Unit 1 from Second Step first

Skills for Learning

Add lesson: Why is it important to have the tools we need when we need
them. How do we keep it organized? Why do our tools need to be in the right
place?
It’s important to be organized. Everything has a place.

Self Awareness:
Identifying Emotions
Happy Hippo: Has lots of emotions. He likes them all! It makes a hippo happy when
we know how we feel :)

Day One: What are some emotions? Use chart: So many Feelings
● Video Read aloud: The Feelings Book by Todd Parr
● Discuss naming emotions, what they are called and how the faces match your
face
● Feelings | Emotions song | Children, Kids and Toddlers music for kindergarten |
Miss Patty
Day Two: Big/Small emotions
● What are big emotions? What are small emotions?
● Discuss how our body feels when we have big emotions. How do you handle
your emotions when you feel--- x)
● Discuss how our body feels when we have small emotions. How do you handle

🙂
your emotions when you feel--- x)
● Can you name a time when you might feel - - -x ? Partner share

Day Three: Identify emotions in others

● Introduce Happy hippo. He has lots of emotions, too. He likes them all! It
makes a hippo happy when we know how we feel :)
● When we can identify our emotions, it helps us know how we can be in charge
of them too!
● Video describing emotions: Sesame Street: Name That Emotion with Murray!

Extra: GoNoodle ‘My Body Says What?’

Self-Confidence/self perception
Brave Bear: It’s easy to be brave when I do things I am good at. What are you good
at? It’s sometimes hard to be brave when I’m trying new things…

Day One: You can all do wonderful things!

● Read Aloud: ‘I Like Myself’ by Karen Beaumont
 ○Discuss how no matter where you are or what you are wearing, you
are pretty great! We are all pretty amazing people, who all like different
things and are good at different things.
○ Self Portrait: Illustrate a self portrait using ‘color of the world crayons’
Dictate/Write ‘I like me because_________’
● Discuss with your partner and share something you are good at.

Day Two: There are some things we can’t do yet…

● Read Aloud: Giraffes Can’t DanceGiraffes Can’t Dance”
● Complete drawing of something you can’t do YET. Share with class.

Day Three:
● Yet doesn’t mean we never try “This year, I will ask you to be brave. I will ask
you to do things you might never have done before, but I know you can try.”
Then, we discuss how babies learn to walk. “No babies wake up one day and
can suddenly walk everywhere. They get up, walk a little, and fall down. Then
do you know what happens next? They don’t give up! They get up and try
again! They try again and again and again until they can finally walk from one
place to another! (Feuss, J, 2015).” All humans like to do hard things for just a
little bit. We are going to do that this year together!
● Practice mountain pose whole group: Then move to tree pose with one foot
resting on other foot. Try to move tree pose to your knee. “OK friends. We are
going to try something you might not have done before. We will start with
something easy (mountain pose) and then we will try to do something a bit
braver (tree pose, rest on foot)….oh wow! You did it! Now, let’s try something
even braver (tree pose, rest on knee).

Day Four:
● Song:Trying Again Song (Yet): “Everybody hits a few bumps in the road.
But don’t quit then: try again! Because that is when we really grow and
grow, grow and grow!” ‘Trying Again’ by Emily Arrow (3 min)
○ Pause to discuss the emotions and how you would feel during
the song based on the illustrations from the picture book ‘Trying
Again’. How would you feel if you over watered the plant? What
emotions would you be feeling? ‘Oh bummer’.
● Try writing names on whiteboard with lowercase letters. (If students
can already do this, ask them to try their last name)
● You can Learn Anything Remember friends, everyone has to learn how.
Your moms and dads, your brothers and sisters, even your teacher.
We can all LEARN to do hard things!

Day Five:
VIDEOS
● Sesame Street: Don’t Give Up
● Pixar’s Piper video
● Ormie the Pig (Persistence)
● Keep Moving Forward (from the movie Meet the Robinson’s)
● Power of Yet Sesame STreet song

BOOKS
● The World NeedsWho You Were Meant to Be by Joanna Gaines
● I Am Human By Susan Vede
● Be You! By Peter H. Reynolds
● Beautiful Oops
● Your Fantastic, Elastic Brain
● Ruby the Copycat
● It’s ok to Make Mistakes by Todd Parr

Self Management:
Impulse Control/Stress Management:

Description: This will be the beginning of a week-long study about self-control in our
classroom. Introduce Self-Control Shark. This will be a reward for our friends who
show self-control in the classroom.

Day One:
● We will identify emotions that make it hard to stay calm on a chart together
(excited, scared, angry, frustrated, disappointed).
● We will discuss how all people feel this way, but that we need to show
self-control in order to make the people around us feel safe and comfortable.
● We must be in charge of our body and our voice to show caring for others.

Day Two:
● We will talk about how when we feel angry, or frustrated because something
isn’t going our way, we can try to control our emotions in different ways,
○ belly breathe
○ take a deep breath
○ say, “oh bummer”
○ walk away
○ choose something else
○ talk about our emotions.
 ● Watch the Elmo video about belly breathing and practice

Day Three:
● Read Clark the Shark. Discuss how when Clark was too excited, he scared his
friends. “What else could he have done?”
● Discuss ways to cope with big happy emotions.
○ Stay calm and tell about how you feel.
○ Smile or clap. But you must stay in control of your body and voice.
○ Another thing you can do is to think of rhymes or phrases to help
yourself, just like Clark did!
● The best thing to remember: there is a time and a place for everything, and we
need to remember to be considerate of others.

Day Four:
● Play Mousie, Mousie to practice impulse control. Students will wait for a turn
(and may not get one), handle guessing incorrectly, manage not being called
upon, and control their bodies so we don’t give away the hider!

Day Five:
● Read You Get What you Get Determine where Melvin is showing good impulse
control and where he is not.
● Ask: “Was Melvin being considerate of others? How do his actions affect the
people around him?”
● “Should he show self-control everywhere? Why?”

Goal Setting Ideas:

● Classroom management of goal setting- safe, responsible, respectful
● Letter/Sound check ins
● ‘My Job at Centers Chart’: Yikes/Happy face Chart

Self-Discipline and Self- Motivation Ideas:

● Reinforcement and modeling throughout the entire day
● “Notice how___ did this and now he did____” (Providing support and
feedback)
● Write steps on the whiteboard (First color, Then Cut, Last Glue)
● Choose ways to make their work environment more productive with seating
choice

Organizational Skills:
● See beginning of the year lessons
Social Awareness:
Perspective Taking and Empathy:
● Introduction: ‘Showing Empathy’ Social Story
● Use Unit 2 Second Step for empathy lessons (Pages 30-51 Teacher Manual: 11
lessons).

Appreciating Diversity and Respect for Others:

Day One:
● Read What’s the Difference? by Doyin Richards
○ Recall when we made self portraits earlier this year. Do we all look the
same?
○ Discuss a part of you that you are proud of. Your arms? Your hair?
Your eyes? Draw that on your paper and share with class

Day Two:
● Read: The Skin You Live In by Michael Tyler
● Discuss the lesson about melanin: The more melanin you produce, the darker
your eyes, hair and skin will be. The amount of melanin in your body depends
on a few different factors, including genetics and how much sun exposure
your ancestral population.
○ Find the color crayon/marker that matches your level of melanin and
color a hand print. Cut out. Use these handprints to make a class
rainbow display.

Day Three:
● Not only do we look different and have different skin and eyes and hair, we all
have different traditions as well. Traditions are special things your family
does. They have a way of saying, ‘This is who we are and what we love’.
● Traditions could be:
○ holiday that your family celebrates
○ Birthdays
○ Special events
○ Common interests in sporting teams or baking activities
● Your rituals might be things that no-one but your family understands. They
might be:
○ special morning kisses or crazy handshakes
○ code words for things or special names you use for each other
○ a special wink for your child at school drop-off
○ your own rules for sports or board games.
● Send note home to families:
● Family Tradition information

BOOKS
● All Are Welcome Here by Alexandra Penfold
● MIXED: A Colorful Story by Arree Chung
● I Promise by LeBron James
 ● Not Quite Snow White by Ashley Franklin

Civic Engagement:
● Reinforcement and modeling throughout the entire day/school year

Relationship Skills:
Communication:
● See Empathy lesson from Second Step (completed earlier this year)
○ I
Social Engagement:
● C
Relationship Building:
Teamwork:

Day One: Discuss Cooperation, show poster. Co (together) operate (do stuff)

Teamwork videos for discussion (Show ants, penguins, crabs)

Day 2: Work Together (2m video)

When have you worked together in class?

Pass object without dropping (ice cream)

Day 3: Cooperation Sesame Street Song What are they working together to do?
When do we work together?

Day 4: Swimmy read aloud. Discuss and compare to crab video

Day 5: Kermit and Telly Report on Cooperation

How did they feel in beginning? How did it go when they chose to cooperate?

Day 6: Pass objects with elbows

Day 7: Cooperation for kids with Mr. Saad

Who cooperates? How do they feel? What happens when you don’t? What is
compromise/ (connect self-control and friendly actions)

Day 8: Try ramps and balls activity

Silent Ball

Group Juggle

Extra SEL Read Aloud Books with lessons!