Sarah Chamberlin, Victoria Vacknitz, Alice Cao

Popular Film

Title: Inside out

Producer: Pixar Animation Studios

Year: 2015

Length: 1h 35min

Rating: PG

Description:

Inside Out is a film about how Riley (the main character) was guided by her emotions- Joy, Anger, Sadness, Disgust and Fear- that lived in her head. Although Joy is Riley’s most important emotion, anger sometimes take the floor and overpowers all the other emotions.  We think this film is the best choice for 5th graders because it introduced all the emotions along with their functions, while placed anger as one of the common human emotions that is not only okay to feel but also normal to all of us.  This is important because students need to learn how anger works and how it could overpowers other emotions and therefore cause unexpected and undesirable consequences. We think this film is appropriate for 5th graders because the scenes were set in students most familiar settings- school, home, neighborhood; it also provided students a parallel comparison for how anger looks, sounds, and feels like compared to other emotions.

Review:

This film addressed our topic Anger Management by showing how Anger operates in one’s head and eventually carries out as destructive actions if not resolved in a healthy manner. When other emotions interacted with Anger and tried to “manage” the range, Anger either got distracted or exploded, just like how it would work in real life. This is relevant to our topic because students need to know they have options to feel otherwise while they feel angry.  I will integrate this film into my teaching at the end of the unit where we discussed emotions and had read the fiction picture book, When Sophie Gets Angry, as well as the nonfiction, How to Take the Grrrr out of Anger. I will ask students to make connection about how Riley and Sophie are alike and different; I will also ask students to point out techniques learned from the nonfiction that help Riley to manage her anger emotion when it takes the control in her head.      

National Health Education Standards (NHES):

NHES 1: Students will be able to comprehend concepts related to health promotion and disease prevention to enhance health.

• V1.5.11 Recognize techniques that are used to coerce or pressure someone to use violence.
  • HBO 4: Avoid engaging in violence, including sexual harassment, coercion, exploitation, physical fighting, and rape.
  • HBO 5: Avoid situations where violence is likely to occur.
  • HBO 6: Avoid associating with others who are involved in or who encourage violence or criminal activity.
• V1.5.2 Describe the benefits of using nonviolent means to solve interpersonal conflict.
  • HBO 1: Manage interpersonal conflict in nonviolent ways.
• V1.5.3 Explain that anger is a normal emotion.
  • HBO 2: Manage emotional distress in nonviolent ways.
• V1.5.13 Identify situations that might lead to violence.
  • HBO 5: Avoid situations where violence is likely to occur.
• MEH1.5.1 Identify characteristics of a mentally and emotionally healthy person.
  • HBO 1: Express feelings in a healthy way.
  • HBO 2: Engage in activities that are mentally and emotionally healthy.
• MEH1.5.3 Describe the relationship between feelings and behavior.
  • HBO 1: Express feelings in a healthy way.
  • HBO 2: Engage in activities that are mentally and emotionally healthy.
• MEH1.5.5 Describe appropriate ways to express and deal with emotions.
  • HBO 1: Express feelings in a healthy way.
  • HBO 2: Engage in activities that are mentally and emotionally healthy.
  • HBO 4: Prevent and manage emotional stress and anxiety in healthy ways.
  • HBO 5: Use self control and impulse-control strategies to promote health.
• MEH1.5.15 Explain that anger is a normal emotion.
  • HBO 3: Prevent and manage interpersonal conflict, in healthy ways.

NHES 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

• V2.5.5 Describe how relevant influences of school and community affect personal violence prevention practices and behaviors.
• V2.5.7 Describe how relevant influences of peers affect personal violence prevention practices and behaviors.
• MEH2.5.7 Describe how relevant influences of peers affect mental and emotional health practices and behaviors.

NHES 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.

• MEH3.5.1 Describe characteristics of accurate mental and emotional health information.

NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

• V4.5.1 Demonstrate effective verbal and nonverbal communication skills to prevent violence
• V4.5.4 Demonstrate healthy ways to manage or resolve conflict to prevent violence
• MEH 4.5.1 Demonstrate effective verbal and nonverbal communication skills
• MEH4.5.2 Explain how to be empathetic and compassionate towards others
• MEH4.5.4 Demonstrate healthy ways to manage or resolve interpersonal conflict

NHES 5: Students will demonstrate the ability to use decision-making skills to enhance health.

• V5.5.4 Identify options and their potential outcomes when making a decision that could lead to violence
• V5.5.5 Choose a healthy option when making a decision that could lead to violence.
• MEH5.5.1 Identify situations that need a decision related to mental and emotional health (e.g., dealing with interpersonal conflict, managing emotional stress)
• MEH5.5.4 Identify options and their potential outcomes when making a decision related to mental and emotional health (e.g., dealing with interpersonal conflict, managing emotional stress)
• MEH5.5.5 Choose a healthy option when making a decision related to mental and emotional health

NHES 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

• MEH6.5.1 set a realistic personal goal to improve or maintain positive mental and emotional health

NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• V7.5.1 Describe practices and behaviors that reduce or prevent violence
• V7.5.2 Demonstrate violence prevention practices and behaviors
• MEH7.5.1 Describe mental and emotional practices and behaviors that reduce or prevent health risks

NHES 8: Students will demonstrate the ability to advocate for personal, family, and community health.

• V8.5.3 Demonstrate how to persuade others to prevent violence

Core Integration:

The core area this movie can be integrated into an art unit. After watching Inside Out in class, students will be instructed to pick two emotions other than anger that was mentioned in the movie. Students will then be instructed to paint, draw, or color pictures for each emotion they picked. After they have created their pictures, they will then get into groups and discuss their pictures. They can talk about what colors they used, what is in the picture, and how it represents the emotions they picked. Once they are done discussing, students will then discuss in their groups similarities and differences between their own drawings and their partners’ pictures. Some of the questions I would ask the students to discuss would be:

• Does your picture of one emotion match a picture of the same emotion that another student did?
• Are there any similarities and/or differences between your three pictures?
• Are any of the emotions from the movie related to one another?
• How can we move from one emotion to another in a healthy way? How can we decrease anger to become a more relaxed emotion?

Related Core Standards for Art:

Performance Standard (VA:Cr2.1.5)

• Experiment and develop skills in multiple art-making techniques and approaches through practice.

Performance Standard (VA:Cr2.2.5)

• Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.

Performance Standard (VA:Cr2.3.5)

• Identify, describe, and visually document places and/or objects of personal significance.

Performance Standard (VA:Re7.1.5)

• Compare one’s own interpretation of a work of art with the interpretation of others.

Video Clip:

 

Documentary

Title: Just Breathe

Producer: Julie Bayer Salzman and Josh Salzman

Year: 2014

Length: 3:47

Rating: No Rating (Independent  short film)

Description:

In this documentary, it has children talking candidly about how they feel when they are angry and some healthy/smart ways to manage their anger. This is the best documentary for 5th graders because it is directly from students perspectives talking about the importance of anger management and coping mechanisms. Each student talks about how when they are angry they feel a build of emotions, and that sometimes they feel they are going to explode. Another girl mentions when she gets angry it feels as though she is a jar full of glitter and water and someone shook it. When calming down, they talk about closing their eyes and taking deep breaths to reflect on their anger. When calming down, the girl explains how it is like the glitter settling at the bottom of the jar.

Content Covered:

This film addresses what being angry can be like for an individual. It is coming directly from students perspectives of these emotions and they are all candid which makes it feel very relatable for students watching. It covers how to cope with anger in healthy ways so that you can calm down and assess the situation with better judgement. It has students saying how anger feels explosive at times and how you can get very warm and heated. But at the end of the clip these same students talk about deep breathing, closing their eyes, and evaluating the situation so they won’t be angry anymore.

National Health Education Standards (NHES):

NHES 1: Students will be able to comprehend concepts related to health promotion and disease prevention to enhance health.

• V1.5.3 Explain that anger is a normal emotion.
• MEH1.5.1 Identify characteristics of a mentally and emotionally healthy person.
• MEH1.5.3 Describe the relationship between feelings and behavior.
• MEH1.5.5 Describe appropriate ways to express and deal with emotions.
• MEH1.5.15 Explain that anger is a normal emotion.

NHES 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

• PHW2.5.2 Identify relevant influences of peers on personal health and wellness-related practices and behaviors.
• PHW2.5.5 Describe how relevant influences of school and community affect personal health and wellness-related practices and behaviors.

NHES 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.

• MEH3.5.3 Describe characteristics of appropriate and trustworthy mental and emotional health services.

NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

• V4.5.1 Demonstrate effective verbal and nonverbal communication skills to prevent violence
• MEH 4.5.1 Demonstrate effective verbal and nonverbal communication skills

NHES 5: Students will demonstrate the ability to use decision-making skills to enhance health.

• V5.5.1 Identify situations that need a decision to prevent violence.
• MEH5.5.1 Identify situations that need a decision related to mental and emotional health (e.g., dealing with interpersonal conflict, managing emotional stress)

NHES 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

• MEH6.5.1 set a realistic personal goal to improve or maintain positive mental and emotional health

NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• V7.5.1 Describe practices and behaviors that reduce or prevent violence
• MEH7.5.3 Make a commitment to practice healthy mental and emotional health behaviors

NHES 8: Students will demonstrate the ability to advocate for personal, family, and community health.

• N/A

HBO’s if applicable:

Preventing Violence:

• • HBO 2: Manage emotional distress in nonviolent ways.

Mental and Emotional Health:

• • HBO 1: Express feelings in a healthy way.
  • HBO 2: Engage in activities that are mentally and emotionally healthy.
  • HBO 3: Prevent and manage interpersonal conflict, in healthy ways.
  • HBO 4: Prevent and manage emotional stress and anxiety in healthy ways.
  • HBO 5: Use self control and impulse-control strategies to promote health.

Personal Health and Wellness:

• N/A

Core Integration:

This video could be integrated into a Language Arts poetry unit in the classroom. When the students are watching the video, have them jot down some words about anger and emotions. Have them write down how the video makes them feel. After the video is over, have the students create a short poem about anger and how it changes if you have healthy coping skills. The poem will have 6 lines and the first line will be filled with rage, and as the poem goes on the less anger will be present and change to another emotion. Have students display their poems on the wall and have a class discussion on why healthy expressions of anger is important. Within the discussion we will talk and connect poetry and word expression to anger management and its importance.

Related Core Standards:

CCSS.ELA-Literacy.W.5.2.c

• Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

CCSS.ELA-Literacy.W.5.2.d

• Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.5.2.e

• Provide a concluding statement or section related to the information or explanation presented.

Video Clip: