Grade 4, Unit 1 Lesson 1: Empathy and Respect Note: In, when the directions say that students should work with a partner, they can work with their assigned partner for this unit or with a different partner. Before beginning Daily Practice, decide how you want to pair up students for the activities. Second Step lessons include a lot of movement activities. Have students brainstorm ways to move safely around the classroom, then practice them. Ask: How can we move respectfully around the classroom? Is acting silly respectful? It s respectful to give activities an honest effort and not be silly. Before recess, ask students to notice three different feelings other students on the playground may be experiencing. After recess, have students report the feelings they noticed, without naming names. Have students have movement conversations with their partners. A movement conversation is when movements are used instead of words to communicate. Topics for movement conversations could include playground problems, where to sit at lunch, which movie to go to, or anything where two people have might have different ideas about what to do. Reflective writing: What are three ways to show respect for others? Why does it help everyone learn when everyone shows respect? Have students anticipate times during the day when they might have empathy for a classmate. Notice when students follow discussion rules, and reinforce the behavior with specific feedback: Your group members listened respectfully as each person gave a suggestion before you made a final group decision. Model respectful responses to student contributions. Remind students to respond respectfully to their peers during class discussions and other group work. Have students reflect on times during the day when they were able to put themselves in someone else s shoes. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 19
Grade 4, Unit 1 Lesson 2: Listening with Attention Play the Walk, Walk, Walk music video. Have students listen with attention to the chorus. After the song is over, ask students to write down all the words from the chorus that they remember. Ask for volunteers to report their answers to the class. Have students turn to a partner and tell each other what they did before they got to school. Remind partners to listen with attention, using the skills from the lesson. Then have each pair of students form a group with another pair. Have each student tell the group what his or her partner did before school. Before giving directions for an assignment, test, or other academic activity, remind students to listen with attention, using the skills from the lesson. After giving the directions, have students turn and tell a partner what they heard. Reflective writing: Describe a time in class when it is important to listen with attention. How does listening with attention affect your learning? Have students anticipate times when they might need to listen with attention. Notice when students are listening with attention, and reinforce the behavior with specific feedback: I noticed you were all listening with attention to the directions for our game. Now we can have fun playing because I don t have to keep repeating them. Model listening with attention when students speak to you. Remind students to listen with attention before you give directions. Have students reflect on how they held their bodies or what was going on in their heads when they listened with attention. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 27
Grade 4, Unit 1 Lesson 3: Being Assertive Play the Walk, Walk, Walk music video. Have students stand up and walk in place each time they hear walk, walk, walk. Explain that being assertive is an important skill for getting help when you need it. Have students work with a partner. Have one partner be the teacher and the other the student. Have the student turn to the teacher and assertively say, I need some help with this assignment. Have partners switch roles and practice again. Brainstorm an assertive statement with the class. For example, Please don t push me in line. Have students say this statement assertively to a partner. Stand at the door as students are leaving for recess or for the day. Their pass to get out of the classroom is to say an assertive statement to you. Give examples as necessary: I would like to go to recess now. I m packed up and ready to go home. My desk is clean. I d like to be excused. Reflective writing: Describe what you do with your voice and body when you are being assertive. Why is being assertive a good way to communicate what you need or want at school? Have students anticipate times when they might practice being assertive. Notice effective, assertive communication, and reinforce the behavior with specific feedback: I noticed how Andrea asked everyone to get back to work on your group project in a clear, calm way. She was being assertive and really got everyone s attention in a positive way. Model assertive posture, tone of voice, and words at transition times. Remind students that the best way to get your attention is by using Assertiveness Skills. Have students reflect on how being assertive helped them get what they needed or wanted. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 35
Grade 4, Unit 1 Lesson 4: Respecting Similarities and Differences Play the Walk, Walk, Walk music video. Before playing the video, have students listen carefully to the words. Have students stand up when they hear the lyrics It may be hard to think it through, Other people feeling different because they re not you. After playing the song, have students turn to a partner and find out one difference between the two of them, and one similarity. As time allows, have partners report their differences and similarities to the class. Bring in any photo (from a newspaper, magazine, or classroom book) of a person showing a particular emotion. Have students work with a partner to name the emotion using physical clues, then describe a possible scenario that might make the person in the photo feel that way. After the class has finished an assignment or test, have students come up with one or two words to describe how they felt about it. Write their words on the board. Keep track of how many students had similar or different feelings about the same assignment or test. You may want to have students use a Venn diagram for this activity. Reflective writing: What are some ways to notice how others feel? How can having empathy for others help you at school? Have students anticipate times when they might have the same or different feelings from someone else. Notice times when students have different feelings about activities they are doing in class: I can tell that Nathan is excited that we have a field trip today, but Raoul is disappointed because it is supposed to be his day to be classroom helper. Reinforce the idea that sometimes students will experience similar feelings, and sometimes their feelings will be different. Model how you feel different from someone else: Mrs. Geary likes to take her class to the zoo, but I prefer to take my class to the science center. Remind students that feelings and preferences are not right or wrong and that it is okay for people to have different feelings from one another. Have students reflect on how their feelings about a particular event that day might have compared with their classmates feelings. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 43
Grade 4, Unit 1 Lesson 5: Understanding Complex Feelings Play the Walk, Walk, Walk music video. Have students listen with attention for all the feelings words. Have students clap each time they hear a feelings word. After the song is over, have students tell a partner all the feelings words they remember from the song and write them down. Then discuss: Have you ever had any of these feelings at the same time? Have students write two different feelings words that describe how they felt when they got to school this morning. Ask for volunteers to report their feelings words to the class. Have students get into groups of two to four and discuss a time when they had conflicting feelings about something, without using names. What did they do? How did it turn out? Remind students to listen to each other with attention and be respectful of others ideas. Reflective writing: Describe one situation at school when you have experienced more than one feeling. What were the feelings? Have students ANTICIPATE times when they might have more than one feeling about a school activity. Notice when students display more than one feeling, and REINFORCE their understanding with specific feedback: It looks like you are feeling both excited and a little nervous about the field trip to the reptile center. Model the concept of complex feelings by telling students about your own. Remind students that everyone has complex feelings sometimes. Have students REFLECT on times when they had multiple feelings during a school activity. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 51
Grade 4, Unit 1 Lesson 6: Understanding Different Perspectives Play the Walk, Walk, Walk music video. Have students listen with attention for how many times they hear the phrase walk in their shoes. (Six.) Then discuss: What does it mean to walk in their shoes? How is walking in someone else s shoes like perspective taking? Show an ambiguous picture from a newspaper or magazine to your class, without any headline or other text. Ask students to write one or two sentences describing what they see. Have students present their responses to the class. Discuss differences in what students see or perceive in the same picture. Have students draw a quick picture of what the classroom looks like or what an object you place in the front of the classroom looks like from where they are sitting. Collect the pictures, mix them up, then randomly pass them out again. Can students guess who drew which picture? Reflective writing: How does it help groups work together if their members respect each others points of view? How does it feel if someone respects your point of view? Have students ANTICIPATE times when they might need to think about someone else s perspective, like when working on a group project. Notice when students demonstrate perspectivetaking skills, and REINFORCE the behavior with specific feedback: You were able to work out your argument over which game to choose by really considering each other s perspectives. Model perspective taking through a think aloud method. Remind students that perspective taking helps them get along better with others. Have students REFLECT on times when considering someone else s perspective helped them work with another person. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 59
Grade 4, Unit 1 Lesson 7: Conversation and Compliments Have students turn to a partner and take turns starting a conversation about. (Choose a topic you re studying, such as whales, pilgrims, or weather systems, or have students pick their own topic of interest.) After recess, ask students to think about what happened on the playground and compliment a classmate on his or her behavior. For example, I d like to compliment Sarah on the way she shared the ball with me. Have students use their conversation and complimenting skills in groups of two to four. Topics can include school projects students are working on or have just completed or a game they played at recess or after school. How can students make sure everyone is included in the conversation? Reflective writing: Why would you want to start conversations with classmates? Name at least two Second Step skills you can use when making conversation. Have students ANTICIPATE appropriate times and places for conversation. Notice when students give one another sincere compliments, and REINFORCE the behavior with specific feedback: Mario, I heard you give Callie a sincere compliment on her cartwheel. Now you could have a conversation with her about how she learned to do it. Model giving compliments to students on specific actions or behaviors. Remind students to look for opportunities to compliment each other as a way to start conversations. about Second Step skills and concepts and reinforce Have students REFLECT on when and how they were successful at starting a conversation. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 67
Grade 4, Unit 1 Lesson 8: Joining In Have the class brainstorm phrases to say when attempting to join a group. Put students in groups of three or four. Have one student play the role of joiner while the rest pretend to be involved in a game or activity. Have the joiner practice assertively asking to join the group by using one of the brainstormed phrases. The remaining students accept the request. Give each member of the group an opportunity to play the joiner. If time allows, have the joiners remain quiet and have the students involved in the game or activity notice that the joiner would like to join, and invite that person in. Before recess, ask students to think about inviting someone new to join a game or group activity. Review helping someone join a group. After recess, ask for volunteers to report their experiences, without mentioning any names. Have students do the activity from Lesson 8 again. This time, have the group practice inviting the joiner to join in. Have students identify the skills they used. Reflective writing: How does it feel to be left out? What are some specific things you can do to join a group? Have students ANTICIPATE a time when they could notice if others want to join their activities. Notice when students successfully join in, and REINFORCE the behavior with specific feedback: I noticed how you watched and listened to what was going on in the kickball game before asking to join in. It looked like you enjoyed playing! Model responding positively toward students who are struggling to join in an activity or discussion. Remind students to be assertive when they want to join in or invite others to join in. Have students REFLECT on what they did to make others feel included. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 75
Grade 4, Unit 1 Lesson 9: Showing Compassion Play the Walk, Walk, Walk music video. Ask students to shake hands with the student next to them when they hear the word compassion. At the end of the day, have students tell about a time when they expressed concern for another person. After recess, have students turn to a partner and say one kind thing to each other. Say: How does it feel when someone says something kind to you? Discuss as a class. Remind students that when you say or do something that shows you care about how another person feels, you are showing compassion. Have students plan and perform a random act of kindness for one person at school (either staff or student). They will need to identify the person, decide what kind act they will do, and decide when they will do it. Reflective writing: Describe the random act of kindness you decided to do yesterday. How did you feel when you were doing it? How did the person respond? Have students ANTICIPATE times when they could respond compassionately to their younger schoolmates. Notice when students show compassion for others, and REINFORCE the behavior with specific feedback: I noticed how you helped Yoshi with his writing assignment. That was a compassionate thing to do. Model showing compassion for students and colleagues. Remind students to show compassion when they notice others needing help or feeling upset. Have students REFLECT on how showing compassion made a difference to the younger students. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 83
Grade 4, Unit 2 Lesson 10: Introducing Emotion Management After recess, have students think about a time, either that day or in the past, when they experienced a strong emotion on the playground. Have them describe the situation and give specific names to those emotions, but not name any other students who may have been involved. Have students draw pictures of themselves experiencing a strong emotion. Have them write one sentence under the picture describing what was happening when they felt the strong emotion. Have students stand up where there s enough space around them to move. Explain that they are going to put emotions into different body parts. Start with the face. Ask: What does your face do when it s happy? What does it do when it s sad? Move on to other body parts. (Suggestions: Make your left arm sad. Make your right foot frustrated. Make your back excited.) After the activity, discuss with students that emotions are felt in all parts of their bodies. Reflective writing: Briefly describe a situation when you felt a strong emotion. What was the emotion? Name at least two ways your body felt when you were having that emotion. Before playing a game, have students ANTICIPATE how they might feel if their team does not win. Notice when students recognize their own strong emotions. Reinforce the behavior with specific feedback: Eric, I noticed that you told Vince that you re feeling very angry about the game. That was much more respectful than yelling at him. Model identifying your own strong feelings. Remind students that everyone feels strong feelings at times. Have students REFLECT on what was going on in their minds and bodies after playing a game. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 95
Grade 4, Unit 2 Lesson 11: Managing Strong Feelings Play the Calm Down music video. Have students sing or say the chorus along with the music. After listening to the song, have students write down as many of the stop signals suggested in the song as they can remember. Then have them add more of their own suggestions. Before students go to recess, refer to the How to Calm Down poster. Remind students of the first two Calming-Down Steps: Stop use your signal, and Name your feeling. Have them write down or tell a partner how they might be able to use these steps during recess. After recess, check to see if anyone was able to use the steps. Have pairs of students take turns reading and completing the following scenario. Then have them act it out using their personal stop signal and naming their feeling. Scenario: I just finished drawing a really great picture of a castle. It took me about an hour to do. I took it to lunch to show my friend, and she spilled her apple juice all over it. I m feeling:. Reflective writing: Name one time at school you might need to use your stop signal and name your feeling. How does it help you when you stay in control of your emotions and actions? Have students ANTICIPATE times when controlling their emotions might be important. Notice when students are able to control their emotions, and REINFORCE the behavior with specific feedback: I can see that is very frustrating for you, but you stopped yourself before doing something you might regret. Model out loud how to Stop and Name your feeling when experiencing a strong emotion. Remind students to use the Calming-Down Steps. Have students REFLECT on times when they ve successfully stayed in control. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 103
Grade 4, Unit 2 Lesson 12: Calming Down Anger Practice deep, centered breathing with students first thing when they come into the classroom in the morning. Play the Calm Down music video. Have students sing or say the chorus along with the music. Practice deep, centered breathing with students as they come in after lunch recess. Play the Calm Down music video. Have students sing or say the chorus along with the music. Practice counting backward from ten to one with students, starting from a tense position. Have students start with their eyes closed and shoulders tense. Tell them that with each number, they should relax their shoulders a little. By the time they get to one, their shoulders should be completely relaxed. Play the Calm Down music video. Have students sing or say the chorus along with the music. Reflective writing: Name at least two Ways to Calm Down. Name two places where you could use these Ways to Calm Down. Have students ANTICIPATE when they might need to use Ways to Calm Down. Notice when students use Ways to Calm Down, and REINFORCE the behavior with specific feedback: Many of you are upset about field day being cancelled. I notice some of you taking deep, centered breaths to calm down. Model using the Ways to Calm Down in front of students. Remind students to use the Ways to Calm Down so they can think more clearly. Have students REFLECT on times when using one or more of the strategies helped them calm down. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 113
Grade 4, Unit 2 Lesson 13: Managing Anxiety Play the Calm Down music video. Have students sing or say the chorus along with the music. At the beginning of the day, discuss with students the academic tasks that might cause them anxiety this week. Have students write their own lists of tasks they feel anxious about, along with at least two strategies for managing their anxiety related to these tasks. Before the first academic task of the day, have all students practice deep, centered breathing in their seats. Before beginning a quiz, test, group project, or other academic task today, have students write down what they will do to manage their anxiety and stay in control during that task. Reflective writing: When this week did you need to manage your anxiety? Which Ways to Calm Down did you find most useful? Have students ANTICIPATE situations that might cause anxiety. Notice when students use Ways to Calm Down when they are anxious about an academic task, and REINFORCE the behavior with specific feedback: I know you all want to do well on this exam. I notice many of you are doing some deep, centered breathing before you begin. Model using positive self-talk out loud: I m anxious about taking my National Board Exam, but I m prepared and I ll do the best I can. Remind students that calming down anxiety makes it easier to focus on academic tasks. Have students REFLECT on a time they remained calm during a stressful academic task and how they did that. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 121
Grade 4, Unit 2 Lesson 14: Avoiding Jumping to Conclusions Play the Calm Down music video. Have students sing or say the chorus along with the music. Before recess, ask students to think of two positive self-talk statements they might need in a situation at recess. Have students write their statements down. After recess or P.E., have students practice deep, centered breathing before beginning the next activity. Have students think of some ways to get more information about a situation they might feel angry about (for example, if someone took the last cookie at lunch, if the group playing kickball or soccer at recess wasn t sharing the ball, if someone cut in line, and so forth). Then have students turn and tell a partner their ideas. Reflective writing: What does it mean to jump to conclusions? How does calming down help you not jump to conclusions? Have students ANTICIPATE times when they might need to find out more about a situation. Notice when students avoid jumping to conclusions, and REINFORCE the behavior with specific feedback: Since you asked questions before you jumped to conclusions about why Trevor didn t wait for you after school, you were able to find out that it was just a misunderstanding. Model making neutral assumptions about potential problems. Remind students that it is important to get more information before jumping to conclusions. Have students REFLECT on times when they were able to avoid jumping to conclusions. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 129
Grade 4, Unit 2 Lesson 15: Handling Put-Downs At the beginning of the day, have everyone sit in their chairs and practice deep breathing. Play the Calm Down music video. Have students sing or say the chorus along with the music. Before recess, have students write two things they can do if they or someone else experience a putdown on the playground. Have students write a short paragraph about how they might feel if someone made fun of the way they looked. Reflective writing: Why are put-downs not okay? Pretend someone put you down about the way you look. What is a positive thing you could say to yourself? Have students ANTICIPATE how they might handle a put-down. Notice when students successfully handle a put-down, and REINFORCE the behavior with specific feedback: Thank you, Javier, for staying calm and ignoring that disrespectful remark. Model respectful communication. Remind students to respond assertively, ignore, or talk to an adult about put-downs. Have students REFLECT on when and how they were able to respond assertively to a put-down without escalating the situation. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 137
Grade 4, Unit 3 Lesson 16: Solving Problems, Part 1 Play the Step Up music video. Have students raise their hands each time they hear the first Problem-Solving Step. Remind students that when they are trying to state a problem they are having with another person without blame, they should avoid putting the other person in the statement in a way that blames, such as You always... or She never.... Then give students the following problem and have them restate it in a non-blaming way. They can either write down their statement or tell their statement to a partner. Student 1: She s been on the bars all recess! It s my turn to go across the bars. Student 2: But he had them all last recess! He never shares. Have students practice making non-blaming problem statements for the problems brainstormed during the lesson s opening activity. Reflective writing: The first problem-solving step is S: Say the problem. Why is it important to state the problem in a way that doesn t blame others? Have students ANTICIPATE when problems with peers might arise. Notice when students use non-blaming language, and REINFORCE the behavior with specific feedback: I noticed you used respectful, non-blaming language when you told me about your problem in the computer lab. Model non-blaming problem statements. Remind students to use respectful, non-blaming language. Have students REFLECT on times they were able to say a problem without blaming another person. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 149
Grade 4, Unit 3 Lesson 17: Solving Problems, Part 2 Play the Step Up music video. Have students touch their heads each time they hear the E step. Ask students if they can remember all the steps after listening to the song. Ask for volunteers to name the steps without looking at the poster. Pose a problem to the class that has to do with their schedule, and allow them to generate solutions. Example problem: The class would like to do two equally popular activities, but there is not enough time for both. Tell students about a problem you have. For example, you want to garden this weekend, but your spouse wants to go hiking. Have the class help you work out a solution to your problem using the Problem-Solving Steps. Reflective writing: What kind of solutions do you need to come up with in T: Think of solutions? Step? Name one time during the day when you could use the Problem-Solving Steps. Have students ANTICIPATE times they could use the Problem-Solving Steps. Notice when students use Problem-Solving Steps, and REINFORCE the behavior with specific feedback: Looks like you two were able to calm down and use the Problem-Solving Steps poster to help you work through your problem. Model using the Problem-Solving Steps when problems arise in the classroom. Remind students that solving problems helps them be successful in school. Have students REFLECT on times they were able to solve a problem with a safe and respectful solution. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 157
Grade 4, Unit 3 Lesson 18: Making a Plan Play the Step Up music video. After listening, see if students can remember all the steps without looking at the poster. Have students brainstorm problems that do not have simple, one-step solutions. Write the problems down in a place where you can use them for the rest of the week. Refer to the list of problems students brainstormed on. Have students vote on two problems to work through. Then have students work with their partner to come up with and write two or three solutions for each problem. Have students make a three-step plan with a partner for one of the solutions they came up with on for the first problem. When students complete their plans, have each pair of students exchange plans with another pair. As they read through each other s plans, they should check that the order makes sense, there is enough time to do it, it is not too complicated, it is realistic, and they re able to do it. Reflective writing: Why is it important to make plans? Think about a situation in the next week when you might need to make a plan. Have students ANTICIPATE what kinds of problems or tasks might need a plan. Notice when students make a plan to carry out a complicated task, and REINFORCE the behavior with specific feedback: I noticed that before you began your science project, you made a plan that included what each member of your group would do. Model out loud for students how you plan a lesson, including writing out steps. Remind students to write down their plans and check off each step as they complete it. Have students REFLECT on how their plans for a task worked, after the task is completed. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 165
Grade 4, Unit 3 Lesson 19: Solving Playground Problems Play the Step Up music video. Have students clap every time they hear the word step. After the video ends, have students take out a blank piece of paper and write down as many steps as they can remember. Remember to cover the poster if you have it displayed. Before recess, have students tell a partner how they might use the Problem-Solving Steps they drew during the Second Step lesson on the playground to solve any problems that might arise. After recess, have students report on if and how they used the Problem-Solving Steps. Before lunch, have students work with a partner to write one typical problem that happens during lunch or recess. Then have partners brainstorm possible solutions for that problem. After recess, ask for volunteers to report on how they solved any problems that may have occurred. Reflective writing: When can you use the Problem-Solving Steps on the playground? What would happen on our playground if more students solved problems with the steps? Have students ANTICIPATE what playground activities might result in conflict. Notice when students use the Problem-Solving Steps on the playground, and REINFORCE the behavior with specific feedback: It looks like you two calmed down and stepped through the Problem-Solving Steps together. Now you can get back to your game! Model the Problem-Solving Steps aloud as opportunities arise. Remind students to use the Problem-Solving Steps on the playground. Have students REFLECT on times when they were able to solve problems successfully on the playground. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 173
Grade 4, Unit 3 Lesson 20: Taking Responsibility for Your Actions Have students stand up, then play the Step Up music video. Each time students hear the word step, have them take a step forward, then next time backward, then forward, and so on. Have students brainstorm what makes an apology sincere. Write the criteria on the board. Have them turn to a partner and practice making sincere apologies using an imaginary scenario, for example: You just knocked your classmate s books to the floor. After recess, have students report one or two problems that happened and which (if any) steps they used to solve them. If they weren t able to solve the recess problem on their own, go through the Problem-Solving Steps as a class to solve it. Repeat the same activity as on, but this time go through the Problem-Solving Steps for one or two different problems. Reflective writing: What is one thing you can do to take responsibility when you have done something wrong? Why is it important to take responsibility when you do something wrong? Have students ANTICIPATE how they might respond to an apology. Notice when students make sincere apologies, and REINFORCE the behavior with specific feedback: Chantel, I noticed you apologized to Viva for stepping on the back of her shoe. That was a respectful thing to do. Model making sincere apologies. Remind students to apologize when they create a problem for someone else. Have students REFLECT on a time when someone apologized to them and how that felt. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 185
Grade 4, Unit 3 Lesson 21: Dealing with Peer Pressure Play the Step Up music video. Have students touch their toes each time they hear the word think. Have students practice making an assertive statement with a partner. Tell students: Assertively tell your partner you don t want to share your lunch. Have students practice an assertive statement with you. As students leave the classroom, have each student assertively tell you: I would like to talk to you before school tomorrow (or another appropriate statement). Make sure they are practicing their assertiveness skills. Have students work through the following problem as a group or in pairs, using the Problem- Solving Steps: Joshua s friends want him to help them write a mean note to another boy in their class and put it in his backpack. Joshua doesn t want to do it. Reflective writing: If someone tries to pressure you into doing something you don t want to do, how can you respond? Why is it important not to pressure others to do things they don t want to do? Reinforcement Have students ANTICIPATE how they might handle a peer-pressure situation. Notice when students are able to stand up assertively for what is right, and REINFORCE the behavior with specific feedback: Margo, I noticed you told your friends to not make fun of the first-graders. You were assertive and respectful. Model assertive responses. Remind students that it is okay to say no to their friends, and it is okay for their friends to say no to them. Have students REFLECT on a time when they were able to stand up assertively for themselves or someone else. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 193
Grade 4, Unit 3 Lesson 22: Reviewing Second Step Skills Play the Walk, Walk, Walk music video. Have students draw a picture that represents a different section of the words from the section they illustrated during the lesson. Refer students to the Empathy poster as necessary. Play the Calm Down music video. Have students listen with attention for three Ways to Calm Down. Then have them write down all the Ways to Calm Down they heard in the song or remember from the lessons. Play the Step Up music video. Have students listen with attention for each of the Problem- Solving Steps. Then have students write down each of the Problem-Solving Steps they remember, without looking at the Problem-Solving Steps poster. Play all the Second Step music videos again ( Walk, Walk, Walk, Calm Down, and Step Up ). Have students work individually or with a partner. Have each pair of students pick a song, then write additional verses for that song. Ask for volunteers to sing or read their new verses to the class. Have students ANTICIPATE times when Second Step skills will be useful. Notice when students use Second Step skills, and REINFORCE the behavior with specific feedback. Model empathy, emotion management, and problem-solving skills. Remind students to use these skills in the classroom and on the playground. Have students REFLECT on times when they ve successfully used the skills. 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 201