l1 grade 2, unit 1 lesson 1: being respectful following ... · pdf filegrade 2, unit 1...

Following Through

© 2011 Committee for Children Second Step: Skills for Social and Academic Success 1

Teach the lesson.

Play Menu Memory. Ask students to look for examples of respectful behaviors at recess. Have students report their examples after recess using Think, Turn, Tell.

Play the “Be a Learner” song. Ask students to tally examples of their own and/or others’ respectful behaviors observed during a lesson. Set a cumulative class goal.

Play Menu Memory with increased challenge. Tally examples of respectful behaviors during a lesson again. Set a goal that exceeds Day 3’s class total.

Introduce the Weekly Skill Check and have students complete the first one. For more information, go online to the Teaching Guide at www.secondstep.org. Sample check-in statements:

• Thinking about how others want to be treated and treating them that way is respectful.• Being respectful helps me be a better learner.

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Daily Practice

Grade 2, Unit 1Lesson 1: Being Respectful

Lesson Concepts• Thinking about how others want to be treated

and treating them that way helps you be respectful.

• Being respectful helps you learn.

Key WordsRespect/respectful, behavior

Why This Lesson MattersThis lesson provides a foundation of respectful behavior for students to use in partner and group activities in subsequent lessons. The respectful behavior skills taught in this lesson also contribute to a solid foundation for prosocial, empathic behavior.

Using Skills Every DayHave students ANTICIPATE how and when they will behave respectfully.

Notice when students behave respectfully, and REINFORCE the behavior with specific feedback: I noticed you said “excuse me” when you bumped your chair into your neighbor’s desk. That’s being respectful!

• Model respectful behavior.• Remind students often to behave respectfully.

Have students REFLECT on how they behaved respectfully.

L1

Home Link ReminderEmail or send home copies of the Lesson 1 Home Link.

Grade 2, Unit 1Lesson 1: Being RespectfulFollowing Through

Page 12 Second Step: Skills for Social and Academic Success © 2011 Committee for Children

Menu Memory

PreparationHave students sit with their Second Step partners.

Steps1. Have students quickly determine who is Partner A and who is Partner B.2. Have Partner As think about what they had for dinner last night.3. Have Partner As turn and tell Partner Bs what they ate.4. Have Partner Bs raise their hands when ready to tell about their partner’s meals. Call on a fews students

at random.5. Have students switch roles and repeat. Use other meal menus (breakfast, lunch, snack) to play

more rounds.

Tips• Go online to www.secondstep.org to watch a video model of the Think, Turn, Tell interactive learning

strategy and to find game adaptations for English-language learners. • Use Think, Turn, Tell frequently as a way to teach partner work and to engage all students in thinking

about a lesson topic.• Pair students for success, especially while they are learning how to listen and speak to a partner. For

example, do not pair two students who both have difficulty sitting still and listening. Pair students for an extended period of time (for example, the duration of one Second Step unit) so partners can learn to work together.

• Remember to reinforce the message that with effort and practice, brains grow stronger and smarter.

Increasing the ChallengeAttention (A), Working Memory (WM), and Inhibitory Control (IC)

• Have students sit back-to-back. (A)• Ask students to remember and say what another classmate said when reporting to the class. (WM)• Have Partner Bs count down from ten before raising their hands to tell what they’ve heard. (WM, IC)

Following Through

© 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 15

L2

Teach the lesson.

Play Sentence Switcheroo with increased challenge.

Review the Focus Attention and Listen Skills for Learning cards. Play the “Be a Learner” song and have students listen for skills mentioned in the verses.

Play Sentence Switcheroo with increased challenge.

Have students complete the Weekly Skill Check. Sample check-in statements:• Listening and focusing my attention help me be a better learner.• Focusing my attention and listening are respectful.

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Daily Practice

Grade 2, Unit 1 Lesson 2: Focusing Attention and Listening

Lesson Concepts• Focusing your attention and listening help you

be a better learner.• Focusing your attention and listening are ways

to show respect.

Key WordsFocus/focusing, attention, listen/listening, skills, concentrate, distractions

Why This Lesson MattersListening is a critical Skill for Learning. In this lesson, students practice focusing their attention and learn specific ways to be good listeners. Students need good attention and listening skills to focus on what their teacher says, hear directions, and understand lessons. Focusing-attention and listening skills can also help students get along with peers.

Using Skills Every DayHave students ANTICIPATE when they can use their focusing-attention and listening skills.

Notice when students focus their attention and listen during lessons and activities, and REINFORCE the behavior with specific feedback: I can see that you’re focusing your attention on the lesson because you’re facing me, keeping your body still, and asking questions.

• Model listening and focusing attention with students.

• Remind students with the Skills for Learning cards.

Have students REFLECT on how they used their focusing-attention and listening skills.

Home Link ReminderCollect the Lesson 1 Home Link.

Grade 2, Unit 1 Lesson 2: Focusing Attention and ListeningFollowing Through


Sentence Switcheroo

PreparationHave students stand, leaving enough room to move.

RulesYou’re going to listen to me read a sentence twice. There are two rules to follow:

• Rule 1 is, if one or more words are different the second time I read the sentence, sit down. • Rule 2 is, if no words are different, stay standing.

Steps1. Read a sentence from the list below once, slowly and clearly.2. Read the same sentence again. Change one or more words, or no words.3. Students respond with actions.4. Play a few rounds. Increase the challenge as desired.

Sentences• Practicing helps build your brain. (Focusing, focus my)• Listening with attention helps me learn. (Always being respectful, you) • Facing the speaker helps me listen better. (Ignoring all distractions, focus)


• Change the rules for actions frequently. (A, WM, IC)• Read an entirely different sentence; students cross their arms. (A, WM, IC)• Read the sentence backward; students turn around. (A, WM, IC)

Following Through


L3

Teach the lesson.

Play Listening Concentration with challenges. Ask students to reflect on the self-talk they’re using during individual work time. Call on a few students at random to tell the class what self-talk they use.

Have students listen for self-talk phrases in the “Be a Learner” song, then report what they heard.

Prepare students to play Listening Concentration with increased challenge by discussing what self-talk they could use. Play the game for a few rounds, then have students discuss how self-talk helped them.

Have students complete the Weekly Skill Check. Sample check-in statements:• Self-talk means talking to myself in a quiet voice or in my head.• Using self-talk helps me stay focused and on task.

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Grade 2, Unit 1Lesson 3: Using Self-Talk

Lesson Concepts• Self-talk means talking to yourself in a quiet

voice or in your head.• Self-talk helps you focus, stay on task, and

handle distractions.

Key WordsDistractions, ignore, focused, on task, self-talk

Why This Lesson MattersSelf-instruction, or self-talk, is an important Skill for Learning that students can use to stay focused, stay on task, and ignore distractions. Self-talk can also help students manage their emotions so they can make better decisions in stressful situations.

NoteGo online to www.secondstep.org to prepare or download doodles for the next lesson’s Brain Builder.

Using Skills Every DayHave students ANTICIPATE when they can use self-talk.

Notice when students use self-talk, and REINFORCE the behavior with specific feedback: I noticed you repeating the directions to yourself before starting today’s science activity. Using self-talk helped you remember what to do.

• Model using self-talk during lessons, transitions, and so forth. For example, demonstrate talking yourself through a task step-by-step while managing distractions.

• Remind students to use self-talk with the Use Self-Talk Skills for Learning card.

Have students REFLECT on how they used self-talk.


Grade 2, Unit 1Lesson 3: Using Self-TalkFollowing Through


Listening Concentration

PreparationHave students sit at their desks or on the floor.

Rules• Rule 1 is, hold up one finger after you’ve heard a word twice. That’s a match! • Rule 2 is, when you’ve heard three matches, stand up and hold your earlobe like this. Model

for students.

Steps1. Read one of the lists of words below.2. When most students have made three matches, the round is over.3. Play again. This time, add distractions: click a pen, tap desks, put up chairs, raise/lower blinds, and

so on.4. Play another round. Increase the challenge as desired.

Word Lists• Truck, airplane, skateboard, train, bicycle, airplane, subway, bus, bus, truck, skateboard,

subway, bicycle, train• Science, language arts, math, history, art, health, math, music, language arts, art, health, music,

science, history• Dolphin, shark, stingray, whale, octopus, whale, seahorse, dolphin, salmon, shark, salmon,

octopus, seahorse, stingray


• Add words without matches to the list. (A)• Add more words to each category. (WM)• Read the list twice and require three or four repetitions for a match. (A, WM, IC)

Following Through


L4

Teach the lesson.

Play Doodle Dance with increased challenge. Ask students how their Skills for Learning helped them be successful in the game.

Play the “Be a Learner” song. Have students raise their hands when they hear examples of assertive communication.

Play Doodle Dance with increased challenge. Play the “Be a Learner” song. Have students stand and demonstrate an assertive posture each time they hear “Be assertive!”

Have students complete the Weekly Skill Check. Sample check-in statements:• Being assertive is the respectful way to ask for help.• To ask for help assertively say, “Excuse me, could you please help me?” in a calm, firm voice.

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Grade 2, Unit 1 Lesson 4: Being Assertive

Lesson Concepts• Being assertive means asking for what you want

or need in a calm and firm voice. • Being assertive is a respectful way to get what

you want or need.

Key WordsRespectful, passive, aggressive, assertive, calm, firm

Why This Lesson MattersKnowing how to ask for help is an important Skill for Learning. The students who need the most help may be the least able to ask for it. The ability to communicate assertively not only contributes to academic success, it is also important for solving problems and standing up for oneself or others. Assertiveness can help children relate well to peers. Children who are too passive are at higher risk for being bullied. Children who are too aggressive in peer interactions have fewer friends.

Using Skills Every DayHave students ANTICIPATE when they can be assertive.

Notice when students are being assertive, and REINFORCE the behavior with specific feedback: When you asked me for help with your math lesson, I noticed you standing up straight, looking directly at my face, and speaking calmly and firmly. You asked for help assertively.

• Model being assertive in the classroom.• Remind students of assertiveness skills with the

Be Assertive Skills for Learning card.

Have students REFLECT on when they were assertive and how it helped them learn.


Grade 2, Unit 1 Lesson 4: Being AssertiveFollowing Through


Doodle Dance

Preparation• Go online to www.secondstep.org to watch a video of this game.• Prepare a set of doodles or go online to www.secondstep.org to download doodles.• Have students stand, leaving enough room to move.

Rules• Rule 1 is, when you see the doodle, do the matching dance move. • Rule 2 is, stop dancing when you don’t see the doodle.

Doodle Dance Combinations• Red bug: shoulder shrug • Yellow squiggles: hip wiggles • Blue tree: lift knee • Green clover: shake all over • Purple drops: foot hops • Orange star: play guitar

Steps1. Hold up a doodle. 2. Students do the matching dance move. 3. Hide the doodle to cue students to stop. 4. Students stop dancing. 5. Play a few rounds. Increase the challenge as desired.


• Increase the speed: Show the doodle faster; students dance more quickly. (A, WM)• Show two or more doodles in succession; students wait until both doodles are shown, then do the dance

combination. (A, WM, IC)• Show two or more doodles in succession; students dance in reverse order of what’s shown. (A, WM, IC)• Say the names of the doodle(s); students do matching dance move(s). (A, WM)• Show the doodle(s), then have students draw the doodles with crayons on their own paper before doing

the dance move(s). (A, WM, IC) • Have students create their own doodles with matching dance moves. Students can teach their doodle

dance to the class. (WM)

Following Through


L5

Teach the lesson.

Play Feelings Factory with increased challenge.

Play Feelings Factory with feelings from the class list. Play the “Be a Learner” song.

Have students Think, Turn, Tell about times they felt happy. Cue skill use with the Skills for Learning cards.

Have students complete the Weekly Skill Check. Sample check-in statements:• I can look at another person’s face and body and at the situation for clues about how that person

is feeling. • Some feelings are comfortable, and others are uncomfortable.• All feelings are natural.

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Grade 2, Unit 2 Lesson 5: Identifying Feelings

Lesson Concepts• Clues in faces, bodies, and situations help you

notice and understand how people are feeling. • Everyone feels a wide variety of emotions.• Some feelings are comfortable, and others are

uncomfortable.

Key WordsClues, situation, comfortable, uncomfortable

Why This Lesson MattersThe ability to identify others’ feelings using physical, verbal, and situational clues is essential to developing empathy. Being able to label feelings as comfortable or uncomfortable lays the foundation for coping effectively with difficult emotions. Accurately identifying others’ feelings helps students make friends and avoid conflicts with peers.

Using Skills Every DayHave students ANTICIPATE when they can identify others’ feelings by looking at their faces or bodies.

Notice when students identify their own or others’ feelings, and REINFORCE the behavior with specific feedback: I noticed how you looked at your partner’s face and body for clues about how she was feeling.

• Model identifying your own or others’ feelings.• Remind students to use physical, verbal, and

situational clues to help them identify feelings.

Have students REFLECT on when and how they identified others’ feelings by looking at their faces or bodies.


Grade 2, Unit 2 Lesson 5: Identifying FeelingsFollowing Through


Feelings Factory


Rules• Rule 1 is, when I say, “Foreman says, ‘Show a happy feeling,’” show me the feeling with your

face and body. • Rule 2 is, only show the feeling if I say “Foreman says” first.

Steps1. Using “Foreman says,” give students directions to show various feelings.2. Omit the words “Foreman says” at random.3. Play a few rounds. Increase the challenge as desired.


• Have students show a comfortable or uncomfortable feeling. (A, WM)• Have students show two (or three or four) feelings in a row. (A, WM, IC)• Tell students two (or three or four) feelings, and have students show the feelings in reverse order.

(A, WM, IC)

Following Through


L6

Teach the lesson.

Play Feelings Factory: Same or Different with increased challenge.

Play “The Empathy Song.” During the day, have students compare their feelings with those of their Second Step partner and identify whether the feelings are the same or different.

Play Feelings Factory: Same or Different with increased challenge. Play “The Empathy Song.” Have students discuss how Skills for Learning help you have empathy. Refer to the Skills for Learning poster or cards as needed.

Have students complete the Weekly Skill Check. Sample check-in statements:• I have empathy for others by feeling or understanding what they feel. • Noticing how others feel helps me have empathy.

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Grade 2, Unit 2 Lesson 6: Learning More About Feelings

Lesson Concepts• People can have different feelings about the same

situation.• People’s feelings can change. • Empathy is feeling or understanding what

someone else is feeling.

Key WordsSame, different, empathy, before, after

Why This Lesson MattersThis lesson helps students expand their understanding of emotions. Elementary students may misinterpret how someone else feels if they assume others react and feel the same way they would. Understanding that people can have different feelings in similar situations, and that these feelings can change, helps students develop empathy and perspective taking—key prerequisites for compassion, conflict avoidance, and success with peers.

Using Skills Every DayHave students ANTICIPATE situations when

others might feel different from them or when feelings could change.

Notice when students identify same and different feelings or that feelings have changed, and REINFORCE the behavior with specific feedback: Before we went on the field trip, I noticed you looked worried. After the field trip, you look happy. Your feelings changed!

• Model acknowledging same and different feelings.

• Remind students that it’s okay to have different feelings, and that feelings can change.

Have students REFLECT on when and how they noticed that others’ feelings were different from theirs, or when others’ feelings changed.


Grade 2, Unit 2 Lesson 6: Learning More About FeelingsFollowing Through


Feelings Factory: Same or Different


Rules• Rule 1 is, when I say, “Foreman says, ‘Show the same feeling,’” show the same feeling as I do. • Rule 2 is, when I say, “Foreman says, ‘Show a different feeling,’” show a different feeling

from mine. • Rule 3 is, only show the feeling if I say “Foreman says” first.

Steps1. Using “Foreman says,” tell students to show the same or different feelings as you do.2. Omit the words “Foreman says” at random.3. Play a few rounds. Increase the challenge as desired.


• Have students show the same or a different comfortable or uncomfortable feeling. (A, WM)• If the feeling is uncomfortable, have students lower hands AND show the feeling. (A, WM, IC)• If the feeling is comfortable, have students raise hands AND show the feeling. (A, WM, IC)• Introduce an opposites rule: If you say “same,” students show a different feeling, and vice versa.

(A, WM, IC)

Following Through


L7

Teach the lesson.

Play Choral Clapping with increased challenge. Ask students to identify one area of confidence (playing soccer, basic addition facts, cooking). Make a class confidence list.

Play “The Empathy Song.” Have students Think, Turn, Tell about one area of confidence at school (doing monkey bars, playing the recorder, spelling). Add to the class confidence list.

Play Choral Clapping with increased challenge. Have students identify if their confidence is growing with practice.

Have students complete the Weekly Skill Check. Sample check-in statements:• I build my confidence by practicing. • Having empathy helps me notice when others feel the same way I do, and when their

feelings change.

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Grade 2, Unit 2 Lesson 7: Feeling Confident

Lesson Concepts• Practicing helps you build your confidence.• Feeling confident helps you do your best and

makes you proud.• Noticing how others feel and understanding

that their feelings can change helps you have empathy.

Key WordsPractice, confident/confidence, before, after, proud

Why This Lesson MattersStudents often hold the harmful beliefs that the ability to succeed in school is predetermined and natural, and that some students are smart and some are not. Students who understand that success comes from practice and perseverance are more likely to work hard and persevere. This lesson helps students understand that confidence in their abilities can come from the success they earn when they practice and work hard.

Using Skills Every DayHave students ANTICIPATE when practice can help their confidence grow.

Notice when students practice and persevere with a challenging task, and REINFORCE the behavior with specific feedback: You’ve been practicing your basic addition facts every day. This will help your math confidence grow!

• Model practicing and feeling more confident about something.

• Remind students that practicing helps their brains grow stronger.

Have students REFLECT on when and how practice helped their confidence grow.


Grade 2, Unit 2 Lesson 7: Feeling ConfidentFollowing Through


Choral Clapping

PreparationHave students stand.

Steps1. Split the class into two halves: Group A and Group B.2. Tell Group A to clap on beat two.3. Tell Group B to clap on beat three.4. Begin a steady clapping rhythm while counting out loud: One, two, three. One, two, three.5. Signal for both groups to begin counting at beat one. Group A claps on beat two, and Group B claps

on beat three.6. Play a few rounds. Increase the tempo with each round. Increase the challenge as desired.


• Add other actions, such as snap, jump, or squat (for example, Group A claps on their beat, while Group B snaps on theirs). (A, WM)

• Increase the number of groups and add more clapping counts (for example, four groups with a count up to five). (A, WM, IC)

• Have each group clap on two different beats (for example, Group A claps on beats one and three; Group B claps on beats two and four). (A, WM, IC)

• Ask one person to clap at the wrong time on purpose. (A)

Following Through


L8

Teach the lesson.

Play Human Bar Graphs with new topics.

Play “The Empathy Song.” Ask students to notice different playground-activity preferences at recess. Briefly discuss examples.

Play Human Bar Graphs with challenges. Play “The Empathy Song.” Have students signal when they hear listening referred to in the lyrics.

Have students complete the Weekly Skill Check. Sample check-in statements: • Having empathy helps me notice when others have different feelings than I do.• I respect that others prefer different things than I do.

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Daily Practice

Grade 2, Unit 2 Lesson 8: Respecting Different Preferences

Lesson Concepts• Having empathy helps you notice when others

have different preferences that you do.• Respecting different preferences helps you get

along better with others.

Key WordsAlways, sometimes, never, prefer/preferences, same, different

Why This Lesson MattersAs students develop their ability to have empathy, it is important that they learn to interpret others’ feelings accurately. Students sometimes struggle to understand others’ perspectives because they assume that others feel the same as they do. Perspective taking is a critical skill for working in groups, making friends, and successfully resolving interpersonal conflicts. This lesson continues to build students’ perspective-taking ability through examining situations where people have different preferences about the same thing.

Using Skills Every DayHave students ANTICIPATE when others might have different preferences.

Notice when students respect others’ different preferences, and REINFORCE the behavior with specific feedback: I heard you tell Ethan that it’s okay if he prefers to play alone sometimes.

• Model having empathy for others.• Remind students to respond empathically.

Have students REFLECT on when and how they noticed others had different preferences.


Grade 2, Unit 2 Lesson 8: Respecting Different PreferencesFollowing Through


Human Bar Graphs

PreparationHave students sit at their desks.

Rules• Rule1is,ifyouhearsomethingyoualwaysliketodo,standuporstaystanding.• Rule2is,ifyouhearsomethingyousometimesliketodo,sitdownorstaystitting.• Rule3is,ifyouhearsomethingyouneverliketodo,squatdownorstaysquatting.

Steps1. Survey students’ preferences for each item listed below. Doyoualways,sometimes,orneverlike

to ? • Eatpizza• Playsoccer• Readacomicbook• Sitinthesun• Studymath

2. Students show their preferences with actions.


• Change the rules often (always means squat down; never means stand up). (A, WM, IC)• Have students notice the preferences of their Second Step partners. Call on a few students at random

to tell the class their ideas. (A, WM)• Have students notice one classmate whose preference is the same as theirs. Call on a few students at

random to tell the class their ideas. (A, WM)• Have students notice one classmate whose preference is different from theirs. Call on a few students at

random to tell the class their ideas. (A, WM)

Following Through


L9

Teach the lesson.

Play Mum’s the Word. Use different word pairs.

Play “The Empathy Song.” Ask students to track compassionate acts throughout the week. Record them on a class list titled “Compassion: Empathy in Action” and deliver it to the principal at the end of the week.

Play Mum’s the Word with challenges. Play the “Be a Learner” song. Have students discuss how being assertive helps you show compassion.

Have students complete the Weekly Skill Check. Sample check-in statements: • When I notice and understand how others feel, I have empathy for them.• I can say or do many things to show my compassion.

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Grade 2, Unit 2 Lesson 9: Showing Compassion

Lesson Concepts• Noticing and understanding what someone is

feeling helps you have empathy.• When you have empathy for someone, you

can show your care and concern by saying something kind or doing something to help.

• Showing care and concern is called showing compassion.

Key WordsNotice, care, concern, compassion/compassionate

Why This Lesson MattersEmpathy helps students perceive and understand what others are feeling. It also motivates students to show compassion by using caring words and actions with others. This helps peers feel less isolated, provides emotional support to peers in difficult circumstances, and strengthens friendships. Students who are bullied can experience fewer difficulties if other students are compassionate and show support. Increasing students’ ability to show compassion helps to create a caring and positive school climate.

Using Skills Every DayHave students ANTICIPATE when they can show others compassion.

Notice when students show compassion, and REINFORCE the behavior with specific feedback: I saw you notice that he was feeling worried about climbing the ladder. You showed compassion by telling him it was okay and offering to watch from below.

• Model showing compassion for others. • Remind students to show their care and concern.

Have students REFLECT on when and how they showed others compassion.


Grade 2, Unit 2 Lesson 9: Showing CompassionFollowing Through


Mum’s the Word

PreparationHave students sit.

Steps1. Decide on a number that’s forbidden to be said (such as four).2. Have students count around the class, replacing the forbidden number with the first word of a word

pair: empathy/compassion; say/do. Four becomes empathy; 14, empathy-teen; 24, twenty-empathy; and so forth.

3. Introduce a second forbidden number (such as six) and replace it with the second word in the pair. Six becomes compassion; 16, compassion-teen; 46, empathy-ty-compassion; and so forth.

4. Play a few rounds. Increase the challenge as desired.


• Change the forbidden number often, and continue counting. (A, WM, IC)• Change the way the word must be spoken: pitch, volume, and so forth. (A, WM, IC)• Increase or decrease the counting speed. (A)• Introduce a third forbidden number, and replace it with another word. (A, WM, IC)

Following Through


L10

Teach the lesson.

Play If-Then Toss during story time to predict the feelings of characters in response to different events.

Play Feelings Factory (refer to Following Through Card 5). Play and sing “The Empathy Song.” Have students stand each time they hear the word “feeling.”

Play If-Then Toss, the partner version.

Have students complete the Weekly Skill Check. Sample check-in statements: • If something happens to me by accident, I find out more information.• If I do something by accident, I apologize and offer to help.

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Grade 2, Unit 2Lesson 10: Predicting Feelings

Lesson Concepts• Accidents happen. • If something happens to you by accident, think

about how it could have been an accident and find out more information.

• If you do something by accident, think about how the other person feels, apologize, and offer to help.

Key WordsIf-then, on purpose, by accident, intend, information, responsible, apologize

Why This Lesson MattersOne of the causes of peer conflict and aggression is students assuming hostile motives when others do something they don’t like. When students assume that others’ actions are hostile, they are more likely to respond aggressively. This is particularly true of students who are more frequently aggressive than others, even in ambiguous situations. This lesson reminds students that things can happen by accident and helps them avoid assumptions that cause problems. This is an important form of perspective taking.

Using Skills Every DayHave students ANTICIPATE when accidents might happen and how to deal with them.

Notice when students handle accidents well, and REINFORCE the behavior with specific feedback: When he spilled his juice on your desk, you stopped to find out more before accusing him of doing it on purpose. Then he could apologize and help you clean it up.

• Model taking responsibility when you do something by accident.

• Remind students to think about others’ feelings when accidents happen.

Have students REFLECT on when accidents happened and how they handled them.


Grade 2, Unit 2Lesson 10: Predicting FeelingsFollowing Through


If-Then Toss

PreparationHave students stand in a circle.

Steps1. Read the scenario out loud: Rory accidentally spills paint on José’s art project.2. Offer one “if” statement such as those listed below.

• IfRoryapologizes,then…(José might feel better.)• IfRoryrunsoff,then…(José will feel angry.)• IfRoryofferstohelpcleanup,then…(José won’t feel upset.)

3. Toss the ball to one student. Have the student who catches it offer a “then” statement in response. Prompt students as needed.

4. Have the student toss the ball to another student. Have the new student repeat the first student’s “then” statement, then add another one. Repeat.

5. Continue the game with other “if” statements.6. Select a different scenario for additional practice.

Scenarios• Peter accidentally splashes Cynthia at the water fountain.• Penelope accidentally steps on Tyrone’s new jacket.• Cyrus accidentally runs into Lisa on the playground.

Partner VersionHave students come up with their own scenarios, then play the game with their Second Step partner.


• Have students repeat the “then” statement of the person before them, then offer a new one. (A, WM)• Have students wait five seconds before throwing the ball to the next student. (IC)

Following Through


L11

Teach the lesson.

Play Frozen Feelings Factory with challenges. Practice the hand-brain.

Divide the class into two groups. Have one group do the Calm It Down Dance while the other sings the “Calm It Down” chorus. Then have the groups switch roles.

With students facing their Second Step partners, play Frozen Feelings Factory. Have students Think, Turn, Tell about how their bodies feel when they’re experiencing the strong feelings.

Have students complete the Weekly Skill Check. Sample check-in statements: • I can focus attention on my body for clues about how I’m feeling.• Feeling very uncomfortable is a clue that the thinking part of my brain is losing control.• When I recognize my feelings, the thinking part of my brain can start to manage my strong feelings.

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Grade 2, Unit 3 Lesson 11: Introducing Emotion Management

Lesson Concepts• When you feel strong feelings, it’s hard to think

clearly.• Focusing attention on your body gives you clues

about how you’re feeling.• Thinking about your feelings helps the thinking

part of your brain get back in control.

Key WordsEmbarrassment/embarrassed, manage, recognize

Why This Lesson MattersIt is hard to think straight and make good decisions when emotions are intense. Strong feelings of anger can lead to aggressive behavior, and students may also struggle to make good choices when they experience other intense feelings. Recognizing and labeling feelings in oneself and others facilitates problem solving, self-management, and social-emotional competence. Focusing on bodily signs of strong emotions helps students recognize distressing emotions that might require managing.

Using Skills Every DayHave students ANTICIPATE when they might experience strong emotions.

Notice when students experience strong emotions, and REINFORCE their ability to notice what’s going on in their bodies with specific feedback: You seem really frustrated right now. Where do you feel the feeling in your body?

• Model identifying physical clues in your own body that signal strong emotions.

• Remind students to do the same.

Have students REFLECT on how thinking about their feelings helped them get back in control.


Grade 2, Unit 3 Lesson 11: Introducing Emotion ManagementFollowing Through


Frozen Feelings Factory

PreparationHave students stand, facing their Second Step partners and leaving enough room to move.

Rules• Rule 1 is, listen to the feeling the foreman says to show. • Rule 2 is, show the feeling with your face and body. • Rule 3 is, when I say, “Foreman says, ‘Freeze and think!’” freeze your body and think of a time

you felt that feeling in a strong way.

Demonstrate showing, then freezing, a feeling. Talk out loud about a time you felt that feeling in a strong way.

Steps1. Say: Foreman says, show (feeling).2. At random intervals, say: Foreman says, “Freeze and think!” Students freeze and think of a time they

felt that feeling strongly.3. Call on a few students at random to tell the class about when they felt that feeling.4. Play a few rounds. Increase the challenge as desired.


• Tell students two feelings. Have them freeze in the first feeling, pause, then melt into the second feeling. (A, WM, IC)

• Have students show two (or three or four) feelings in a row. (A, WM)• Tell students two (or three or four) feelings and have them show the feelings in reverse order. (A, WM)• Omit “Foreman says” at random. Students stay frozen in the previous feeling. (A, IC)

Following Through


L12

Teach the lesson.

Play Feelings Football, Version 1. Have students say their stop signal before naming a feeling.

Have students do the Calm It Down Dance. Have students replace the word “stop” in the song with their personal stop signal.

Play Feelings Football, Version 1 with increased challenge.

Have students complete the Weekly Skill Check. Sample check-in statements: • I use my stop signal and name my feeling to start calming down.• My stop signal is .

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 2, Unit 3 Lesson 12: Managing Embarrassment

Lesson ConceptUsing a stop signal and naming your feeling are the first two Calming-Down Steps.

Key WordsEmbarrassment/embarrassed, manage

Why This Lesson MattersEmotion and language are processed in different parts of the brain. Language use helps engage the thinking part of the brain. Simply naming a feeling can help decrease the intensity of the feeling, which can be useful to children when they are upset or overwhelmed by a strong emotion. A stop signal is a way students can use language to halt the escalation of emotions when they are upset so they can use the rest of the Calming-Down Steps to regain self-control.

Using Skills Every DayHave students ANTICIPATE when they might experience strong emotions.

Notice when students manage strong emotions, and REINFORCE their use of Calming-Down Strategies with specific feedback: You seem really anxious about singing in the school assembly. Saying your stop signal and naming your feeling is helping you calm down.

• Model how you stop and name your feelings when you feel overwhelmed by strong emotions.

• Remind students to stop and name their feelings when they feel overwhelmed, too.

Have students REFLECT on how using their stop signal and naming their feeling helped them calm down.


Grade 2, Unit 3 Lesson 12: Managing Embarrassment Following Through


Feelings Football, Version 1

PreparationHave students stand in a circle. Find a soft ball or beanbag for students to pass.

Rules• Rule 1 is, when the music starts, pass the ball. • Rule 2 is, when you get the ball, name a feeling. It’s okay to name the same feeling as

someone else, but not right after them.• Rule 3 is, when the music stops, the student holding the ball must say the last feeling named

or be out for one round.

Steps1. Start the “Calm It Down” song or other music.2. Have students pass the ball. Have each student who receives the ball name a feeling, then pass the

ball again.3. Stop the music.4. Have the student holding the ball say the last feeling named or be eliminated. Remind students who are

out to stop and name their feelings to calm down while they wait for one round. 5. Play a few rounds. Increase the challenge as desired.

TipBefore playing, review the class Feelings List. Have students think of five feelings to say during the game.


• Have students pass the ball more quickly. (A, WM)• When the music stops, have the student with the ball repeat the feeling named by the last person, then

name another feeling. (A, WM) • When the music stops, have the student with the ball wait five seconds, repeat the last two feelings

named, then name another feeling. (A, WM, IC)

Following Through


L13

Teach the lesson.

Play Choral Clapping Challenge, Version 1. Review the belly-breathing technique. Have students practice using belly breathing to calm down after recess.

Have students do the Calm It Down Dance, and practice belly breathing afterward.

Play Choral Clapping Challenge, Version 1 with increased challenge. Have students practice using belly breathing to calm down between rounds.

Have students complete the Weekly Skill Check. Sample check-in statements: • Belly breathing helps me calm down.• Making mistakes helps me learn because they show me what I need to practice.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 2, Unit 3 Lesson 13: Handling Making Mistakes

Lesson Concepts• Everyone makes mistakes, but if you’re feeling

strong feelings, it’s important to calm down.• Making mistakes helps you learn, because

mistakes show you what you need to practice more.

• You can use belly breathing to calm down.

Key WordsMistake, racing (heart), belly breathing

Why This Lesson MattersCalming-down skills can help students manage strong feelings. Belly breathing (diaphragmatic breathing) helps lower blood pressure and heart rate, both of which calm the body. In this lesson, students practice using belly breathing to calm down when they’ve made a mistake, a common problem that can evoke strong emotions. That mistakes are a natural part of learning that can help students identify things to practice and ways to improve is also emphasized.

Using Skills Every DayHave students ANTICIPATE when they might make mistakes and need to calm down.

Notice when students calm themselves down, and REINFORCE the behavior with specific feedback: I noticed you were disappointed about your spelling test. Now that you’ve calmed down with some belly breathing, you can think about ways to practice your spelling words to do better.

• Model calming down with belly breathing when you’ve made a mistake.

• Remind students to use belly breathing to help them calm down.

Have students REFLECT on how calming down helped them with their learning.


Grade 2, Unit 3 Lesson 13: Handling Making MistakesFollowing Through


Choral Clapping Challenge, Version 1


Steps1. Split the class into two halves: Group A and Group B.2. Tell Group A to clap on beat two; tell group B to clap on beat three.3. Begin a steady clapping rhythm while counting out loud: One, two, three. One, two, three.4. Signal for both groups to begin counting from beat one. Group A claps on beat two and Group B claps

on beat three.5. Play one practice round, then increase the challenge (select a challenge from below or think of your own). 6. Set a goal to clap the correct rhythm for a short time period (such as 30 seconds). 7. When a mistake is made, start the timer over.8. Have students use belly breathing to calm down before playing another round.



• Increase the number of groups and add more clapping counts (for example, four groups with a count up to five). (A, WM, IC)


Following Through


L14

Teach the lesson.

Play Freeze Frame, Version 1 with challenges. Finish with vigorous dancing to raise students’ heart rates, then have students belly breathe to lower their heart rates.

Have students practice changing examples of negative self-talk to positive self-talk for calming down. (Examples of negative self-talk: “This is impossible.” “I’ll never catch up.” “I’m so dumb.” “My ideas stink.” “No one will listen to me.”)

Play Freeze Frame, Version 1 with challenges. Have students use positive self-talk to help them stay still and/or handle an elimination.

Have students complete the Weekly Skill Check. Sample check-in statements: • Positive self-talk helps me calm down.• I can calm down when I’m worried.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 2, Unit 3Lesson 14: Managing Anxious Feelings

Lesson Concepts• Negative self-talk can make strong feelings even

stronger.• When you feel really worried and anxious about

something, calming down helps.• Using positive self-talk can help you calm down.

Key WordsHeart rate, worried, anxious, negative, positive

Why This Lesson MattersSelf-talk affects how people feel and can reduce or increase negative feelings. In this lesson, students learn to identify negative self-talk and practice using positive self-talk to stay calm and manage anxiety. When students become overwhelmed by anxiety, their ability to handle academic stresses deteriorates, and they become even less effective at handling further challenges. Managing anxiety effectively can help students be more successful in school.

NoteTake note of what causes students anxiety, and report red flags to the school counselor.

Using Skills Every DayHave students ANTICIPATE when they might feel really anxious.

Notice when students calm down anxious feelings, and REINFORCE the behavior with specific feedback: I noticed you using positive self-talk to calm down your anxious feelings before the performance. What did you say?

• Model calming down with positive self-talk when you’re feeling anxious.

• Remind students that negative self-talk can make their feelings stronger.

Have students REFLECT on how calming down with positive self-talk helped them manage their anxiety.


Grade 2, Unit 3Lesson 14: Managing Anxious FeelingsFollowing Through


Freeze Frame, Version 1

PreparationSelect a lively piece of music for students to dance to. Have students stand, leaving room to move.

Rules• Rule 1 is, when the music is playing, dance.• Rule 2 is, when the music stops, freeze.

Steps1. Start the music. Students dance.2. Stop the music at varying intervals. When you stop the music, say: Stop!3. Students freeze and say their stop signals.4. Say: I feel . Students name a feeling.5. Play a few rounds. Increase the challenge as desired.


• Add an elimination element: If students can’t stay frozen, they must sit down for one round. Have students use belly breathing to calm down. (IC)

• When the music stops, have students say their stop signals and freeze, then name a feeling. (A, IC)• Have students dance facing a partner: Partner A freezes in a shape, and Partner B copies the shape.

(A, WM)

Following Through


L15

Teach the lesson.

Play Feelings Football, Version 2. Have students use counting to calm down and wait to rejoin the game.

Have students do the Calm It Down Dance.

Play Freeze Frame, Version 2. Have students use counting to calm down and wait to rejoin the game.

Have students complete the Weekly Skill Check. Sample check-in statements: • Counting helps me calm down.• Calming down when I’m angry is important so I don’t hurt someone.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 2, Unit 3Lesson 15: Managing Anger

Lesson Concepts• Everyone feels angry sometimes, but hurting

other people’s feelings or bodies is not okay.• It’s important to calm down angry feelings so

you don’t do something hurtful.• Being assertive is a respectful way to get what

you want or need.

Key WordHurtful (behaviors)

Why This Lesson MattersIn this lesson, students learn about and practice using assertiveness and a new Calming-Down Strategy, counting, to cope with strong feelings of anger. Counting can help students manage anger by engaging the thinking part of the brain. This helps students slow down so they can think before they react.

NoteLesson 16’s Warm-Up requires students to pick up pieces of garbage off the floor. You may need to plant extra bits of paper on the floor in advance.

Using Skills Every DayHave students ANTICIPATE when they might feel very angry.

Notice when students manage angry feelings, and REINFORCE the behavior with specific feedback: When you were angry about missing your turn, you counted to calm down. It stopped you from doing something hurtful.

• Model calming down with counting when you feel overwhelmed by angry feelings.

• Remind students that everyone feels angry sometimes, but that hurting others’ bodies or feelings is not okay.

Have students REFLECT on how calming down and counting helped them manage their angry feelings.


Grade 2, Unit 3Lesson 15: Managing Anger Following Through





someone else, but not right after them. • Rule 3 is, when the music stops, the student holding the ball must count to five, repeat the last

two feelings named, then name another feeling.

Steps1. Start the “Calm It Down” song or other music.2. Have students pass the ball and name feelings (or choose a different topic).3. Stop the music.4. Have the student holding the ball wait five seconds, repeat the last two feelings named, then name

another feeling, or be eliminated. Remind students who are out to stop and name their feelings to calm down while they wait for one round.

Freeze Frame, Version 2

PreparationHave students stand. Select music for students to dance to. Have students stand, leaving room to move.

Rules• Rule 1 is, when the music is playing, dance.• Rule 2 is, when the music stops, freeze and say your stop signal.• Rule 3 is, when I say “I feel,” name two feelings.

Steps1. Start the music. Students dance.2. Stop the music at varying intervals. When you stop the music, say: Stop!3. Students freeze and say their stop signals.4. Say: I feel . Students name two feelings. 5. Eliminate students unable to name two feelings. Remind students who are out to stop and name their

feelings to calm down while they wait for one round.

Following Through


L16

Teach the lesson.

Play Choral Clapping Challenge, Version 2. Have students use the Calming-Down Steps to manage frustration and use positive self-talk to stay focused.

Have students do the Calm It Down Dance. Have students name the Calming-Down Steps.

Play Feelings Football, Version 2. Have students use the Calming-Down Steps to help them wait when they are eliminated.

Have students complete the Weekly Skill Check. Sample check-in statements: • Calming down helps me stay focused and on task.• I can use positive self-talk to stay focused and get my work done.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 2, Unit 3Lesson 16: Finishing Tasks

Lesson Concepts• Calming down helps you stay focused and on

task at school.• Using positive self-talk helps you stay focused

and on task so you can be a better learner.

Key WordsOn task, annoyed, jealous

Why This Lesson MattersThe ability to stay on task and complete assignments is integral to academic success. This lesson applies Calming-Down Strategies students have learned to this important challenge. Once students get control of themselves by calming down, they can use positive self-talk to stay focused and finish a task.

Using Skills Every DayHave students ANTICIPATE when they might have difficulty staying focused and on task.

Notice when students manage to stay on task, and REINFORCE the behavior with specific feedback: Using positive self-talk is helping you stay focused and calm even though you’re really excited about the field trip.

• Model calming down and using positive self-talk when you’re finding it difficult to stay on task.

• Remind students that using positive self-talk helps you finish a task so you can do the things you really want to do.

Have students REFLECT on how calming down and using positive self-talk helped them stay calm and focused.


Grade 2, Unit 3Lesson 16: Finishing TasksFollowing Through




Steps1. Split the class into two halves: Group A and Group B.2. Tell Group A to clap on every second and fourth beat; tell Group B to clap on every third and

fifth beat.3. Begin a steady clapping rhythm while counting out loud: One, two, three, four, five. One, two,

three, four, five.4. Signal for both groups to begin counting from beat one. Group A claps on beat two, Group B on beat

three, Group A on beat four, and Group B on beat five.5. Set a goal to clap the correct rhythm for a short time period (such as 30 seconds). 6. When a mistake is made, start the timer over.7. Have students use belly breathing to calm down before playing another round.




someone else, but not right after them. • Rule 3 is, when the music stops, the student holding the ball must count to five, repeat the

last two feelings named, then name another feeling.

Steps1. Start the “Calm It Down” song or other music.2. Have students pass the ball and name feelings (or choose a different topic, such as fruit, frozen foods,

flying animals, or farm animals). 3. Stop the music.4. Have the student holding the ball wait five seconds, repeat the last two feelings named, then name another

feeling, or be eliminated. Remind students who are out to stop and name their feelings to calm down while they wait for one round.

5. Play a few rounds.

Following Through


L17

Grade 2, Unit 4Lesson 17: Solving Problems, Part 1

Lesson Concepts• Calming down helps you think so you can solve

problems.• Following steps can help you solve problems.• Saying the problem without blame is respectful.

Key WordsProblem, stuck, fed up, exasperated, blame/blaming

Why This Lesson MattersStudents who are more skilled problem solvers get along better with peers and have fewer conflicts and problems with aggression. Students can escalate conflicts by failing to consider the situation from the other person’s perspective. The perspective-taking skills learned earlier are an important part of the first of the Problem-Solving Steps, S: Say the problem. It is important for students to see a problem in a neutral way that does not blame the other person.

Using Skills Every DayHave students ANTICIPATE when they might have problems.

Notice when students calmly say a problem without blame, and REINFORCE the behavior with specific feedback: I saw you calm down and tell your partner the problem is you need a fair way to decide who goes first.

• Model restating problems in non-blaming language.

• Remind students that using blaming language can make the other person angry and the problem more difficult to solve.

Have students REFLECT on how calming down helped them say a problem without blame.

Teach the lesson.

Play Sentence Switcheroo with Problem Statements.

Play the “Step Up” song before recess. Have students brainstorm common playground problems, then create blaming problem statements.

Play Sentence Switcheroo with Problem Statements. Transform students’ Day 3 playground problem statements into non-blaming problem statements.

Have students complete the Weekly Skill Check. Sample check-in statements: • The first Problem-Solving Step is S: Say the problem.• Saying the problem without blame is respectful.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice


Sentence Switcheroo with Problem Statements


RulesI will read a problem statement that has blaming words in it. Then I will read a second statement.

• Rule 1 is, if there are blaming words in the second statement, stay standing.• Rule 2 is, if there are no blaming words in the second statement, sit down.

Steps1. Read one of the problem statements from below once, slowly and clearly.2. Read the other statement with blaming words, or read the statement without blaming words.3. Students stay standing if there are still blaming words the second time, or sit down if there are none.4. Play two or three rounds.

Problem Statements• He never gives us a turn. Blaming: You always hog the ball. Not blaming: We need a fair way to

take turns. • She made me tear the book! Blaming: I tore the book because of you. Not blaming: The book is torn. • I can’t see the board because of you. Blaming: You’re always blocking the board.

Not blaming: I can’t see the board.• You always get that game first. Blaming: You never let anyone else play that game.

Not blaming: We need to share the games fairly.


• Have students name the blaming words. (A, WM)• Switch movement rules after two rounds. (A, WM, IC)• Have students cross their arms if you read an entirely different statement. (A, WM, IC)• Have students turn around if you read the statement backward. (A, WM, IC)

Following ThroughGrade 2, Unit 4

Lesson 17: Solving Problems, Part 1


Following Through


L18

Teach the lesson.

Play Partner Paper Pass with increased challenge. Help students think of solutions for a playground problem and decide whether they’re safe and respectful.

Play the “Step Up” song. Have students explore consequences for Day 2’s solutions. Have students vote to pick the best solution.

Play Partner Paper Pass with increased challenge.

Have students complete the Weekly Skill Check. Sample check-in statements: • The second Problem-Solving Step is T: Think of solutions.• Solutions must be safe and respectful.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 2, Unit 4Lesson 18: Solving Problems, Part 2

Lesson Concepts• Following steps can help you solve problems.• Solutions to problems must be safe and respectful.

Key WordsSolution, solve, safe, respectful, consequence

Why This Lesson MattersOnce they’ve calmed down and stated the problem without blaming, students are ready for the next three Problem-Solving Steps. The second step, T: Think of solutions, builds cognitive skills and helps students avoid jumping at the first idea that comes to them, thus preventing hasty and possibly more aggressive responses. Emphasizing the importance of safe and respectful solutions builds prosocial norms and helps students employ perspective taking to think about the effects of their actions on others. The third step, E: Explore consequences, helps students think through cause and effect and avoid solutions that will cause more problems.

Using Skills Every DayHave students ANTICIPATE when they might have problems.

Notice when students work well with a partner, and REINFORCE the behavior with specific feedback: You and your partner are taking turns listening to each other’s ideas. It’s helping you be better learners and get your work done.

• Model using the Problem-Solving Steps.• Remind students to think of safe and respectful

solutions to their problems.

Have students REFLECT on when and how they calmed down and used the Problem-Solving Steps to solve their problems.


Grade 2, Unit 4Lesson 18: Solving Problems, Part 2 Following Through


Partner Paper Pass

PreparationHave students sit with their Second Step partners. Give each pair one piece of scrap paper.

Steps1. Say: Hold one hand behind your back.2. Read the following directions, one at a time. Have partners work together to execute the actions. Say:

With your partner:• Foldthepieceofpaperinhalf.• Passthepapertothepairofstudentsonyourright.• Foldthepaperyoureceiveinhalf.• Passthepapertothepairofstudentsbehindyou.

3. Have students continue to fold and pass the paper two or three more times.4. Increase the challenge as desired.


• Have partners play without talking. (A, IC)• Before they pass the paper, have each student write on it. For example: names, ages. (A, WM)• Before they pass the paper, have students draw on it. For example: shapes, smiley faces. (A, WM)• For any of the above drawings, specify a location on the page. For example: top right corner, middle,

lower left corner. (A, WM)

Following Through


L19

Teach the lesson.

Play Dance Double. Play the “Step Up” song. Say the steps with students.

Read students this scenario: You borrowed your friend’s favorite trading card and lost it. Have students take turns practicing admitting and apologizing with their partners.

Play Dance Double with challenges. Using Day 3’s scenario, have students practice offering to make amends with their partner.

Have students complete the Weekly Skill Check. Sample check-in statements: • The third Problem-Solving Step is E: Explore consequences.• Taking responsibility means admitting what I did, apologizing, and offering to make amends.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 2, Unit 4Lesson 19: Taking Responsibility

Lesson Concepts• Following steps can help you solve problems.• When you hurt someone’s feelings, it’s important

to take responsibility.• Taking responsibility means admitting what you

did, apologizing, and offering to make amends.

Key WordsGuilty, admit, apologize, make amends, responsibility

Why This Lesson MattersStudents further cement their knowledge of the Problem-Solving Steps by using them to come up with positive solutions to interpersonal problems. This lesson sets positive norms for how students should handle situations where they have hurt someone else’s feelings or upset someone else. In particular, students work on coming up with ways to make amends, so problems are resolved rather than escalated.

Using Skills Every DayHave students ANTICIPATE when they might need to take responsibility for their actions.

Notice when students take responsibility for their actions, and REINFORCE the behavior with specific feedback: I noticed you admit to Frances that you broke her pencil. You apologized and offered to give her one of yours. That’s taking responsibility.

• Model taking responsibility for your actions.• Remind students that although it’s hard to take

responsibility, it’s the right thing to do, and it helps everyone feel better.

Have students REFLECT on how calming down first helped them take responsibility for their actions.


Grade 2, Unit 4Lesson 19: Taking ResponsibilityFollowing Through


Dance Double


Rules• Rule 1 is, watch me do the dance. • Rule 2 is, do the exact same dance.

Steps1. Face students.2. Perform a series of movements (see movement suggestions below).3. Have students repeat the same movement sequence.4. Increase the challenge as desired.

Movement SuggestionsPat shoulders Stomp feet Turn aroundSquat down Touch toes Reach up highMake body small Make body wide Make body tallMake arm circles Make ankle circles March on tiptoeWiggle like jelly Balance on one foot Swing alternating armsDo knee bends Wiggle fingers Clap hands


• Have students perform the same sequence in reverse order. (A, WM)• Have students wait five seconds before performing the dance, then freeze in the final position until you

say: Melt! (A, WM, IC)• Have students play the game in pairs. (A, WM)

Following Through


L20

Teach the lesson.

Play Choral Clapping Challenge, Version 1. Discuss how including everyone makes the game more fun. During group work, have students practice inviting others to join their group and accepting invitations.

Play the “Step Up” song before recess. Say the steps together with students.

Play the Small Groups Version of Choral Clapping Challenge, Version 1.

Have students complete the Weekly Skill Check. Sample check-in statements: • The fourth Problem-Solving Step is P: Pick the best solution.• Inviting others to join is the compassionate, respectful solution.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 2, Unit 4Lesson 20: Responding to Playground Exclusion

Lesson Concepts• Following steps can help you solve problems.• Being left out is a problem.• Inviting someone who is being left out to play is

the respectful, compassionate thing to do.

Key WordsLeft out, compassionate

Why This Lesson MattersStudents who are rejected by peers are at risk for negative outcomes, including worse academic performance. This lesson helps students increase empathy for students who are left out. Students learn positive norms for how to treat peers and increase their skills in using the Problem-Solving Steps by applying them to the problem of someone being left out. They also think through ways to solve the problem by helping others join in games.

Using Skills Every DayHave students ANTICIPATE when they can invite others to join an activity.

Notice when students invite others to join an activity, and REINFORCE the behavior with specific feedback: I noticed you invite Marcus to join your spelling group. That’s the respectful, compassionate thing to do.

• Model inviting others to join.• Remind students that excluding others is not

respectful.

Have students REFLECT on when and how they invited others to join an activity.


Grade 2, Unit 4Lesson 20: Responding to Playground ExclusionFollowing Through




Steps1. Split the class into two halves: Group A and Group B.2. Tell Group A to clap on beat two; tell group B to clap on beat three.3. Begin a steady clapping rhythm while counting out loud: One, two, three. One, two, three.4. Signal for both groups to begin counting from beat one. Group A claps on beat two and Group B claps

on beat three.5. Play one practice round, then increase the challenge (select a challenge from below or think of your own). 6. Set a goal to clap the correct rhythm for a short time period (such as 30 seconds). 7. When a mistake is made, start the timer over.8. Have students use belly breathing to calm down before playing another round.

Small Groups VersionHave each pair of Second Step partners invite another pair to join them in a group. When the groups of four students are formed, have them stand in their own spaces to play the game on their own. Remind students of the steps before they play.



• Increase the number of groups and add more clapping beats (for example, four groups with a count up to five). (A, WM, IC)


Following Through


L21

Teach the lesson.

Play a Brain Builder (see the other side for suggestions). Discuss and change one rule together with students.

Play the “Step Up” song before recess. Have students Think, Turn, Tell about their experiences deciding on rules for games at recess.

Play another Brain Builder (see the other side for suggestions).

Have students complete the Weekly Skill Check. Sample check-in statements: • Calming down first helps me solve problems.• Finding a respectful way to agree on rules helps me get along better with others.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 2, Unit 4Lesson 21: Playing Fairly on the Playground

Lesson Concepts• Calming down helps you think so you can solve

problems.• Following steps can help you solve problems.• When you can’t agree on rules for a game, it’s a

problem. • Finding a respectful way to agree on rules helps

you get along better with others.

Key WordFair

Why This Lesson MattersNegotiating and deciding on rules for playground play can cause conflicts among students. In this lesson, students apply the Problem-Solving Steps to negotiating game rules. This gives students a constructive process for working out differences and helps them avoid using aggression to solve playground problems.

Using Skills Every DayHave students ANTICIPATE when they’ll need to decide on fair rules for a game.

Notice when students play fairly, and REINFORCE the behavior with specific feedback: I noticed you listening to everyone’s opinion, then using Rock, Paper, Scissors to decide who goes first. That’s a fair way to play!

• Model different ways to decide and agree on rules when you play games with students.

• Remind students that deciding on fair rules is respectful and helps everyone have fun playing the game.

Have students REFLECT on when and how they decided fair rules for a game.

Home Link ReminderEmail or send home copies of the Lesson 21 Home Link. Have students take home their collection of Weekly Skill Checks to show their families. Students can take home this week’s Skill Check on Day 5.

Grade 2, Unit 4Lesson 21: Playing Fairly on the PlaygroundFollowing Through


Game of Choice

PreparationPrepare a list of three Brain Builder games to choose from. Refer to each game’s Following Through card for game rules, steps, and challenges.

Game Suggestions• Sentence Switcheroo: Following Through Card 2• Listening Concentration: Following Through Card 3• Doodle Dance: Following Through Card 4• Choral Clapping: Following Through Card 7• Mum’s the Word: Following Through Card 9

Following Through


L22

Teach the lesson.

Review the Skills for Learning. Play a Brain Builder and cue skill use with the Skills for Learning cards. Play the “Be a Learner” song and hold up each Skills for Learning card when the skill is mentioned.

Review empathy. Play “The Empathy Song.” Have students sing along, drawing hearts in the air when they hear the word “empathy” and hugging themselves when they hear the word “compassion.”

Play a Brain Builder. Review the Calming-Down Steps. Play “Calm It Down” and have students do the Calm It Down Dance.

Review the Problem-Solving Steps. Have students sing and move along to the “Step Up” song.

Day 1

Day 2

Day 3

Day 4

Day 5

Daily Practice

Grade 2, Unit 4Lesson 22: Reviewing Second Step Skills

Lesson ConceptUsing Second Step skills can help you be a better learner and get along with others.

Key WordsSpecific, examples, review

Why This Lesson MattersThis lesson reviews the Second Step skills students have learned during the year. Students given the opportunity to reflect on their individual growth and learning are more likely to retain and apply the concepts and skills learned. The more students review and practice, the stronger their skills become.

When teachers provide repeated practice of social-emotional skills in a variety of real-life situations, students are more likely to retain and continue to develop the skills that they’ve learned in the formal program. This lesson sets the stage for ongoing skill practice through follow-up activities and informally prompting students to use the skills as appropriate situations arise.

Using Skills Every DayHave students ANTICIPATE when they can use their Second Step skills.

Notice when students use Second Step skills, and REINFORCE the behavior with specific feedback: I noticed you using belly breathing to help you calm down before today’s test. That helped your thinking brain get back in control.

• Model using Second Step skills as opportunities arise.

• Remind students what skills they could use and how to use them.

Have students REFLECT on when and how they used their Second Step skills.


Following Through


Grade 2, Unit 4Lesson 22: Reviewing Second Step Skills

Game of Choice

PreparationChoose Brain Builders for Day 2 and Day 4 of this week’s Daily Practice. Refer to the game’s Following Through card for rules, steps, and challenges.

Game Suggestions• Sentence Switcheroo: Following Through Card 2• Doodle Dance: Following Through Card 4• Feelings Factory: Following Through Card 5• Choral Clapping: Following Through Card 7• Feelings Football, Version 1: Following Through Card 12• Partner Paper Pass: Following Through Card 18

l1 grade 2, unit 1 lesson 1: being respectful following ... · pdf filegrade 2, unit 1...

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