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© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 21
Grade 5, Unit 1
Lesson 1: Empathy and Respect Handout 1
Directions
1.
Take turns interviewing each other using the following questions about the lyrics of the song
“Walk, Walk, Walk.”
2.
Write your partner’s responses in the spaces below the questions.
3.
Compare your partner’s responses with responses from another pair
of students.
You see she’s getting angry, you’ve felt that feeling too
Describe a time when you’ve felt really angry:
What did you do?
Embarrassed, jealous, scared: strong emotions through and through
Describe a time when you’ve felt embarrassed, jealous, or scared:
What did you do?
Empathy’s the pathway to recognize and walk
So you can dish out some compassion and really walk the talk.
Describe a time when you’ve helped another person or shown empathy:
How did that make you feel?
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 29
Grade 5, 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 three things about him- or herself.
3.
After the speaker is finished, 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 the differences, and practice again if any skills
were missed.
5.
Switch parts and repeat.
Scenario
Pretend that you are going to meet a relative from another town for the first time next week. Describe three things
about yourself that you would like this relative to know before you meet. You can include things such as your
hobbies and interests, your personality, and some of your favorite things.
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 5, 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 for the next scenario. Repeat until you finish the handout.
Scenarios
1.
You are having trouble understanding a test question. Assertively ask your teacher to clarify what it means.
Assertiveness Skills Yes
Face the person you’re talking to
n
Keep your head up and shoulders back
n
Use a calm, firm voice
n
Use respectful words
n
2.
Somebody tries to push in front of you to get on the bus. Assertively tell the person to go to the back of the line.
Assertiveness Skills Yes
Face the person you’re talking to
n
Keep your head up and shoulders back
n
Use a calm, firm voice
n
Use respectful words
n
3.
There is a new girl in your class. Your friend is saying mean things about the way she dresses. Assertively tell
your friend to stop saying mean things.
Assertiveness Skills Yes
Face the person you’re talking to
n
Keep your head up and shoulders back
n
Use a calm, firm voice
n
Use respectful words
n
4.
A classmate keeps interrupting you when you are trying to answer questions in a small-group discussion.
Assertively tell your classmate to stop interrupting and that it is your turn to answer.
Assertiveness Skills Yes
Face the person you’re talking to
n
Keep your head up and shoulders back
n
Use a calm, firm voice
n
Use respectful words
n
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 45
Grade 5, Unit 1
Lesson 4: Predicting Feelings Handout 4A
Directions
Copy this page and cut it into strips along the dotted lines. Make enough for one strip per pair of students.
Directions
When the teacher says “Go,” start laughing in a loud, silly way. Predict what
your partner will do (check one):
■
Start laughing with you.
■
Ask, “What’s so funny?”
■
Look confused.
■
Other:
Directions
When the teacher says “Go,” start laughing in a loud, silly way. Predict what
your partner will do (check one):
■
Start laughing with you.
■
Ask, “What’s so funny?”
■
Look confused.
■
Other:
Directions
When the teacher says “Go,” start laughing in a loud, silly way. Predict what
your partner will do (check one):
■
Start laughing with you.
■
Ask, “What’s so funny?”
■
Look confused.
■
Other:
PRINT
Page 46
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children
Grade 5, Unit 1
Lesson 4: Predicting FeelingsHandout 4B
Directions
1.
For Part 1, ask your partner which descriptions best suit him or her and put a check next to each description
that fits.
2.
For Part 2, fill in the blanks at the end of each sentence with words from the list of feelings words or words you
think of on your own.
3.
Have your partner check off how many feelings you predicted accurately.
Part 1
My partner:
is easily embarrassed never gets embarrassed
likes to play with one good friend likes to play with lots of people
likes working with others likes to work alone
is serious likes to joke around a lot
is talkative is quiet
gets angry easily usually remains calm
Part 2
If I . . .
Write your
feelings word
Partner
check
complimented my partner on writing a good poem, then he or she might feel...
n
asked my partner to play soccer with a big group of kids at recess, then he or she
might feel...
n
made a funny face while my partner was giving a serious report, then he or she
might feel...
n
worked with my partner on a difficult math problem, then he or she might feel...
n
made a joke about my partner’s new shoes, then he or she might feel...
n
invited my partner to a big birthday party, then he or she might feel...
n
joined in a conversation my partner was having with one other person, then he or
she might feel...
n
talked to my partner during silent reading time, then he or she might feel...
n
Feelings Words
happy, sad, glad, mad, angry, frustrated, annoyed, amused, grateful,
respected, nervous, uncomfortable, disrespected
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 39
Grade 5, Unit 1
Lesson 5: Taking Others’ Perspectives Handout 5
Instructions
1. Read the story below.
2. With your partner, answer to the following questions.
Scenario
During silent reading time in class, the teacher asked Garrett to close the window shade by his desk. When he pulled
on the string, the entire shade tumbled down. The class laughed. The teacher said to leave it. Garrett was really
embarrassed.
Later, as everyone was going to recess, Dylan walked up to Garrett and said in a friendly way, “Hey…that was so
funny when you pulled on the window shade and the whole thing came down!” Garrett snarled back, “Shut up!” and
stomped away. Dylan didn’t understand why Garrett sounded so angry.
Questions
How do you think Garrett feels about what just happened?
How can you tell?
How do you think Dylan feels about what just happened?
How can you tell?
How might Garrett act differently if he understood Dylan’s perspective?
How might Dylan act differently if he understood Garrett’s perspective?
Page 52
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children
Grade 5, Unit 1
Lesson 5: Taking Others’ PerspectivesHome Link
This homework assignment was completed on
(DATE)
|
(ADULT SIGNATURE)
Student’s Perspective Adult’s Perspective
How many household chores should I do each week? My
perspective is:
How many household chores should my student should do
each week? My perspective is:
My reason(s) are: My reason(s) are:
I think my adult’s perspective is: I think my student’s perspective is:
I think my adult’s reason(s) are: I think my student’s reason(s) are:
Were you right about each other’s perspective?
What did you learn about the other person’s perspective?
Name:
What do adults and kids really know about what the other thinks? Let’s find out! You and
an adult family member are going to try understanding each other’s perspective.
First, answer the questions on the left side of the page. Try to identify the other person’s
perspective and the reasons he or she has that perspective. When you’re done, fold
the page in half so your answers can’t be seen. Next, have your adult answer the same
questions on the right side of the page. Then open the page and compare your answers to
find out how well you understand each other’s perspective!
click to sign
signature
click to edit
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 61
Grade 5, Unit 1
Lesson 6: Accepting Differences Handout 6
Directions
1.
Complete the handout by yourself. Then, follow your teacher’s
directions to get into two circles.
2.
Ask the person facing you one question from the handout. If his or
her answer is the same as yours, put an “X” in the box. If the answer
is different, do nothing.
3.
When the teacher signals, if you are in the outside circle, move toward
the right to the next person, ask any one question that does not have
an X, and repeat.
4.
When you get three Xs in a row (vertically, horizontally, or
diagonally), shout “The same!”
5.
As time allows, continue until you have Xs for all the questions.
What is your
favorite food?
How many siblings
do you have?
Do you speak
another language?
Where were
you born?
Do you have
any pets?
What is your
favorite sport?
What is your
favorite hobby?
Do you play
a musical
instrument?
Are you from a
different state
or country?
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 69
Grade 5, Unit 1
Lesson 7: Disagreeing Respectfully Handout 7
Directions
1.
With your partner, read the scenarios below and choose one to practice.
2.
Decide who will be Character A and who will be Character B.
3.
Stand up and practice disagreeing respectfully with your partner. Follow the suggestions on the checklist.
4.
After practicing, put a check by the skills your partner did well.
5.
Remember: You do not need to solve the disagreement. You can agree to disagree.
Scenarios
Rules of the game
Character A: You think the rule of a game is that you can only hold the ball for ten
seconds before you throw.
Character B: You think the rule of the game is that you can hold the ball as long as you
want before you throw.
Lunchtime
Character A: You are having lunch with Character B. You want to invite your little
brother to sit with you.
Character B: You are having lunch with Character A. You do not want Character A’s
little brother to sit at your table.
Skills for Disagreeing Respectfully Checklist
Assertiveness Skills Yes
Face the person you’re talking to
n
Keep your head up and shoulders back
n
Use a calm, firm voice
n
Use respectful words
n
Listening with Attention Skills Yes
Focus on the person’s words
n
Don’t interrupt
n
Ask questions to find out more
n
Repeat what you heard to show you understand
n
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 77
Grade 5, Unit 1
Lesson 8: Responding with Compassion Handout 8
Directions
1.
Read each scenario.
2.
Write your responses in the spaces below each scenario.
Scenarios
Lunchtime
It’s lunchtime. A girl in your class goes to her backpack to get her lunch but realizes she
left it at home. She is very upset. What is one compassionate thing you could say?
What is one compassionate thing you could do?
Say:
Do:
Freeze tag
You are playing freeze tag at recess. The person chasing you trips and skins both
knees. You don’t want to stop playing, but you can see the other person is hurt
and embarrassed. What is one compassionate thing you could say? What is one
compassionate thing you could do?
Say:
Do:
The playground teacher
The playground teacher yells at your friend for something he didn’t do. He tries to
stand up for himself, but the teacher won’t listen. Your friend is frustrated and angry.
What is one compassionate thing you could say? What is one compassionate thing
you could do?
Say:
Do:
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 89
Grade 5, Unit 2
Lesson 9: Introducing Emotion Management Handout 9
Directions
1.
On your own, come up with a stop signal for when you are feeling strong emotions and need to calm down.
Write your signal in the space below.
2.
With your partner, choose and act out one of the scenarios below, including saying your stop signal and naming
your feeling.
My stop signal:
Scenarios
The ball
Student 1 set aside one of the class balls to play with at recess. She is late leaving class. She sees Student 2
taking the ball.
Student 1:
“Hey! Hey! That was my ball!”
Student 2:
“No it’s not! It doesn’t have your name on it!”
Student 1:
“But I was saving it there!”
Student 2:
“There’s no saving! That’s the rule!”
Student 1:
Say your stop signal, then name your feeling.
Student 2:
Say your stop signal, then name your feeling.
The kickball captain
It’s Student 1’s turn to be captain of the kickball team at recess. But Student 2 says it’s his turn.
Student 1:
“It’s my turn to be captain!”
Student 2:
“We didn’t finish yesterday’s game, and I was captain
yesterday, so I should be captain again today!”
Student 1:
“That’s not fair!”
Student 2:
“Yes it is!”
Student 1:
Say your stop signal, then name your feeling.
Student 2:
Say your stop signal, then name your feeling.
Free reading time
It is free reading time in class. Student 1 has been choosing the same reading book off the back shelf all week.
Today, Student 2 takes the book before Student 1 has a chance to get to it.
Student 1:
“Hey! That’s the book I’m reading!”
Student 2:
“Not today! You’ve had it all week. I want a turn.”
Student 1:
“But I was right in the middle of it! You can’t just take it away!”
Student 2:
“You need to share. Go get another book!”
Student 1:
Say your stop signal, then name your feeling.
Student 2:
Say your stop signal, then name your feeling.
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 97
Grade 5, Unit 2
Lesson 10: Calming Down Handout 10
Directions
1.
Read the scenarios below and choose one of them to illustrate.
2.
Create your own cartoon strip showing how you can calm down in the scenario you chose. Draw pictures and
add words to the boxes below each Calming-Down Step.
Scenarios
1.
Your good friend just told you that two other friends don’t like you anymore. They didn’t say why.
2.
Your younger brother colored all over your favorite book. Now you can barely read the words on most of the pages.
1. Stop—use your signal. 2. Name your feeling.
3a. Calm down: Breathe. Count. 3b. Calm down: Use positive self-talk.
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 105
Grade 5, Unit 2
Lesson 11: Managing Anxiety Handout 11
Directions
Answer the questions below.
What can make you feel anxious?
What are some ways your body tells you that you’re feeling anxious?
PRINT
Page 106
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children
Grade 5, Unit 2
Lesson 11: Managing AnxietyHandout 11
Directions
1.
Read the scenarios.
2.
Write at least one positive self-talk statement below each scenario.
3.
Try creating your own scenario and writing one positive self-talk statement for it.
Scenarios
Reading out loud
Your teacher calls on you to read a paragraph from your book out loud to the class.
You don’t like to read out loud. You think your voice sounds funny. You feel anxious
about making a mistake. What are some things you can say to yourself to calm down?
The haircut
You get a haircut that you think is too short. You don’t want to go to school the next
day because you are anxious about other kids making fun of you. What are some things
you can say to yourself to calm down?
Friends
Your best friend has started hanging out more with another friend. They recently watched
a movie together and didn’t invite you. You feel anxious about losing your best friend.
What are some things you can say to yourself to calm down?
Sports Day
Tomorrow is Sports Day. You’re assigned to a relay team with people who are all faster
runners than you. You are anxious about losing the race for the team and having your
teammates get mad at you. What are some things you can say to yourself to calm down?
Your own scenario
What are some things you can say to yourself to calm down?
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 113
Handout 12
Grade 5, Unit 2
Lesson 12: Managing Frustration
Directions
Answer the questions below.
During the activity you just completed with your classmates, how
frustrated did you get? Check the answer below that fits best.
Not frustrated at all
A little frustrated
Frustrated
Very frustrated
Which of the following did you do to handle your frustration?
Check all that apply.
Deep, centered breathing
Counting
Using positive self-talk
If you used positive self-talk, what did you say to yourself?
Which of the Calming-Down Steps or Strategies we practice in class are most useful to you?
Describe an activity or situation you find frustrating and what you can do to calm down.
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 121
Grade 5, Unit 2
Lesson 13: Resisting Revenge Handout 13
Directions
1.
Decide who will be Partner A and who will be Partner B. If you are Partner A, read the first scenario.
2.
Together, discuss and write answers for the two questions following the first scenario.
3.
If you are Partner B, imagine yourself in that situation. Practice walking away and calming down.
4.
Switch places and repeat the directions above for the second scenario.
5.
If there is time, write and practice your own scenario.
Scenarios
The lunch tray
You are walking past a classmate while holding your lunch tray. You
accidentally brush up against her. She doesn’t like it, and she turns around
and knocks your lunch out of your hands. You are furious. You start thinking
negative things to yourself: “I can’t believe she did that. She’s so mean. I’m
going to get her back.” You feel like taking her lunch and throwing it on the
floor. Instead, you decide you need to calm down.
What Calming-Down Steps could you use?
What positive self-talk could you use to help you calm down?
The secret
You told a friend something really personal about your family. You told your
friend it was a secret. You find out that your friend told your secret to half the
class. You feel embarrassed and betrayed. You start thinking negative things
to yourself: “What a jerk! He’s always doing things like that! I’ll show him!”
You feel like telling a secret about him to everyone you know. You feel like
screaming in his face. Instead, you decide you need to calm down.
What Calming-Down Steps could you use?
What positive self-talk could you use to help you calm down?
Your own scenario
What Calming-Down Steps could you use?
What positive self-talk could you use to help you calm down?
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 129
Grade 5, Unit 2
Lesson 14: Handling Put-Downs Handout 14
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.
2.
Partner A listens as Partner B practices a Way to Calm Down and an assertive statement in response to
the scenario.
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
The haircut
You just got your hair cut. It’s a little short, but you still like it. During recess, you
hear a classmate making insulting comments about your new haircut.
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 with your partner:
Ignore the comments and turn away.
Say, “Stop it. I don’t like that.”
Say, “That’s your opinion. I like my haircut.”
Say a different assertive comment:
The test
You studied really hard for a math test. When you took the test, you raced through it.
When you got the test back, you realized you made several careless mistakes.
A classmate is making fun of you for not doing well on the test.
1.
Choose and practice one or 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 with your partner:
Ignore the comment and turn away.
Say, “Stop it. I don’t like that.”
Say, “I made some mistakes. So what?”
Say a different assertive comment:
Your own scenario
1.
Choose and practice one or 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 with your partner:
Ignore the comment and turn away.
Say, “Stop it. I don’t like that.”
Say a different assertive comment:
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 137
Handout 15
Grade 5, Unit 2
Lesson 15: Avoiding Assumptions
Directions
1.
Read the scenarios with your partner.
2.
With your partner, write one positive self-talk statement the person could say to calm down.
3.
Write one question the person could ask to get more information.
4.
After completing a scenario, practice taking three deep breaths and repeating the positive self-talk statement for
that person.
5.
If there is time, write and practice your own scenario.
Scenarios
The new coat
Terrell just got a new coat. As he walks by a group of kids in the hallway, they start
laughing. Terrell assumes they are laughing at him. Terrell feels embarrassed, then
angry. He takes three deep breaths. Terrell then thinks to himself:
Terrell could ask:
The sleepover
Gabriella overhears three of her friends planning a sleepover. She assumes they are
deliberately leaving her out. Gabriella feels upset. She takes three deep breaths.
Gabriella then thinks to herself:
Gabriella could ask:
The soccer ball
Sebastian is playing soccer at recess with a group of kids. The ball goes out of bounds.
A player from the other team throws the ball back in and hits Sebastian on the head.
Sebastian assumes the other player threw the ball at his head on purpose. He feels angry.
Sebastian takes three deep breaths. Sebastian then thinks to himself:
Sebastian could ask:
Your own scenario
then thinks to him- or herself:
could ask:
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 149
Grade 5, Unit 3
Lesson 16: Solving Problems, Part 1 Handout 16
Directions
1.
With your partner, read each scenario and pair of blaming statements below.
2.
Together, describe the problem in a statement that doesn’t blame either person.
3.
Take turns reading each non-blaming statement out loud to your partner.
4.
If you have time, write and practice your own scenario and non-blaming problem statement.
Scenarios
The camera
There’s one camera in the class that all students can use.
Student 1:
“It’s my turn to use the camera. You’re always going over your time with it!”
Student 2:
“You’re always bugging me! I’m almost done with this project.”
S: Say the problem without blame:
The cookie
Two students are late getting to lunch. By the time they get to the front of the line,
there’s only one cookie left, and Student 2 takes it.
Student 1:
“Hey! Give me that cookie! You’re always grabbing things from people!”
Student 2:
“I didn’t grab it! I got it first. You’re always accusing me of things I don’t do.”
S: Say the problem without blame:
The science experiment
Two students are doing a science experiment. Student 2 is pouring liquid into a beaker.
Student 1:
“You never let me do any of the fun stuff!”
Student 2:
“That’s because you never pay attention to the directions!”
S: Say the problem without blame:
Your own scenario
Student 1:
Student 2:
S: Say the problem without blame:
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 157
Grade 5, Unit 3
Lesson 17: Solving Problems, Part 2 Handout 17
Directions
1.
Select one scenario and non-blaming problem statement from Handout 16. Write the name of the scenario and
your problem statement below.
2.
With your partner, write three possible solutions for the problem.
3.
Write possible consequences for each solution. Remember to think of 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 165
Grade 5, Unit 3
Lesson 18: Making a Plan Handout 18A
Problem: The dog is hungry.
Solution: Give the dog a bone.
Directions
Write a three-step plan that the dog could follow (if he could read!) for how to get to the bone shown on the
map below.
Steps to Get to the Bone
1.
2.
3.
PRINT
Page 166
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children
Grade 5, Unit 3
Lesson 18: Making a PlanHandout 18A
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, write your own scenario and repeat the directions.
Scenarios
Homework
Problem:
You have forgotten to turn in your homework twice this week. Your teacher
won’t let you turn in late work.
Solution:
You need to remember to turn in your homework every day.
Plan for getting homework in every day:
1.
2.
3.
The rumor
Problem:
A friend tells you a rumor about a new kid at school.
Solution:
You know it’s just a rumor. You decide to ignore it and make
friends with the new kid.
Plan for making friends with the new kid:
1.
2.
3.
Your own scenario
Checklist for Making a Plan Yes Yes Yes
The order makes sense.
n n n
There is enough time to do it.
n n n
It’s not too complicated.
n n n
It’s realistic, and you’re able to do it.
n n n
Handout 18B
Homework The rumor Your own scenario
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 173
Grade 5, Unit 3
Lesson 19: Seeking Help Handout 19
Directions
1.
Think about a problem you’ve had in the past or one you
have now that you need help with. This problem might
involve school, friends, family, sports, or another activity.
It should be a problem that you tried to solve on your own,
but couldn’t.
2.
Write a short description of your problem.
3.
Write a short statement about what you need help with.
My problem is:
I need help with:
Can you help me?
PRINT
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 181
Grade 5, Unit 3
Lesson 20: Dealing with Gossip Handout 20
Directions
1.
With your partner, read each scenario below and select the one you want to practice.
2.
Go through each of the Problem-Solving Steps on the back of this handout for the scenario you selected and write
your responses in the spaces provided.
Scenarios
The note
You have to go to the office and deliver a note from your teacher to the
vice-principal. Someone sees you going in there, and now everyone is saying
that you are in big trouble.
The new boy
Dalton is a new boy in school. At recess, Julian and some of his friends told
you that Dalton was kicked out of his other school. You don’t know what to
do because you are just getting to know Dalton. You’re unsure whether or
not to believe what Julian and his friends told you about Dalton.
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Page 182
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children
Grade 5, Unit 3
Lesson 20: Dealing with GossipHandout 20
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:
+
-
The scenario we chose:
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 189
Grade 5, Unit 3
Lesson 21: Dealing with Peer Pressure Handout 21
Directions
1.
Write an outline for a true or fictional story about a time when you were
pressured by peers to do something that wasn’t safe or respectful or that
you knew was wrong.
2.
Use the Problem-Solving Steps on the back of this handout to solve the
peer-pressure problem.
3.
Turn to your partner and practice saying no assertively about something
in your peer-pressure story.
Outline of Your Story
1.
Where did it happen?
2.
Was anyone being pressured with you? Who?
3.
Who was doing the pressuring?
4.
What were they pressuring you about?
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© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Page 199
Handout 22B
Grade 5, 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
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
Avoiding Assumptions
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 200
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children
Handout 22B
Grade 5, Unit 3
Lesson 22: Reviewing Second Step Skills
Directions
1.
With your partner, write and act out a script for a story about a problem
between two people and how they solve it using some of the Second Step
skills (use the checklist on Side 1 as needed).
2.
Have your characters use the T, E, and P steps to solve their problem.
Script
Say the problem without blame:
Think of solutions and
Explore consequences
Think of at least two solutions and briefly explore the consequences of each.
Character 1:
Character 2:
Character 1:
Character 2:
Character 1:
Character 2:
Pick the best solution
Have the characters pick the solution they want to try first.
Character 1:
Character 2:
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Form 1.: Grade 5, Unit 1 Directions Lesson

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Completed 4 March 2022

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