Effective Classroom Discipline: Anger Management, Part II
Please submit your final exam in document form to finalexam@kdsi.org. Please include a
cover page with the following information:
Your Full Name
Date
College Name
Course Name
Return Email address
Contact Phone Number
FINAL EXAM PROJECT: Based on the ideas found in the lectures and course
material, write an that essay includes a lesson plan using the Anger Tree design in order
to more effectively deal with anger and conflicts in the classroom. Please use in-text
citations when referencing material from sources other than your own. *Incorporate the
following in your lesson plan and guided reflection:
1. Develop a lesson plan to promote a safe and effective learning environment.
2. Identify cooperative activities to promote students’ participation in the design of
an Anger Tree.
3. Develop activities for students to chart their underlying feelings, connection to
distorted trigger thoughts and healthier, replacement thoughts for each.
4. Describe one or more assessment measures that you will use to check for
understanding.
5. Create a rubric to provide a common framework of stated lesson objectives and
student understanding.
6. Write a reflection that incorporates anecdotal evidence and data to indicate that
your lesson plan was successful or may need revision for future lessons. Discuss
your experience in implementation of this lesson plan and the possible pros and
cons of adapting the lesson for future classroom use.
A KDS Lesson Plan and Reflection Guide are attached to assist in developing a
comprehensive essay that addresses course objectives. *However, if you are unable to
implement your Lesson Plan and Guided Reflection in an actual classroom, please
project what anticipated outcomes would be.
Scoring Rubric:
Content of Assignment – Value: 70 points – All requirements of the assignment are
addressed and complete.
Quality of Writing – Value: 20 points – Written work shows superior college-level
quality in verbal expression, attention to detail, and correct application of English
language conventions including spelling, capitalization, punctuation, agreement, pronoun
usage, and sentence structure. Points and ideas are well organized with clear thesis,
introduction, body, and conclusion. Paragraphing is appropriate with clear topic
sentences, supporting details, and transitions. Transitional words and phrases are used
effectively. Sentences are clear and concise. Sentence structure is varied making use of
subordinate clauses to emphasize points or connect ideas.
Format - Value: 10 points – Written work follows APA conventions. Document is
double-spaced with 1-inch margins and 10 to 12-point, plain font such as Times or
Helvetica. Document includes cover page and reference page where applicable. In-text
citations are used correctly and consistently with clear effort made to include a wide
range of relevant works.
KDS Lesson Plan and Reflection Guide
Name: _____________________________________________ Course
Title:___________________________
Date: ______________ Subject:________________________
Grades:____________
Instructional Plan: Completed BEFORE
teaching lesson.
Reflection: Completed AFTER teaching
lesson
1. Student Characteristics/Entering Abilities
What do my students know? What are their
entering abilities?
1. Assessment of Prior Knowledge.
2. Skill Review
3. Concepts and elements of lesson.
What special needs to students have?
1. Specific learning disabilities
2. Different Learning Styles
Did students need additional
knowledge/information before beginning this
lesson? Did other needs become apparent in
implementation of the lesson? Were there
problems within groups?
3. Language barrier
How will students be grouped for this lesson?
1. Materials and adaptations for
special needs.
2. Objectives: What will my students know or what task will they be
able to perform after this lesson?
List observable learning objectives.
To what extent did students learn objectives?
List applicable State Standards.
To what extent did students learn and/or apply
State Standards?
3. Methods and Procedures: in order, list the instructional activities
and procedures you use to meet
your objectives.
Teaching Method/Learning Activity:
Which methods were most effective?
Was time allocated sufficient?
What might I do differently next time?
4. Materials: List all materials you will need for lesson and learning
activities.
List instructional material needed.
Were materials sufficient and effective?
List materials students will need for
learning activities.
Were other materials needed? Can I
eliminate some materials?
5. General Reflection BEFORE & AFTER teaching lesson.
Reflection BEFORE teaching the lesson:
Did you deviate from lesson plan and objectives? Why?
What might you do differently next time to improve this lesson, or a lesson using the
same standards and learning objectives?
Are there any students who did particularly well, or had a particularly difficult time
with learning objects? How did you account for their difficulties? How might you
improve overall student performance on this lesson?
Additional comments or observations about components of this lesson you found
particularly pleasing or successful.
6. Evaluation: Evaluation tools should match objectives.
What methods will you use to evaluate
learning?
When will the evaluation(s) take place?
Did evaluations measure intended
learning objective?
KDS Lesson Plan and Reflection Guide
Name: _____________________________________________
Course Title:___________________________
Date: ______________
Subject:________________________ Grades:____________
Instructional Plan: Completed BEFORE
teaching lesson.
Reflection: Completed AFTER teaching
lesson
7. Student Characteristics/Entering Abilities
What do my students know? What are their
entering abilities?
Did students need additional
knowledge/information before beginning this
lesson? Did other needs become apparent in
4. Assessment of Prior Knowledge.
5. Skill Review
6. Concepts and elements of lesson.
implementation of the lesson? Were there
problems within groups?
What special needs to students have?
4. Specific learning disabilities
5. Different Learning Styles
6. Language barrier
How will students be grouped for this lesson?
2. Materials and adaptations for
special needs.
8. Objectives: What will my students know or what task will they be
able to perform after this lesson?
List observable learning objectives.
To what extent did students learn objectives?
List applicable State Standards.
To what extent did students learn and/or apply
State Standards?
9. Methods and Procedures: in order, list the instructional activities
and procedures you use to meet
your objectives.
Teaching Method/Learning Activity:
Which methods were most effective?
Was time allocated sufficient?
What might I do differently next time?
10.Materials: List all materials you will need for lesson and learning
activities.
List instructional material needed.
Were materials sufficient and effective?
List materials students will need for
learning activities.
Were other materials needed? Can I
eliminate some materials?
11.General Reflection BEFORE & AFTER teaching lesson.
Reflection BEFORE teaching the lesson:
Did you deviate from lesson plan and objectives? Why?
What might you do differently next time to improve this lesson, or a lesson using the
same standards and learning objectives?
Are there any students who did particularly well, or had a particularly difficult time
with learning objects? How did you account for their difficulties? How might you
improve overall student performance on this lesson?
Additional comments or observations about components of this lesson you found
particularly pleasing or successful.
12.Evaluation: Evaluation tools should match objectives.
What methods will you use to evaluate
learning?
When will the evaluation(s) take place?
Did evaluations measure intended
learning objective?