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© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 21
Grade 4, Unit 1
Lesson 1: Empathy and Respect Handout 1
Directions
1.
Listen carefully to the words in the music
video “Walk, Walk, Walk.”
2.
Answer the questions below on your own.
3.
Switch handouts with your partner and
compare answers.
Yeah you gotta walk, walk, walk
Walk in their shoes
Take a look and see what they’re seeing
Think about the time you had the most fun in the last year. Look at your partner and let your face show how much
fun it was. Now answer these questions:
What do you notice about your partner’s expression that lets you know that he or she is thinking of something fun?
What do you think your partner notices about your expression that lets him or her know you’re thinking about
something fun?
Walk, walk, walk
Walk in their shoes
Try to understand
What it would feel like to be them
What do you like most about school?
What do you think your partner likes most about school?
Walk, walk, walk
Walk in their shoes
Empathy is what we’re saying
Recognize those feelings
You’ve felt them too
That’s empathy!
How do you feel when you don’t do well on a test?
How do you think your partner feels when he or she doesn’t do well on a test?
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 29
Grade 4, Unit 1
Lesson 2: Listening with Attention Handout 2
Directions
1.
Decide with your partner who will be the speaker first and who will be the listener. Then read the scenario out loud.
2.
The listener listens with attention while the speaker describes a perfect weekend.
3.
After practicing, the listener checks off the skills he or she used. Then the speaker checks off the skills the
listener used.
4.
Did you and your partner check off the same skills? Discuss differences and practice again if any skills
were missed.
5.
Switch parts and repeat.
Scenario
Imagine that you have no homework or other responsibilities this weekend. You get to have your perfect weekend.
What would you do? Who would you spend time with?
Listening with Attention Skills Listener’s Check Speaker’s Check
Focus on the person’s words
n n
Don’t interrupt
n n
Ask questions to find out more
n n
Repeat what you heard to show you understand
n n
Listening with Attention Skills Listener’s Check Speaker’s Check
Focus on the person’s words
n n
Don’t interrupt
n n
Ask questions to find out more
n n
Repeat what you heard to show you understand
n n
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 37
Grade 4, Unit 1
Lesson 3: Being Assertive Handout 3
Directions
1.
If you are Partner A, read the first scenario out loud.
2.
If you are Partner B, respond assertively to the scenario while Partner A checks the skills you used.
3.
Switch parts and repeat for all scenarios.
4.
Make up your own scenario and follow the directions above.
Scenarios
1.
Your friend wants to copy your answer on an assignment. Assertively tell your friend you don’t want to let him
or her copy.
Assertiveness Skills Yes
Faces the person
n
Keeps head up and shoulders back
n
Uses a calm, firm voice
n
Uses respectful words
n
2.
Somebody tries to push in front of you in the lunch line. Assertively tell that person to go to the back of the line.
Assertiveness Skills Yes
Faces the person
n
Keeps head up and shoulders back
n
Uses a calm, firm voice
n
Uses respectful words
n
3.
You are playing with a friend at recess. Your friend starts teasing a younger student about his shoes.
Assertively tell your friend to stop teasing.
Assertiveness Skills Yes
Faces the person
n
Keeps head up and shoulders back
n
Uses a calm, firm voice
n
Uses respectful words
n
4.
Your own scenario:
Assertively tell the person:
Assertiveness Skills Yes
Faces the person
n
Keeps head up and shoulders back
n
Uses a calm, firm voice
n
Uses respectful words
n
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 45
Grade 4, Unit 1
Lesson 4: Respecting Similarities and Differences Handout 4
Directions
1.
Read each question.
2.
On your own, choose a word from the list below or come up with
one that describes how you might feel in each scenario.
3.
When everyone in your group has finished, compare feelings words
with one another.
4.
Notice similarities and differences.
Feelings words
worried, unsure, frustrated, scared,
nervous, excited, sad, happy, mad,
joyful, glad, confused, uncaring,
serious, silly, frightened, embarrassed,
disappointed, jealous
Scenarios
How would you feel if . . . Write your feelings word
. . . you were in a play and you forgot your lines?
. . . you had to give a report to the class?
. . . you had to go to an event with your family and you didn’t know anybody?
. . . you were asked to hold someone’s pet snake?
. . . your best friend got sick and couldn’t come over?
. . . you studied your spelling words but still missed a lot on the test?
. . . your friend accused you of taking her pencil?
. . . your friend got a new video game you’ve been wanting?
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 53
Grade 4, Unit 1
Lesson 5: Understanding Complex Feelings Handout 5
Directions
1.
Read each scenario with your partner.
2.
Write two different feelings for each scenario.
3.
Write possible reasons for those complicated feelings.
Example
Polly finds out she got the part she wanted in the school play. Her best friend also auditioned, but didn’t get a part.
Polly is feeling:
Happy
because
she got the part she wanted.
Sad
because
her best friend is upset.
Scenarios
1.
Eric has been invited to go skateboarding, but he has never tried it before. His best friends are going, and
he doesn’t want to be left out. He’s feeling:
because
because
2.
Jina has been invited to spend the night at a friend’s house, but she won’t be able to watch her favorite
show with her family. She’s feeling:
because
because
3.
Mario is waiting in line to climb the rope in P.E. This is the first time he’s tried climbing the rope.
He’s feeling:
because
because
4. Olivia finds out that she was assigned to the teacher she wanted, but her best friend is going to be in the
other class. She’s feeling:
because
because
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 61
Grade 4, Unit 1
Lesson 6: Understanding Different Perspectives Handout 6
Directions
1.
Read the scenario.
2.
With your partner, write some responses to the questions below.
Scenario
Alyssa and Omar are building a castle out of cardboard for a class project they’re working
on. Omar is standing back, admiring their castle, while Alyssa is madly cutting and pasting
a dungeon together. The end-of-day bell rings.
“I think the castle looks great! We’re totally going to get an A!” Omar shouts as he starts
to run off. “Gotta go!”
“What? Wait! We’re not done! Can’t you see I’m still working on it? Get back here!” calls
Alyssa angrily.
Questions
1.
How would you describe Omar’s perspective on the project?
2.
How would you describe Alyssa’s perspective on what just happened?
3.
What could Omar do differently if he really thought about Alyssa’s perspective?
4.
What could Alyssa do differently if she really thought about Omar’s perspective?
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 69
Grade 4, Unit 1
Lesson 7: Conversation and Compliments Handout 7
Directions
1.
Think of something positive you know or have noticed about your partner. Write the compliment at the bottom
of this page.
2.
Sincerely say the compliment to your partner.
3.
Listen as your partner accepts the compliment by saying, “Thank you.”
4.
Ask your partner to check off the skills you used when giving the compliment. Also check off the skills your
partner used when receiving it.
5.
Switch parts and repeat.
Compliment Skills Checklists
When you give the compliment: Yes
Face the person you’re talking to
n
Use respectful, sincere words
n
Use a friendly tone of voice
n
When you receive the compliment: Yes
Face the person who is talking to you
n
Listen respectfully
n
Say “Thank you”
n
Write the compliment here:
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 77
Grade 4, Unit 1
Lesson 8: Joining In Handout 8
Directions
1.
Decide which of the three students in your group will be the “joiner” first, and which two students will be
the “group.”
2.
Read the first scenario out loud.
3.
If you are the “joiner,” practice joining the “group” using the skills on the checklist below.
4.
After you practice being the “joiner,” check off the skills you used. If a skill was missed, practice again.
5.
Switch parts after each scenario until each person has had one turn as the “joiner” and two turns in the “group.”
6.
Write your own scenario, then follow the directions above.
Scenarios
1.
You would like to join a group in the library looking at pictures of extreme sports.
2.
During an indoor recess, a group of kids are playing a board game. You would like to play too.
3.
Students in your class are working on a science project together. You would like to work on the project with them.
4.
Your own scenario:
Joining-In Skills Checklist
Joining-In Skills Yes
Stand nearby, watch, and listen (for several seconds)
n
Give a compliment, ask a question, or offer help
n
Assertively ask to join in
n
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 85
Grade 4, Unit 1
Lesson 9: Showing Compassion Handout 9
Directions
1.
Read each scenario with your partner.
2.
Together, write your responses in the spaces below the scenario.
3.
Together, write your own scenario and two responses.
Scenarios
The new kid
You see a fifth-grader teasing a new fourth-grade student at recess. You tell the
playground supervisor. You don’t know the new student who had been teased very
well. As you line up to go back inside, you notice that he still looks very upset.
What are two compassionate things you could do or say?
1.
2.
The art project
Your friend is working on an art project. Just as she is finishing up, she
accidentally spills water on her painting. The water has ruined her painting.
What are two compassionate things you could do or say?
1.
2.
Your own scenario
What are two compassionate things you could do or say?
1.
2.
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 97
Grade 4, Unit 2
Lesson 10: Introducing Emotion Management Handout 10
Strong Emotions
Angry
Frustrated
Irritated
Nervous
Sad
Hurt
Jealous
Disrespected
Embarrassed
Other:
Directions
1.
Select and check off one strong emotion you have experienced
in the list below.
2.
Select and check off physical signs that you might feel when
experiencing the strong emotion you selected.
3.
Describe a situation when you have felt or might feel this
strong emotion.
I really feel:
when:
Physical Signs:
Feel hot
Face gets red
Head hurts
Stomach hurts
Palms sweat
Heart races
Can’t think straight
Muscles tighten up
Breath gets faster
Other:
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 105
Grade 4, Unit 2
Lesson 11: Managing Strong Feelings Handout 11A
Directions
With your partner, take turns doing the following:
1.
Choose and read one of the scenarios below.
2.
Write your stop signal on the front of Handout 11B and your feeling about the scenario you chose on the back.
3.
Act out the scene together by reading the scenario out loud and holding up the “stop signal” and “name your
feeling” pages as you go.
4.
If there is time, write down and practice your own scenario.
Scenarios
Reading out loud
It’s my turn to read out loud in front of the whole class. I mess up on three big words.
Everyone laughs.
I’m feeling:
Kickball
Some friends and I are playing kickball at recess. Another student from my class rushes
into the game, takes the ball, and kicks it all the way across the playground.
I’m feeling:
Waiting for a ride
I’m waiting for my grandma to pick me up after school. It’s starting to get dark, and she’s
late. No one else is around.
I’m feeling:
Destroyed building
I just finished building a skyscraper out of building blocks during indoor recess. It took me
all recess to build. A classmate who isn’t looking walks right into it. It tumbles to the ground.
I’m feeling:
Your own scenario
I’m feeling:
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 107
Grade 4, Unit 2
Lesson 11: Managing Strong Feelings Handout 11B
Stop Signal
PRINT
Page 108
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children
Grade 4, Unit 2
Handout 11B Lesson 11: Managing Strong Feelings
Name Your Feeling
I’m feeling:
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 115
Grade 4, Unit 2
Lesson 12: Calming Down Anger Handout 12
Directions
1.
Read each scenario and the cartoon strip that goes with it.
2.
Fill in the blank boxes for the positive self-talk, using your own self-talk for each scenario.
Scenarios
Terrell plays soccer
Terrell is playing soccer with his friends at recess. His team is winning. Suddenly, someone on the other team yells,
“Terrell is cheating!” Terrell is furious. He feels like hitting the other player. He needs to follow the Calming-Down
Steps. Fill in the blank box with positive self-talk Terrell could use.
Stop—use your signal Name your feeling Calm down Use positive self-talk
Hold on!
What am I feeling?
I’m getting really angry.
I need to calm down. I’m
going to try positive self-talk.
Mei plays tag
Mei is playing freeze tag with some friends after school. Her friend Tara is not staying frozen when she’s supposed
to. She’s not playing by the rules. This makes Mei angry. She wants to yell at Tara. She needs to follow the Calming-
Down Steps. Fill in the blank box with positive self-talk Mei could use.
Stop—use your signal Name your feeling Calm down Use positive self-talk
Hold on!
What am I feeling?
I’m getting really angry.
I need to calm down. I’m
going to try positive self-talk.
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 123
Grade 4, Unit 2
Lesson 13: Managing Anxiety Handout 13
Timed Multiplication Test
3 x 3 =
4 x 6 =
9 x 8 =
0 x 5 =
3 x 9 =
8 x 8 =
5 x 2 =
5 x 4 =
1 x 8 =
3 x 6 =
5 x 8 =
6 x 7 =
4 x 6 =
7 x 8 =
2 x 9 =
2 x 4 =
0 x 9 =
4 x 4 =
3 x 8 =
4 x 7 =
3 x 5 =
4 x 9 =
9 x 6 =
7 x 5 =
6 x 6 =
7 x 7 =
8 x 2 =
5 x 9 =
9 x 3 =
8 x 6 =
8 x 1 =
7 x 6 =
3 x 8 =
5 x 5 =
4 x 3 =
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 131
Grade 4, Unit 2
Lesson 14: Avoiding Jumping to Conclusions Handout 14
Directions
1.
Read the scenarios with your partner.
2.
Read the three statements below each scenario and check off the best positive self-talk statement the character
could say to calm down and avoid jumping to conclusions.
3.
After completing each scenario, take turns with your partner so each of you practices taking three deep breaths
and repeating the positive self-talk statement you chose for that character.
4.
If there is time, write your own scenario and positive self-talk statements to practice with your partner.
Scenarios
The game
A group of kids didn’t ask Sarah to join their game. At first, Sarah thinks they left her out
on purpose. She feels very upset. Sarah takes three deep breaths. She thinks to herself:
■
They left me out on purpose.
■
They’re making fun of me.
■
They don’t see that I want to play. I should ask if I can join.
Snooping
Madhu catches his brother looking through his dresser. At first, Madhu thinks his brother is trying
to steal money. Madhu feels very angry. Madhu takes three deep breaths. He thinks to himself:
■
He’s lost something. I should ask him what he’s looking for.
■
He’s trying to steal my money.
■
He’s always getting into my things.
The haircut
Maddie just got a new haircut. She’s worried it is too short. Maddie walks past a group of
kids, and they start laughing. At first, she thinks they’re laughing at her haircut. She feels very
embarrassed. Maddie takes three deep breaths. She thinks to herself:
■
My hair looks awful.
■
I’m never getting my hair cut again.
■
My hair looks just fine.
Your own scenario
Positive self-talk statements
1.
2.
3.
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 139
Grade 4, Unit 2
Lesson 15: Handling Put-Downs Handout 15
Directions
1.
Decide who will be Partner A and who will be Partner B. If you are Partner A, read the first scenario out loud, but
do not act it out.
2.
Partner B listens as Partner A practices a Way to Calm Down and an assertive statement.
3.
Switch parts and repeat the directions above for the next scenario.
4.
If there is time, write your own scenario and repeat the directions above with your partner.
Scenarios
New shoes
Someone in your class is insulting your new shoes.
1.
Choose and practice one or more of the following Ways to Calm Down:
n
Breathe
n
Count
n
Use positive self-talk
2.
Choose one of the following statements and practice doing or saying it assertively
to your partner:
n
Ignore the comment and turn away.
n
Say, “Stop it. I don’t like that.”
n
Say, “That’s your opinion. I like these shoes.”
n
Say a different assertive comment:
Wrong answer
A classmate is making fun of you for answering a question wrong in front of the class.
1.
Choose and practice one or more of the following Ways to Calm Down:
n
Breathe
n
Count
n
Use positive self-talk
2.
Choose one of the following statements and practice doing or saying it
assertively to your partner:
n
Ignore the comment and turn away.
n
Say, “Stop it. I don’t like that.”
n
Say, “I made a mistake. That’s okay.”
n
Say a different assertive comment:
Your own scenario
1.
Choose and practice one or more of the following Ways to Calm Down:
n
Breathe
n
Count
n
Use positive self-talk
2.
Choose one of the following statements and practice doing or saying it assertively to your partner:
n
Ignore the comment and turn away.
n
Say, “Stop it. I don’t like that.”
n
Say a different assertive comment:
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 151
Grade 4, Unit 3
Lesson 16: Solving Problems, Part 1 Handout 16
Directions
1.
With your partner, read each pair of blaming statements in the scenarios below.
2.
For each scenario, choose and write the best non-blaming statement from the list at the bottom of this page.
3.
Take turns reading each non-blaming statement out loud to your partner.
4.
If you have time, write your own scenario with a pair of blaming statements, then a non-blaming statement to go
with it.
Scenarios
One class ball
Student 1:
“He stole the ball I was playing with!”
Student 2:
“She knows I’m supposed to have the ball today.”
S: Say the problem without blame:
Tag
Student 1:
“She’s supposed to be ‘it’ now! She’s cheating!”
Student 2:
“She didn’t tag me. She’s lying!”
S: Say the problem without blame:
The captain
Student 1:
“It’s my turn to be captain. He always gets to be captain!”
Student 2:
“He can’t be captain. He doesn’t pick teams fairly!”
S: Say the problem without blame:
Your own scenario
Student 1:
Student 2:
S: Say the problem without blame:
Non-blaming statements
We disagree about who should be captain.
We both want to play with the ball.
We disagree about who is “it.”
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 159
Grade 4, Unit 3
Lesson 17: Solving Problems, Part 2 Handout 17
Directions
1.
Select one non-blaming problem statement from Handout 16. Write the name of the scenario and your non-
blaming problem statement below.
2.
With your partner, write several possible solutions for that problem.
3.
Write possible consequences for each solution. If possible, think of both positive and negative consequences.
4.
Pick the solution you think is best and write it in the space below.
Say the Problem Without Blame:
Think of Solutions:
Solution 1
Think of Solutions:
Solution 3
Think of Solutions:
Solution 2
Pick the Best Solution:
Explore
Consequences:
+
-
Explore
Consequences:
+
-
Explore
Consequences:
+
-
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 167
Grade 4, Unit 3
Lesson 18: Making a Plan Handout 18
Directions
1.
Read the scenarios and select one.
2.
Write a three-step plan to carry out the solution.
3.
Trade papers with your partner and read your partner’s plan.
4.
Use the checklist to see if each plan works.
5.
If there is time, try the other scenario.
Scenarios
Spelling test
Problem:
You’ve failed your last three spelling tests. You need to pass the next one.
Solution:
You will prepare for the test.
Plan
1.
2.
3.
The new team
Problem:
You just joined a new soccer team. You feel left out by your teammates.
Solution:
You will try to get to know your teammates better.
Plan
1.
2.
3.
Checklist for Making a Plan Yes Yes
The order makes sense
n n
There is enough time to do it.
n n
It’s not too complicated.
n n
It’s realistic, and you’re able to do it.
n n
Spelling test The new team
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 175
Grade 4, Unit 3
Lesson 19: Solving Playground Problems Handout 19
Directions
1.
Practice solving the problem with your partner,
using the Problem-Solving Steps you just created
on the ground.
2.
Stand in the first Problem-Solving Step with your
partner and begin working on solving the problem.
3.
When you’ve completed a step, check it off the
checklist below, then move to the next step, until
you’ve completed all steps.
Problem
Write the description of the playground problem here:
Problem-Solving Skills Checklist
Problem-Solving Skills
Yes
S: Say the problem without blame
n
T: Think of solutions
n
Is it safe?
n
Is it respectful?
n
E: Explore consequences
n
What could happen?
n
P: Pick the best solution
n
Make a plan
n
Explore
consequences
Think of
solutions
Say the
problem
Pick
the
best
solution
E:
T:
S:
P:
PRINT
Page 176
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children
Grade 4, Unit 3
Lesson 19: Solving Playground ProblemsHandout 19
Say the
problem
without blame
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 177
Grade 4, Unit 3
Lesson 19: Solving Playground Problems Handout 19
Think of
solutions
Page 178
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children
Grade 4, Unit 3
Lesson 19: Solving Playground ProblemsHandout 19
Explore
consequences
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 179
Grade 4, Unit 3
Lesson 19: Solving Playground Problems Handout 19
Pick the
best solution
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 187
Grade 4, Unit 3
Lesson 20: Taking Responsibility for Your Actions Handout 20
Directions
1.
Choose a scenario and read it together with your partner.
2.
Practice the Steps for Taking Responsibility while the other person checks off the steps you used.
3.
Switch parts, choose a different scenario, and repeat.
Scenarios
The borrowed book
You borrowed your friend’s favorite book, just for the weekend. You were reading
it on the bus, and you accidentally left it behind. You called lost and found, but
it’s gone. What do you do?
The dessert
Your friend got up from the lunch table, and you thought he went outside. He left his
dessert behind, and since you thought he was gone, you ate it. When he came back,
he wanted to have his dessert, but you had already eaten it. What do you do?
The cartoon
You drew a cartoon on your friend’s notebook because you thought it was funny.
Your friend didn’t think it was funny at all. She’s mad. What do you do?
Steps for Taking Responsibility Yes Yes Yes
Admit what you did is wrong
n n n
Make a sincere apology
n n n
Offer to make amends
n n n
The
borrowed book The dessert The cartoon
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 195
Grade 4, Unit 3
Lesson 21: Dealing with Peer Pressure Handout 21
Directions
1.
Decide who will be Partner A and who will be Partner B.
2.
If you are Partner A, read the first scenario out loud.
3.
If you are Partner B, listen to your partner and practice saying no assertively.
4.
Partner A checks the skills on the checklist.
5.
Switch parts and follow the same directions for the other scenarios.
Scenarios
Taking money
Your older brother wants you to take money out of your mother’s purse when she’s
not looking.
The beer
Your cousins want you to take a drink of a beer they took from their parents’ party.
Dangerous dare
Your friends want you to run across a frozen pond to see if you can make it to the other side.
Mean text
A friend wants you to send a mean text message to someone who made your friend mad.
Your own scenario
Assertiveness Skills Checklist Yes Yes Yes Yes Yes
Face the person you’re talking to
n n n n n
Keep your head up and shoulders back.
n n n n n
Use a calm, firm voice.
n n n n n
Use respectful words.
n n n n n
Taking
money
The
beer
Dangerous
dare
Mean
text
Your own
scenario
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 203
Handout 22A
Grade 4, Unit 3
Lesson 22: Reviewing Second Step Skills
Directions
1.
In the boxes below, draw your own original cartoons that show empathy and compassion.
2.
Match each cartoon to the verses below the boxes from the song “Walk, Walk, Walk.”
You see she’s getting angry, you’ve felt that feeling too. Embarrassed, jealous, scared: strong emotions through
and through.
Empathy’s the pathway to recognize and walk so you can dish out some compassion and really walk the talk. People
showing strong feelings—what do you do? Show them that you get it: treat them with kindness through and through!
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 205
Handout 22B
Grade 4, Unit 3
Lesson 22: Reviewing Second Step Skills
Directions
1.
Read the following Second Step Skills and Concepts Checklist.
2.
As you see skills being used in the video, check them off.
Second Step
Skills
and Concepts Checklist
Second Step Skills and Concepts Yes
Empathy
Feeling or understanding what someone else is feeling.
Having empathy helps you respond respectfully and/or in a caring
way to others.
n
Respect
Treating others the way you want to be treated
n
Skills for Learning
•
Listening with attention
•
Being assertive
n
How to Calm Down
Stop—use your stop signal.
Name your feeling.
Calm down:
•
Breathe
•
Count
•
Use positive self-talk
n
Taking Responsibility
n
Problem Solving
S:
Say the problem (without blame).
T:
Think of solutions (safe and respectful).
E:
Explore consequences (what could happen?).
P:
Pick the best solution (make a plan).
n
Making a Plan
n
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Page 206
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children
Handout 22B
Grade 4, Unit 3
Lesson 22: Reviewing Second Step Skills
Directions
Use the form below to help you write a story about a problem between two or
more people and how they solve it.
Title:
Tell the story:
Character 1 feels:
Does Character 1 need to calm down?
If so, what does Character 1 need to do?
Character 2 feels:
Does Character 2 need to calm down?
If so, what does Character 2 need to do?
Say the problem without blame:
Think of solutions:
Explore consequences:
Pick the best solution:
Story conclusion:
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Form 1.: Grade 4, Unit 1 Directions Lesson

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Completed 9 February 2022

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