Second Step Program Overview
The goal of the Second Step program is to increase students’ school success and decrease problem behaviors by promoting social-emotional competence and self-regulation skills. Each Week I will put up a description of what we are doing in our lessons. I will also add a link below to the home links of work you can do at home to help with the concepts. The Second Step program is a classroom-based universal intervention designed to:
Lesson 1: Learning to Listen
Concepts Objective—Students will be able to:
Following Listening Rules helps everyone learn.
Our brains get smarter every time we use them.
Name and demonstrate the rules for listening in a group
Following Listening Rules helps everyone learn.
Our brains get smarter every time we use them.
Name and demonstrate the rules for listening in a group
Lesson 2: Focusing Attention
Concepts Objectives—Students will be able to:
Focusing attention involves using eyes, ears, and brain.
You can focus your attention just by thinking about it, and the more you do it, the better you get at it.
Using self-talk helps you focus attention.
Name and demonstrate the Listening Rules
Demonstrate attention skills in the context of a game
Focusing attention involves using eyes, ears, and brain.
You can focus your attention just by thinking about it, and the more you do it, the better you get at it.
Using self-talk helps you focus attention.
Name and demonstrate the Listening Rules
Demonstrate attention skills in the context of a game
Lesson 3: Following Directions
Concepts Objective—Students will be able to:
Listening and following directions are important skills for learning.
Repeating directions helps you remember them.
Following directions involves your eyes, ears, and brain.
Demonstrate listening and following directions within the context of a game
Listening and following directions are important skills for learning.
Repeating directions helps you remember them.
Following directions involves your eyes, ears, and brain.
Demonstrate listening and following directions within the context of a game
Lesson 4: Self-Talk for Staying on Task
Concepts Objective—Students will be able to:
Self-talk means talking to yourself out loud in a quiet voice or inside your head.
Self-talk helps you focus and maintain attention.
Demonstrate self-talk for remembering directions in the context of a drawing game
Self-talk means talking to yourself out loud in a quiet voice or inside your head.
Self-talk helps you focus and maintain attention.
Demonstrate self-talk for remembering directions in the context of a drawing game
Lesson 5: Being Assertive
Concepts Objective—Students will be able to:
Being assertive involves using an assertive posture (face the person, head up and shoulders back) and tone of voice (calm, firm voice; respectful words).
Assertive communication is the best way to ask for help.
Demonstrate being assertive in response to scenarios
Being assertive involves using an assertive posture (face the person, head up and shoulders back) and tone of voice (calm, firm voice; respectful words).
Assertive communication is the best way to ask for help.
Demonstrate being assertive in response to scenarios
Lesson 6: Feelings
Concepts Objectives—Students will be able to:
If you can name your own feelings, it will help you figure out how other people feel.
All feelings are natural. Some feelings are comfortable, and some are uncomfortable.
Physical clues can help you identify others’ feelings.
Name happy and sad when presented with physical clues Touching Rule, and Never Keep Secrets Rule
Identify that happy is a comfortable feeling and sad is an uncomfortable feeling
Identify a variety of feelings displayed in response to scenarios
If you can name your own feelings, it will help you figure out how other people feel.
All feelings are natural. Some feelings are comfortable, and some are uncomfortable.
Physical clues can help you identify others’ feelings.
Name happy and sad when presented with physical clues Touching Rule, and Never Keep Secrets Rule
Identify that happy is a comfortable feeling and sad is an uncomfortable feeling
Identify a variety of feelings displayed in response to scenarios
Child Protection Unit and Bullying Unit
Mrs. B. our guidance teacher will be coming in for about a month's worth of lessons to teach the students the child protection unit and the bullying unit. She will be sending home home links so you have information about what the students are learning. if you have any question about the unit you can contact her at [email protected]
Lesson 7-9- Types of Feelings
- Name interested and afraid/scared when presented with physical and situational clues
- Identify that interested is a comfortable feeling and scared an uncomfortable one
- Identify a variety of feelings displayed in response to scenarios
- Name angry when presented with physical and situational cluess
- Identify that anger is an uncomfortable feeling
- Identify a variety of feelings displayed in response to scenarios
- Compare physical and emotional similarities and differences between two students depicted in a story
- Identify same and different feelings in response to scenarios
Lesson 10-11 Accidents/ Caring and Helping others
- Identify what to say when they do something by accident
- Demonstrate saying, “I’m sorry. It was an accident. Are you okay?” in response to scenarios
- dentify that listening is one way to show you care
- Identify that helping is another way to show you care
- Demonstrate caring and helping behaviors in response to scenarios
Lesson 12-18 We Feel Feelings in our Bodies and strategies to cope with these feelings
- Identify physical clues for feeling worried
- Identify a grown-up to talk to when they feel worried
- Identify “Stop” and “Name your feeling” as ways to begin to calm down
- Demonstrate saying “Stop” and naming feelings in response to scenarios
- Demonstrate belly breathing
- Identify and demonstrate the Calming-Down Steps
- Identify the Calming-Down Steps
- Apply the Calming-Down Steps while waiting in a game situation
- Name physical signs of anger
- Apply the Calming-Down Steps in a game situation
- Identify the feeling of disappointment
- Demonstrate calming-down skills when they feel disappointed
- Demonstrate calming down in response to scenarios
- Demonstrate telling the other person they feel hurt and asking what happened
- Demonstrate apologizing and saying it was an accident
Lesson 19 Solving Problems
- Use words to describe problems presented in scenarios
- Generate multiple solutions to problems presented in scenarios
Lesson 20-25 How to play and problem solve with friends
Demonstrate inviting someone to play in response to scenarios
- Identify a problem in response to a scenario
- Generate solutions in response to a scenario
- Name sharing, trading, and taking turns as fair solutions when two students want to play with the same thing
- Demonstrate the Problem-Solving Steps with a problem in the lesson
- Identify a problem in response to scenarios
- Generate solutions in response to scenarios
- Demonstrate assertive communication in response to scenarios
- Demonstrate assertiveness and ignoring as effective strategies for handling name-calling that hurts feelings
- Identify an adult to tell if they cannot stop the name-calling
- Recall and demonstrate the Listening Rules
- Demonstrate how to calm down
- Recall the Fair Ways to Play