explains that declaration statements help us use Big Voice.
Says:
Let's take a moment and look at our anger icebergs. Some of
these words, our feelings and emotions that lurk just beneath the
surface, influence our actions more than others.
We have an opportunity to make a commitment to the knowledge
we have learned today.
In order to cope and manage anger, we have to be able to
identify the feelings associated with anger. Once we identify these
feelings, we have to engage tools that allow us to be assertive
without being aggressive.
What feelings do you often associate with anger?
So let's cross off the red "angry" in our Learner Guides and write in
feelings and emotions that are often associated with anger
Here are some possible feelings that are often associated with
anger: Embarrassment, loss of control, aggravation, agitation,
annoyance, bitterness, exasperation, overwhelmed, frustration,
grouchiness, grumpiness, hostility, indignation, irritation, outrage,
rage, revenge, etc.
How we manage and cope with anger is a learned skill. Learning
new skills takes commitment. It will take time and practice to
engage START and the assertive response skills. You have to
be patient and do this exercise at least ten times to see some
improvements, so go ahead and start now!
K EY ST ON E A PPL I C A T I ON
LEARNER GUIDE PREVIEW:
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
APPLICATION
13
Keystone Application
UNIT THIRTEEN
Keystone Applications are divided into a series of bite-sized chunks that break content and facilitation into
digestible chunks for both Mediators and Learners.
Let's make a commitment to practicing these skills. What is your
commitment?
Learners complete Learner Guide.
LEARNER
GUIDE
Mediator transitions to the Exit Ramp.
Identify three feelings that
K EY ST ONE APPL I C AT IO N
you commonly feel when
angry. Write these in the
blanks. Then write your
commitment statement.
432 UNIT THIRTEEN
K EY ST ON E A PPL I C A T I ON
LEARNER GUIDE PREVIEW:
MBE Pilot October 2016
How Do I Manage Anger?
EXIT
RAMP
13UNIT THIRTEEN
Exit Ramp Overview
The Exit Ramp is the closing instructional activities within a unit. Exit Ramp Activities clarify, summarize, and
organize what Learners have learned and experienced within the unit. These closing activities provide
reflection and assimilation, two critical elements for memory retention and skill transfer.
RESOURCES:
✓Learner Guide
EX IT RAMP
LEARNER
GUIDE
434 UNIT THIRTEEN
Learners reflect upon their anger management skills and respond
through a journal prompt.
Goals and
☐Achieve
Commitments:
☑Critical/Enlightened
Thinking, Arriving at My Own
Conclusions:
LEARNER GUIDE:
My Comfort Zone,
☐Leaving
Opening Myself Up to New
Experiences:
Choose Prompt 1 or 2. Use the graphic organizer to organize
and write your ideas.
Write or draw a response to the journal prompt.
☐Persistence, This Is Hard Work:
Thorny Conflicts and
☑Solving
Problems:
Changing
☑Flexibility,
Strategies for Better Results:
Do Not Get Nailed to My
☑IFrustrations
and Anger:
Focused On the Moment:
☑
Level Communication:
☑
EXI T R A MP
NINE STEPS TO
OPPORTUNITY
PURPOSE:
MBE Pilot October 2016
ACTIVITY STEPS
EXIT
RAMP
13
Exit Ramp Activity
UNIT THIRTEEN
Exit Ramp Activities clarify, summarize, and organize content and Learner experiences. Exit Ramp Activities
are divided into a series of bite-sized chunks that break content and facilitation into digestible chunks for both
Mediators and Learners.
Chunk One: Get Ready!
Learners review START and
apply the model to their
personal experiences.
Knowledge Reflection Activity
(approx 20 minutes)
Chunk Two: Get Set!
Demonstration and Instructions,  Whole Group
Mediator reviews Three Point Processing for anger and START.
Says:
Locate the reflection section in your Learner Guide and listen to
the prompts:
1) Describe how you can use START and the assertive response
skills to communicate with authority figures (police, boss, etc).
OR
2) Describe the difference between how you usually manage
anger and how the START and assertive communication steps are
used.
Chunk Three: Social Think Time
EX IT RAMP
Discussion,  Pairs
Says:
Turn to a neighbor and share your ideas about the prompt.
Learners engage in a short discussion about the prompt.
436 UNIT THIRTEEN

Mediator Tip:
Low literacy Learners may
choose to draw a model or
image, or use an oral journal in
which they record themselves
speaking about a response.
EXI T R A MP
LEARNER GUIDE PREVIEW:
Chunk Four: Individual Think Time
Writing Tasks,  Pairs
Says:
LEARNER
GUIDE
Complete the reflection activity in your Learner Guide.
Learner completes Learner Guide.  
Mediator transitions to the Closing Ritual.
Choose Prompt 1 or 2. Use
the graphic organizer to
organize and write your
ideas.
Write or draw a response to
the journal prompt.
MBE Pilot October 2016
CLOSING RITUAL STEPS
EXIT
RAMP
13
Closing Ritual
UNIT THIRTEEN
Exit Ramp Rituals are Closing Rituals that provide closure to the content and the community. Exit Ramp
Rituals focus on content review and Learner progress (two critical elements of vulnerable Learner instruction).
Additionally, Closing Rituals help establish and maintain a healthy and engaging learning culture.
Chunk One: Get Ready!
Learners participate in a
whole group reflection
activity.
Knowledge Reflection Activity
(approx 10 minutes)
Chunk Two: Get Set!
Instructions and Demonstration,  Whole Group
Mediator cues Learners to stand in a circle facing each other.
Says:
When I say go, we will move clockwise around the group and
each person will share one word they think of when I say a
vocabulary word. Questions?
Chunk Three: Go!
Activity,  Whole Group
Says:
C LO SI NG R I TU AL
Anger.
Learners quickly go around the circle saying one word that means the
same as the given vocab word. Learners may also say something they
associate with the given vocab word.
Says:
Aggressive Response.
Assertive Response.
Dignified Voice.
Mirror the Message.
438 UNIT THIRTEEN

Mediator Tip:
The Ritual Activity is fast paced
and should be facilitated
with speed and humor. The
experience should leave
Learners feeling joyful and
satisfied with their progress.
Mediator dismisses Learners.
C L OSI N G R I T U A L
LEARNER GUIDE PREVIEW: