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 Promoting Social Success

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J Promoting Social Success
F A Curriculum for
T Children with Special Needs
T
by

Gary N. Siperstein, Ph.D.

Center for Social Development and Education
University of Massachusetts Boston

and

Emily Paige Rickards, M.A"

Oliver Wendell Holrrres Society
Harvard Medical School, Boston

PUBLISHING CS
Baltimore o London. Sydney
Paul H. Brookes Publishing Co'
Post OFfice Box IO524
Baltimore, MD 21285 -0624

www.brookesPublishing'com

Brookes Publishing Co''

Inc'
Copyright O 2OO4by Paul H"
AII rights reserved'
a registered trademark of
"Paul H' Brookes Publishing Co'" is
Paul H. Brookes Publishing
Co'' trnc'

Solutions' Grand Rapids' Michigan'

Typeset by Integrared Publishing
United States of America by
f,,ti,',,rf"..or"a in the
Books, Inc', Fredericksburg'
Virginia'
ifr.tta*
was developed at the Center for Social
T\e Pronoting Social Successcurriculum
Development
pa"ut'o" (CSDE) s'ith funding from the Joseph P' Kennedy'
",'a of Special Educa-
,"a tr" U*I' Otpu"*tn' of Education' Office
Jr., loundation Grant N o' I13 24C98 0 1 67 )'
tion P rograms <u'S' otp""'""'I"ilf
ea*"'i"n
experiences'
composites based on the authors'
The case studies in this book are to
details have been changed Protect
In all instance,,
"urnt'-"J'dentifying
confidentialitY.
of the artist'
Student drawing used by permission
PhotograPhs taken bY Dan Small'
Noel' and Jamison Odone'
Illustrations by Ted f i**u^' Helmdean

to photocopy materials in the General

Purchasers are granted permission
and Lesson n"prod,r.ibio sections
foi distriburion for educational purposes'
to generate revenue for any Program
None of the forms may be reproduced You
be -1dtf'o- an original book'
or individual. nflot"tJpit' *'y only page'
o[each photocopiable
will see copyright pto'ittion ut thsbottom
prosecutable under fed'aal law'
IJnauthorized use beyond this prirtilege it

Second Printing, JanuarY 2009'

Data
Library of Congress Cataloging-in-Publication
Siperstein, GaryN' r,-- r^- *irh special
snecial needs /
^L,ilAren with
for chilciren n
Fromoting social success : a curriculum
Paige Rickards'
by Gary N. Sipersrein and Emily
p. cm'
Inilrrd.s bibiiographical references'
ISBN-1 3: 91 S-r'557 66'67 4-1
ISBN 1-tt766-614-r 2t Soc-11] skiils in
1. Social skills-Study and teaching (Elementary)'
chiidren' 3 ch;;';;;;;;';i ;:'abilities-iducation (Elementarv)'
I. Rickards, Emily Paige' Ii' Tirle'
:HQ783.s537 2Oo) 2001062600
302'.14'07-ic22
dataareavailable from the British
British Library Cataloguing in Pubiication
Library.
 lr
F
Contents
I
I
r

II
SThy Calming Down Is Important . . . .
r43
\Ways to Calm Down . . . :
157

r63
Introducing the Red Light Calming Down Steps
r69
Practicing the Calming Down StePs

t
t73
Applying the Calming Down StePs '
L77
Reviewing the Calming Down StePs
\What Helps Me Calm Down? 181

191
Reviewing Feeling \Words

Ih
unit 3-Using Social Information: Noticing and Interpreting cues
*.
191
Introducing the Yellow Light Thinking Steps
t99
Introducing BodY Language
209
Interpreting BodY Language
215
Interpreting Tone of Voice (Feelings)
2rg
Interpreting Tone of Voice (Sincerity)
Accident or On PurPose?
221

241
*r i
IdentiSring Intention

F
II
249
Is This Mean?
257
How to Tell When Someone Is BusY
267
Reacting to Other PeoPle
273
Reviewing Emotional DisPIaYs

I
277
Reviewing Social Situations

Unit 4-Planning \7hat to Do: Problem Solving

\What Does it Mean to Have
Identifying Goais . . . . .
Goals?
28'
295
I
I
30L
Practicing Identifiring Goals
347
Generating Strategies to Solve a Problem
315
Practicing Generating Strategies

^ Generating Multiple Strategies ' ' '

321
I
Assertive Problem-Solving Strategies

I
I
 'l+l

Contents vll

UsingCompromiseasaStrategy... ...331
PredictingConsequences... ...341
Practicing Strategy Selection . . .341

Introducing the Green Light Action Steps . . . .349

HowDiditGo? .......35,
\C'hat to Do If We Don't Reach Our Goal ... .361
ApptyingtheProblem-SolvingSteps. ....37I
ReviewingProblem-SolvingSkills .....377

Unit 5-Making and Keeping Friends: Social Knowledge

What Makes a Good Friend? . . .385

The Ups and Downs of Friendship . . . . .)91

ThelmportanceofTrust... ....393
GiveandThke. ....399
EncouragingEmpathy ......403
Communicating with Friends . . .407

DealingwithRejection.. .....411
Sharing Hurt Feelings with Friends ... .4L7
CopingwithTeasing... ..1.. -..4L9
The Importance of Forgiveness . . 423

KeepingFriends ...-425
Thelmportanceof Compliments ......429

General Reproducibles

BodylanguagePhotographs. ....437
I-arge Feeiing Faces . .457

SmallFeelingFaces. .....47I
ParentNewsletters... ....487
.Role-PlayFootprints ....495
StoplightPosters ...499

Bibliography .. .. ... 503

About the Authors
Gary N. Siperstein, Ph.D., Director, Center for Social Development and Education; Professor,
University of Massachusetts Boston, 100 Morrissey Boulevard, Boston,MA 02L21

Gary N. Siperstein is founder and Director of the Center for Social Development and Education
(CSDE) ar the University of Massachusetts Boston. CSDE is a research and training institute fo-
cused on improving the social and academic adjustmenr of children with learning problems
who are at risk for academic and social failure. For more than 20 years, CSDE has been gather-
ing data on the social functioning of children with special needs.
A professor at the University of Massachusetts Boston since 1976, Dr. Siperstein received
his doctorate at the Ferkauf Graduate School of Psychology, Yeshiva University. He has pub-
lished approximately 100 articles, chapters, and books on the social relationships and social de-
velopment of children with disabilities. He has served as associate editor and editor of national
journals and has received more than 20 research grants from fedetal agencies, including the Na-
tional Institute of Child Health and Human Development (NICHD) and the U.S. Department
of Education. Dr. Siperstein received the prestigious MERIT Award from NICHD for his work
on the social aspects of mental retardation. Enhancing the social competence of children with dis-
abilities in inclusive educational settings has been the focus of his mosr recent projects. Dr. Siper-
stein is presently President-Elect of the Division for Research of the Council for Exceptional
Children (CEC).

Emily Paige Rickards, M.A., Program Officer, Oliver Wendeil Holmes Society, Harvard Med-
ical School, Medical Education Center, Room 263,260 Longwood Avenue, Boston, MA 0211t

Emily Paige Rickards' teaching experience ranges from fourth grade to the college level and
includes the development of numerous professional development programs for teachers. She
worked for many years with students with physical and mental disabilities and remains inter-
ested in education and curriculum development at all levels. After rec'eiving her master's degree
from Boston University, she worked as Research Assistant and Curriculum Specialist on the
Promoting Social Success project at the Center for Social Development and Education at the
University of Massachusetts Boston. She currently serves on the Educators Advisory Board for
the Museum of Fine Arts, Boston;tutors adult learners in the Harvard Bridge to Learning and
Literacy Program; and participates in efforts to include issues of diversity and culture in the
medical school curriculum.
Preface

The Prontoting Social Success curriculum was developed at the Center for Social Development and
Education (CSDE) with funding from theJoseph P. Kennedy, jr., Foundation and the U.S. De-
partment of Education, Office of Special Education Programs. CSDE is a research and rraining
institute dedicated to promoting quality education and sociai developmenr program for sru-
dents at risk for academic and social failure. For more than 20 years, CSDE has been gathering
data on the social functioning of children with special needs. The ongoing research being done
at CSDE informs rhe development of each program and intervention. In turn, the implemen-
tation of each program informs the development of new lines of research. The Prornoting Social
Success program grew from the desire to bridge the gap between research and practice and use
data gathered about children's social functioning to help teachers such as yourself address the
skill impairments of your students.

i!.r::;.1r::i1+aiii,lt'Jii. lf,liilr.l?.i+ii1. ,i3. ::,

Acknowledgments
The Prornoting Social program represents the culmination of more than 10 years of research
Success

and developmenr in social skills and adjustment in children and has specifically resulted from
a desire to h.lp teachers address the social skill limitations found from data gathered about chil-
dren's social functioning. As with any program , the Prornoting Social Success curriculum would
not have been possible if it were not for the tireless effort, support, and encouragement of nu-
merous individuals.
Our heartfelt chanks to our colleagues at the Center for Social Development and Education
(CSDE), each of whom contribured in his or her own unique way to the design, development, and
implementation of this curriculum. We extend our thanks toJames Leffert, whose research-
*We
beginning with his doctoral dissertation-helped set the foundation for the curriculum.
greurly appreciare the commitment and dedication o{ Laura Clary, w-ho devoted many days,
*".ks, ,nJ y.urc to helping design and implement the program in all of our pilot schools. S7e
are grareful to Lori Legnon, Alfie Alschuler, and Chris Bucco for their help in writing and pilot
testing many of the lessons in the curriculum.
$Ze want to extend our gratitude to Dr. Mary Brady, who has gone above and beyond the
duties asked of her during the final stages of the curriculum's developmenr' As a professor in
special education, Dr. Brady has been able to offer the perspective of both teachers and students.
She has dedicated much of her energies in the last months of preparing this book to attending
ro the consistency of details and the quality of the content. The curriculum would not be what
ir is without her.
We appreciate the valuable insights from Barry Schneider, Margaret Beebee-Franken-
berger, and Katherine Lane, who guided us in refining the curriculum and making sure that
rr not only covered ali of the major aspects of children's social competence but also was "user
:riendly" for teachers in the classroom.
We are also indebted for the support and encouragement we received from the Directors
+:-special Educarion in the grearer Boston area during the different phases of pilot testing ancl
inplemenration of the curriculum. Particularly, we would like to thank Kay Seale and Joanne
:\{alonson of the Brockton Public School System, Edward McCorrnack of the Everett Public
School System, Pia Durkin of the Boston Public School System, and Gail Bernstein of the Med-
iord Public School System. Atl of these administrators contributed their time and efforc to en-
i!-iie a successful evaluation of the curriculum.
In addition, we would iike to thank the principals, school psychologists, and guidance
tuirnselors who also assisted project staff in implementing the Promoting Social Suaess curricu-
lir:n in the following Boston, Brockton, and Everett, Massachusetts, schools:

-]ames Michael Curley Elementary

" N'Iather Elementary

xl.u
..:l:
 Acknowledgments

. Charles Sumner Elementary

o jackson-Mann Elementary

r Louis F. Angelo Elementary

. Oscar F. Raymond Elementary

. Edgar B. Davis Elementary

o Joseph H. Downey Elementary

. Joseph F. Plouffe Elementary
e Centre Elementary

\&e are forever grareful to the many teachers and their aides who helped make this all possible.
Their belief in the curriculum and their valuable feedback have helped to ensure that the Pro-
moiing Social Succesr curriculum "works."
$7e recognize several external organizations that have given us their invaluable support.
We acknowledge the visionary leadership of Mrs. Eunice Kennedy Shriver at the Joseph P.
Kennedy, Jr., Foundation, which provided part of the funding for this curriculum. S7e thank
Tom Hanley and Pacricia Gonzales from the U.S. Department of Education, Office of Special
Education Programs, whose encouragement and support over the past 10 years also helped make
this curriculum possible. Finally, we recognize Mackenzie Cross, Jessica Allan, Erin Geoghegan,
and Lisa Rapisarda from Paul H. Brookes Publishing Co., who worked hard to help smooth out
the rough edges of rhe curriculum and put a shine on the lessons so that the entire curriculum
sparkles.
Last, and most imporranr, we are grateful for the opportunity to work with the many dif-
ferent children who participated in the project. Their eagerness to learn, willingness to try out
new social skills, and excitement at being successful in making and keeping new friends was
an inspiration ro us all. \7e sincerely hope that all of the teachers who use the Promoting Social
Success curriculum wiltr experience the same inspiration from their students'
 An lntroduction
to the Prornoting
Socia I Success Cu rricu I urn

WHY ARE SOCIAL SKII.LS IMPORTANT?

Social skilis are essential co a productive and satisfying educational

experience.
They are the building blocks on which a child s academic success and emotional
well-being are founded, and they allow students to take full advantageofclass-
room instruction and activities. The development of appropriate social
skills
becomes even more important as more and more schools welcome
students with
special needs into inclusive classrooms. Students with special needs
musr adjust
to rhe increased complexity of social demands found in inclusive sertings, and
general education students must adjust to a rnore heterogeneous classroom
en-
vironment' Unfortunately, without social skills rraining, students with special
needs often experience social rejecrion or isolation.
Achieving the social comperence necessary to make and keep friends can
be a catch-22 situation: $Tithout basic social skills, children are
unable to make
and maintain friendships; yet it is within rhese peer relationships
that children
learn and practice ways of relating ro one another. simply put,
withour sociai
skills, friends ate hard to make; without friendships, social skills are
hard to learn.
Therefore, ir is essential rhat students who have difficulty interacting
appropri_
ately with their peers receive explicit social instruction
so they can begin build-
ing and practicing the social skills necessary ro form beneficial
interpersonal
 !t:

I
Fromoting Social Success

' relationships. Social skills instruction helps students reach a level of social ccn-
perence thar they otherwise would be unable to obtain, The Promoting Sociai S;'
cesr curriculum is desrgned to teach all children the skills they need to be sc*

cia,rsuccefi]Jl'1|,1.,,*;T*'jr::,:::::',1#Til:,1T:f;;-'',
alliances, and hurt feelings that so often characterize the social interactions ci
children. All of these events affecr, and often interrupt, student learning. Th=
more time you take to deal with conflicts and inappropriate behavior, the les;
time you have to devote to teaching actual subject matter. More and more, teach-
ers just like you are using srrategies such as cooperative grouPs and peer turc:-
ing to improve the academic performance of students. These teaching strere-
gies, however, require that students be able to interact with one another :l
collaborative and productive ways. \Without basic sociai skills, students are r-1:-
able to benefit from these learning experiences. Social skills instruction is a ssar
. of improving both the academic and social functioning of indiuidual studenr
and improving the inrerpersonal clirnate of the classroom for all students.

WHAT MIAKES TI.{E PROMOTING

SOCIAL s{,'CCEsS CURRICULU M UNIOUE?

\7e recognizethat many teachers have tried one or even several programs thar
focus on improving their students' ability to get along with others. However'
we believe that the Promoting Social Success curriculum, with irs cognitive ap-
proach to social skills development, can make a difference for your studen"s"
Riley, the student whose drawing appears on the frontispiece and back cover, had
difficulty making and maintaining friends vrithin his peer gfoup. The senti-
ment expressed in his drawing and the big smiles on the faces of the boys reflecr
Riley's idea of how it migbt {eel to have friends. No one, especially not a child-
should go through life without knowing what it feels like to have a friend.
Teachers already using the Promoting Social Success curricuium have oifered
positive feedback about the sociai skills their students have acquired:

" {students} haue becorue rnure dware of others' feelings and consider otbers more frequentil I
l

when working or playing in groups'" teacber

-third-grade
"tA student] has begun to socialize muclt more and initiate clniact tt'itb ber peers. Be-
fore she uould spendrnost time by herself." teacber
-fourth-grade
"One student uas being teased by otbers in an inclusioru clast. H, ua: tble t0 c7me up
I
rtith different sfuategies flr dealing with it, rabicb carue .fi'rirt !i:< lt:s,,tti on teasing."
teacher
-third-grade

..: : ..:i.::: . ,. i: .: ,.r ; .. ,.,...:.,-:,:ir:,ii.r: i:,;iirr].;11.1:i:fi];'itli;i1i$i-4,11+:ir,l ,

 iJ

lntroductiora

There are rnany social skills curricula available, bur the Prorrtoting Social
Success program is unique in its cognitive approach to social skills development.

Most of the curricula used in elementary school classrooms since rhe 1980s at-
tempt to address specific student interactions or behaviors, such as being a good
Iistener, appropriately entering or leaving the room, and introducing oneself to
others. These curricula can be useful if you are seeking help with common class-
room situations. It is impossible, however, to create lessons that address every
social interaction that children may encounter. The social world of children is
simpiy too complex and contains too many variables to cover in one, or even
several, curricula.
Rather than teaching children a set of prescribed behaviors, the Proruoting
Social Success program takes a broader perspective and focuses on the cognitive
processes bebind the behaviors. Just as reading programs focus on developing
word attack and decoding skills that children can apply to any text, rhe Pro-
moting Social Success curriculum focuses on developing cognitive skiils that chil-

'Cren can apply to any social interaction. $Zith practice, these cognitive proc-
esses should ultimately be performed naturally without prompting. Through
this program, you can help your srudents develop their ability to understand
the emotional states of themselves and others, to better " read" social situations,
and to determine appropriate social responses. The program develops students'
social cognitive skills so that they become socially attuned chinkers and inde-
pendent problem solvers as they interact with their peers.
Along with its unique cognitive approach to social skills instruction, the
Promoting Social Succey curriculum contains other special features that you can use
throughout the various lessons, all of rvhich are found in the General Reproduc-
ibles section at the end of che curriculum:

Body language photographs: The body language photographs show real

people expressing emotions with their bodies. The photographs allow stu-
dents to identify and discuss the ways in which they can figure out what
others are feeling by looking at their hands, arms, posture, and facial ex-
pressions. In combination with che feeling faces and the role-play situations
(see p. 4) that are incorporated into many lessons, the body language pho-
tographs are an important tool in teaching students to correctly identify and
interpret social cues.

.A Feeling faces: An important component of many lessons in the Prornoting

Social Success curriculum, feeling faces depict the expressions of six different
emotions and six emotional states. The emotions are: huppy, sad, surprised,
embarrassed, frustrated, and angry. The emotional states are: Ionelp con-
fused, neryous, scared, calm, and excited. Students use these faces as they
 ii

Promoting Social Success

think abour their own emotional state and as they learn to identify the ftel-
ing states of others. The large faces are useful for showing to classes or
groups. Students can use the smaller faces to create feelings books or to dis-
play on their desks the emotion that they afe currently feeling. Srudenrs
should feel free to color of otherwise personalize the small feeling faces- W'e
encoufage you to begin aLl Promoting Social Surcus lessons with the question'
"How are you feeling?" to get students in the habit of using these feeling

g'
faces and monitoring their internal emotional states.

Farent newsletters: The Promoting Social curriculum includes five

Success

parent newsletters. The first, lntroducing the Program, is sent home to parens
when you begin the curriculum; Tbe Calning Down Steps is sent when you
introduce the Stoplight Poster #1;and FiguringOut Social Sitaations, Problmt
Soluing, and Friendship arc sent at the beginning of each of the last three
units of the Promoting Social Success curriculum. These newsletters will help
pafents understand the goals of rhe Promoting Social Silcce$ program and keep
them informed about the skills and activities their child is working on. In
addition, each newsletter gives suggestions for how Parents can reinforce so-
cial skills at home, which is a critical part of the learning process.

R.ole-play footprints: Role play is an essential part of the Prontoting Social

Success curficulum. Role play allows srudents to act out emotions and social

ffig interactions. It allows students to practice appropriate behaviors and allows

the role-play audience to practice correctly interpreting what chey observe.
The role-play footprints are a tool that helps introduce students to role play.
Stepping on and off the footprints helps students distinguish between times
a pefson is pretending, or role playing, and times the person is not. Using
the footprints provides a concrete beginning and end to the role play. As
students become more familiar with role play, and as the role plays become
more complex, the footprints may become unnecessary.

Stoptight posters: These postefs use stoplights to guide students through

a series ofcalming down and problem-solving steps. Each student may color
his or her own stoplight poster using the templates included in the General
Reproducibles section at the end of the curriculum. You can display the
postefs somewhere in the classroom so that students can be easily reminded
ro "use the stoplight" when they are upset or angry. Used outside of the
classroom as well, the posters create a "common ianguage" ior the scl'rool
community to talk about the importance of calming dori'n. Stoplight Poster
#1 outlines rhe calming down steps nexr fo rhe red ligirr. The red light cues
students to "Stop," "Keep Hands to Yourself." arnd Take :i Deep Breath."
Stoplight Poster #2 outlines all of the probicn-:-s',ir.:r! -<irp--s next to the
 lntroduction

yellow and green lights. The yellow light cues studencs to ask quesrions
such as, "\7hat is going on?" "$7hat do I wanr ro happen?" "\Vhat can I
do?" The green light cues students to"Try my plan" and to evaluate the suc-
cess of their plan with the question, "How did it go?" Thken as a whole, the
red, yellow, and green lights provide students with a visual model for calm-
ing down and thinking through a problem before taking action.

Along with these general materials used throughout the program, many lessons
incorporate other materials such as worksheets, photographs, and illustrations
that are particular to that lesson-you can find these materials in the Repro-
ducibles section for that lesson. (Plearc note: Many lessons require you ro brain-
storm various lists of ideas with your group of students [e.g., a list of feeling
words, a list of times the students needed to be calmed downJ-we strongly en-
courage that you keep copies of these lists, as you will need to refer ro many of
them in subsequenr lessons.)
For your convenience, we have included a bibliography after rhe General
Reproducibles section at the end of the curriculum . The Promoting Social Success
curriculum uses popula\ age-apprcpriate books as a means of engaging sru-
dents in social skills instruction. \7e recognize, however, thar you may not be
able to obtain every book referenced in this curriculum; therefore, we have cre-
ated a list of books that deal with issues of social competence, friendship, and
emotional and behavioral regulation. Using the bibliography, you will be able
to substitute comparable books for the ones mentioned in rhe lessons.
The Promoting Social Success curricrlum also uses a variety of videos as rools
to examine social interaction. Video is a medium rhat is familiar ro studenrs,
and it allows them to repeatedly view important componenrs of social interac-
tion such as context, body language, and tone of voice. As such, we provide
multiple suggestions for video clips in each lesson that uses video. If you are un-
able to acquire these particular videos, however, you should feel free to substi-
tute clips of similar inreractions from other videos.

15THE PROMOTING 5OC'AI SUCCESS

CURRICULUTU APPROPRIATE FOR MY STIJDENTS?

The Prornoting Social Success curriculum is designed to improve the social skills of
students with special needs such as mild mental retardation and other learning
difficulties,l along wirh their general education peers. The program is appropriate

1!7e are aware that tetms

',sed to refer to children who have below average intellectuai abilities ac-
companied by adaprive behavior problems vary wirhin some schools, using rerms such as "mental rerar-
dation," "cognicive impairments," "learning problems," and, more recently, "inrellectual disabilities."
 Coming Together to Form the GrouP
Introducing Role PlaY
Practicing Role PlaY
Meetings
Introducing Problem-Solving
Practicing Problem-Solving Meetings

\Words
Using Feeling
Identifiiing HaPPY ExPressions
Understanding Sadness
and Lonely
The Difference Between Alone
Understanding Fear
ltrfhen Are \ile SurPrised?

Understanding Love and Hate

Understanding Frustration
UnCerstanding Anger
Feelings in Different Contexts
Emotions
Different People Flave Different
Understanding Emotional Intensity
!(/'hat to Do \7hen You Are Angry
\W'ays
Expressing Feelings in Appropriate
Vhy Calming Down ls ImPortant
\ilays to Calm Down
Introducing the Reci Light Calming
Practicing the Calming Down StePs
Down Steps

I
Applying the Calming Down StePs
Reviewing the Calming Down StePs
'What HelPs Me
Calm Down? I
I
Reviewing Feeling Words

Introducing the Yellow Light Thinking

Introducing BodY Language
InterPreting BodY Language
(Feelings)
Steps

T
Interpreting Tone of Voice
:

II
(Sincerity)
Interpreting Tone of Voice
Accident or On PurPose?
IdentifYing Intention
Is This Mean?
How to Tell Vhen Someone Is BusY

Reacting to Other PeoPle

Reviewing Emotional DisPlaYs
t
Reviewing Social Situations

lessons by unit'
Figure 1. Promoting Social Success
 lntroduction

'$U'hat
Does it Mean to Have Goals?
Identi$,ing Goals
Practicing Identifring Goals
Generating Strategies to Solve a Problem
Practicing Generati ng Strategies
Generating Mulriple Srrategies
Assertive Problem-Solving Strategies
Using Compromise as a StrategY
Predicting Consequences
Practicing Strategy Selection
Inroducing the Green Light Action Steps
How Did it Go7
What to Do If \(e Don't Reach Our Goal
Apptying the Problem-Solving Steps
Reviewing Problem-Solving Skills

$7har Makes a Good Friend?

The Ups and Downs of FriendshiP
The Imporrance of Trust
Give and Take
Encouraging Emparhy
Communicating with Friends
Dealing with Reiection
Sharing Hurt Feelings with Friends
Coping with Teasing
The Importance of Forgiveness
Keeping Friends
The Importance of Compliments
 *

Promoting Social Success

School counselors might also

for both self-contained and inclusive classrooms'
useful for small-grouP sessions out-
find the Promoting Social Success curriculum
side of the students' everyday classroom'

OVERVIEW OF THE CURRICULUM

into five units' Each unir fo-
'fhePromoting social successcurriculum is organized
Cusesonaparticularskillsetthatisnecessaryforapproprialel.oci|interaction. intro-
discrete entities' Skills that are
The curricular units, however, ate not
ducedandpracticedinoneunitarerevisitedandextendedinanother.Wittrthe
exceptionofuni.S,whichcanbepresentedpiece.mealthroughoutthecur-
riculumifyouwish,eachunitbuildsonthelastasmorecomplexcognitive
Processesureuddressed.Theunitsproceedasfollows(seeFigurelforalisting
of lessons bY unit):

o Unit l--Introductory l-essons

.Unit2-UnderstandingFeelingsandActions:EmotionalandBehavioral
Regulation
Cues
o Unit 3-Using Social Information: Noticing and Interpreting

Splving
" Unit 4-Planning \7hat to Do: Problem
c{.Jnit5-MakingandKeepingFriends:SocialKnowledge

Unit 1 Lessons
-lntroductory
\Tiththelessonsinthisunit,youwillintroducestudentstothePromotingSo-
cialsurcessProgfam'toeachother,andtoroleplay-anirnportanteducational
Two les-
success cutriculum'
technique utilized extensively inthePromotingsocial
problem-solving meet-
sons in this unit also outline a forrnat for cooperative
ings.Youcanimplementthesetwolessonsatdnypointinthecurriculumtoset
upregularproblem-solvingmeetingsandPracticeaddressingrealclassroom
situations'

Unit 2-Understanding Feelings and Actions:

Emotional and Behavioral Regulation
Lessonsinthisunitaredesignedtohelpyouincreasestudenrs'emotionalvo-
cabulary.Together,youandyoo'stodtntswillidentiflaldllcricetheappro-
one's own emo-
Being able ro idenrih'
;;";. urpr.r-rion of a variety of emorions'
in heaithr'\fiivs is l'o'asrc skili on which
tional state and express the emotions
il
J t\

rl
lntroduction

rt
other skills build. Lessons in Unit 2 prepare students for the nexr unir in which
students wiil be asked to perform the more difficult skills of noricing and in-
terpreting the emotional states of others.

t Lessons in Unit 2 also provide srudents with the framework for a method
of self-control through a series of calming down steps, Behavioral regulation is
an essential part of appropriate social interaction. S7e all have difficulry think-

r| ing clearly when we are upset. Children, especially children with mental retar-
dation and other learning difficulties, often need explicit training on ways in

r|
which they can calm themselves down so that chey can chink more clearly about
a problem. Lessons throughout the Promoting Social Success curriculum use the
image of a stoplight to cue children to calm down, think about their situarion,

r| and solve their problem before they act. In this unit, the red light reminds sru-
dents to "Stop," "Keep Hands to Yourself," and "Thke a Deep Brearh." The yel-
low and green lighr images will be used in subsequent units.

J Unit 3-Using Soeial infonrnation: i'riotieing and lnterpreting Cues

I Lessons in thisunit encourage students to pay attention ro the social cues around
them and provide guided practice in the interpretation of these cues. Using the
yellow light on the traffic signal, you will inrroduce students to rhe beginning

I step of the problem-solving model ("S7hat is going on?"). Srudents will gather
information about social situations using the social cues around them such as

rl
body language and tone of voice. Then, students will practice interpreting rhe
behavior of others in lessons such as Is This Mean? and Accidenr or On Purpose?
These lessons require students to integrate the social and emorional cues that

rt l".$nit
they have gathered and make decisions about another person's intent.

4-Planning What to Do: Problenn Solving

rl Lessons in this unit will guide you in presenting and practicing the remaining
steps in the yellow light and proceeding to the green light-"Try Your Plan."

rI Once a child has correctly "read" a sociai situation, thb child musr react appro-
priately. Lessons focus on identifying goals ("$Zhat do I want to happen?"), gen-
erating and selecting strategies ("\Vhat can I do?"), and evaluating problem-

rl solving plans ("How did it go?").

rl -nlt s-Making and Keeping

Lessons
Friends: Social Knowledge
in this unit provide you and your students with opportunities to dis-

It
cuss and practice the social skills necessary to be a good friend. A child's social
knowledge informs all aspects of his or her social interacrions. The more a sru-
dent understands about appropriate behaviors, rhe better able he or she will be

F
I
I
 s

10 Promoting Social Success

able to work cooperarivelywith peers and solve social problems independent of

adult intervention. You will be able to present these lessons as a unit after you
finish Units l-4, or you can present individual lessons from this unit at other
times according to students' needs'

LAYOUT OF THE LESSON

Lessons in the promoting Social instructional program are organized into

Success
rhe lesson's place within
seven secrio ns. The sections ate designed rc identify
of the lesson' and out-
the wider curriculum, identifu the purpose and outcomes
promote and en-
Iine the discussions and activities rhat will take place. I-essons
courage positive social interaction through role play and
other interactive activi-
through guided
ties, while at the same time building essential cognitive skills
the fol-
practice (see Figure 2 for a sample lesson). Each lesson plan contains
Iowing sections:

. Lesson title: identifies the particular topic that will be addressed by the
Iesson

purpose: identifies the aim of the tg55sn-h6v/ the lesson will address the
pr.ticrrl". skill set in that unit' For example, the purpose of a lesson might
be "to identify situations that are personally frustrating.''
for the les-
students will: outlines the behavioral expectations of students
that depicts
son. For example, "students will: complete a drawing activity
a frustrating situation." The "students will" section
provides you with con-
assess student
crete products or measurable behaviors with which you can
pfogress.
Many
Materials: identifies the materials you need to implement the lesson.
faces, or other
lessons are accompanied by stories and illustrations, feeling
materials.

presentation of lesson: describes the activities that will take place during
such as "Dis-
the lesson. Most lessons are broken down into further parts
cussion,,,
,.Story
Activity," and ".vrap-up." These headings provide you with
a guide for implementing the lesson. Lessons are
not scripted, however, and
is most aPpro-
yo., ur. encouraged to present lesson content inaway that
priate to your own classroom and your own teaching sryle'
to implement
Alternative pfesefltations: provides you with che flexibilir!
T\1'o alrernatives are sug-
a lesson with students of different ability le'i'els.
oLrtlirred in rhe "Presen-
gested to replace, modift, or enhance the acri$itres
tation of Lesson" section. The "Challenging :iriij:iJ:'":'
oiren a discussion
-.ssed by each lesson

j of lesson PURPOSE
: es aim

To introduce the term role PlaY

To {amiliarize students with the act of role playing

:=s oehavioral exPec-

--.
STUDENTS WILL
':r students
Enter the role of actor and present an idea to the
group

MATERIALS
o Role-play footprints
a Tape

-r : =-ison
activities PRESENTATION OF LESSON
Discussion
lntroduce the group to the term role play. Explain to students
that role play is an activity in which
something. Role playing is like act-
people pretend to be someone or something or pretend to do
is doing the role play will
ing.'t"p" the role-play footprints to the floor and explain that whoever
play. The role play ends when the
stand on the footprints to indicate the beginning of the role
distinction between fantasy and
actor steps off the footprints (the footprints help make a concrete

Role-Play ActivitY
Model a role play for the students. Stand on the footprints and
act out your favorite animal' Have
Mg
offthe footprints, discuss with students how
students guess which animal you are. when you steP
of stepping on and off the footprints to signal
they guessed the animal, along with the importance
the beginning and end ofthe role play'
animal, taking guesses from the rest
Give each student a chance to role play his or her favorite
round of role playing using the category
of the group. You can have students participate in a second
of sadness. when you step off the
of a feeling or emotion. Model a role play using the emotion
you were showing, focusing on how
footprints, discuss with students how they guessed the emotion
you used your face and body to convey this emotion'

-: -zsY
ALTERNATIVE PRES ENTATIONS
Fundamental
. ln addition to the materials will need a stack of sma ll feeling faces showing
already listed, you ' KI $
variety of emotions. . l_Xzld-
Present students with a stack of feeling faces showing different emotions' Each student picks a card I

f. :- and acts out the emotion that is on the card'

= !:::a
;;-=--.:-:i3lgs
v @=
bi:
> _.- -
-
-:'-::-a Challenging
. tn addition to the materials already listed, you will need chart paper and a marker or chalkboard
and chalk.
brainstorm a list of everyday activities
Present students with more challenging categories. Together,
such as brushing teeth, getting on the bus, or eating
breakfast' Write this list under the heading
.,Things l Do Everyday,, and have students choose a role play from this list to act out.

THROUGHOUT THE DAY

role-
. Encourage students to play Charades with their friends during free time to improve their I

playing skills.
 I
L
12
Promoting Social Success

questionortopic,ismeanttofurtherexplorethelesson,smainidea.This
presentationisoftenagoodextensionofthelessonforstudentswithmore
IF
hightydeveloped.ogni.i,.abilities.The..Fundamental,'presentationgives
yousuggestionsforpresentingthematerialtostudentswithmorebasic
.ognitil abilities. These students may require additional
opportunities to I
p,"..i..newskills,ortheymayneedcertainskillsbrokendownintomoreit
fundamental componen.,. Fo, example,
while discussing body language,
maybenecessarytobreaktheconceptdownintotheelementsoffacialex-
pression,Posture,armandhandpositions,andsoforth.Usethesealterna-
I
I

tivestofacilitateyouradaptationoflessonstoparticulargroupsandtomax-
audience'
imize the benefit of a given lesson to any

.Throughouttheday:providesyouwithsuggestionsforreinforcingnew
that children generalize the
skills throughout the school day. It is essential
skiilstheylearnduringinstructionaltimeintootheracademicandnonaca-
the general rzaticnof skilis, please
demic activities. For .riore infor-ation on
seethe..TeachableMoments,'sectioninthislntroduction.

IMFLEMENTATION OF THE CURRICULUM

Where Do I Begin?
Success curriculum are arranged se-
The units and lessons in the Promoting Social
skills follow lessons that focus
quentially so that lessons that focus o., co"'plt*
the point
to begin the curriculum, however, at
on basic skitls. \7e encourage you
thar is most appropriate f;;"r students. It is a waste of valuable instruction
have mastered' For example'
time to extensively review skilts that your students
thearrangementofunitsisbasedontheassumptionthatchildrenmustfirst really
be calm and in control enough to
attend to their social environment and
understandandnavigatethroughasocialsituation.ThelessonsinUnitSthat
requirestudentstointerpret.-o.pl.,socialcupsbuildontheemotionaiand
behavioral regulation ,t itf
in Unit 2' Initial lessons provide scaf-
^aa..rsed
foldingonwhichmorecomPlexskillscanbeintroduced,However,ifyouare
vocabulary and their ability to exercise
satisfied with you*t.rd.n.ri.*otional
on emotional and behavioral regulation.
self-control, you may oPt to skip the unit
ThequestionofhowtoaccuratelyaSSeSsyourstudents'abiiitiesintheseareas
and
at the center for social Development
is a complicated one. In fact, researchers
Educationhavebeendesigningaformal,systematicassessmenttoolthatwilldo
justthat.Untilthistoolisavailable,wesuggestthatr,oupresentoneortwoles-
lwords), and use \:oLIr o\\'n observations of stu-
sons in Unit 2 (e.g., Using Feeling
abiiity. The appendix ar rhe end of this
Intro-
. dent behavior to determiL rrrrd".r,
ductionprovidesalistofsocialcognitivesk:!].....:::.jiilondinglessons.

i,.
 lntroduction r)

In addition, rhere are lessons within the curriculum that do not need to
be implemented in any particular order. The Introducing Problem-Solving
Meetings lesson (Unit i), for example, provides a wonderful opportuniry for
students to practice appropriate social interactions within avery structured en-
vironment. You can implement rhese meetings at any point during social skills
instruction. Also, you can implement lessons in Unit 5 together after complet-
ing rhe orher unirs or singly when a situation presents itself during the school
day rhat might be aided by lesson content. For example, if you have a student
who is experiencing misunderstandings with a peer, then you could present the
Communicating wirh Friends (Unit 5) lesson to respond ro the situation. You
should feel free ro srrucrure the sequence ofthese lessons according to the needs
of your students.

ow Often and Fon l"low Long?

The implementation of a lesson in the Prornoting Social Succes curriculum gen-
erally takes between 30 and 45 minutes. \7e encourage you to make time for
lessons on a daily basis; however, a once-a-week lesson may be supplemented by
taking advantage of teachable moments throughout the week (for more infor-
mation, see the "Teachable Moments" section).
The amount of time needed to implement the entire curriculum will de-
pend on where in the curriculum you begin, the frequency of lesson imple-
menrarion, and wherher you choose to implement each lesson or to use indi-
vidual lessons on an as-needed basis.

/hat ls tlre ldeal lmplementation of

E Prornoting Social Success Curriculum?
Ideal implementation of the Prornoting Social curriculum is an instruction
Success

schedule that results in the acquisition, practice, and generalization of social

skills throughout the school day. To this end, we enco+rage a weekly schedule
consisting of

One whoie-group lesson

One small-group lesson for students experiencing particular social skill dif-
ficulties

o One problem-solving rneeting

o Appropriate teachable moments

Figure 3 shows a suggested weekiy instruction schedule.

t4 Promoting Social Success

fskttt'-._-l
I introduced I

,nd reirfor..d Skills are practiced and reinforced throughout the week
| I

a-;;;;1
tt
Tmday
'Vednaday
Tbursday Friday

I one whole- |
Teachable Teachable Teachable Problem-
I lesson moments moments moments solving
class I
\." meeting
I ,r"",-r,-
l.rro'
|
lo
/E
./$,
I Broop I

I 3o minutes I 15 minutes 15 minutes 15 minutes 41 minutes

I lo -;nur.r i

Figure 3. Suggested weekly instruction schedule.

As mentioned previously, the movement toward inclusion means that it is

increasingly important for both special and general education teachers to focus
on social skills. Students with special needs are more frequently participating in
genefal education settings for some or all of the school day. These placements
challenge studenrs ro navigate increasingly complex social interactions, Progress
academically, and become truly "included" in the social life of the classroom.

Combination of Whole-Group and Small'Group {-essons

The Pronoting Social Success program has been successfully piloted in both self-
contained and inclusive settings. Regardless of the type of classroom, we found
that ideal instruction consisted of a combination of small-group and whole-group
lessons. This combinarion allows you to target particular social or behavioral is-
sues and focus on the inclusion of particular students into a wider social envi-
ronment. The weekly whole-group and srnall-group lessons can be implemented
in variety of ways. You can use small-group lessons to introduce concepts that
a
will be covered in a whole-gfoup lesson, thus allowing your students who need
extfa help with their social skills to act as "experts" among their peers. For ex-
ample, students who experience the Introducing Body Language lesson (Unit 3)
in a small group canact as experts when the whole group works on the Inter-
preting Body Language lesson (Unit 3). Alternatively, you can use small-group
lessons ro further practice skills learned during a whole-group lesson. For ex-
ample, the Practicing Strategy Selection lesson (Unit 4) may provide a small
group of srudents with additional skill reinforcemenr after the Predicting Con-
sequences lesson (Unit 4).
I
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I
lntroduction 1t

I Probl e m-S olvi n g Me eti n g s

Problem-soiving meetings are a wonderful opportunity for students to practice
I their problem-solving skills in a structured setting. Held each week, problem-
solving meetings increase student accountability for the social dynamic of the
I group and encourage students to generate and select problem-solving plans that
l
do not rely on your authority. The delayed nature of this procedure (students
must wair until rhe problem-solving meeting time to discuss the problem) al-
! lows students to cool off and evaluate the importance of the problem over time.
Problem-solving meetings can be time-consuming and can raise sensitive issues
about the behavior and social standing of students in the group. Given time,
I however, rhey can be an important part of creating a group community. You can
implement problem-solving meetings at any point in the Prornoting Social Sac-
I cers curriculum (the earlier in the school year, the betrer), but they become par-

ticularly relevant during the problem-solving lessons in Unit 4 as students be-

come more proficient at identifying goals, generating and selecting strategies,

I and so forth.

Teadtable Moments
Teachable moments are those unplanned opportunities outside of formal instruc-
rional time in which you can reinforce and practice the skills presented in the
Prornoting Social Success lessons. For example, when you are upset with the beha-
vior of a student or the group, you can model the calming down steps. Or, when
a student is having difficulty understanding his or her peers, you can guide the
student to more accurately read the social situation. Teachable moments are
perhaps the rnosr powerful tool available to you in terms of rnaking social skills
a priority in the group.

General lnstructional Strategies

There are a number of tried and true instructional strategies that, if used, can
maximize rhe effect of the Promoting Social Success currieulum on your students'
social functioning. In combination with the lesson activities and materials,
rhese straregies can help students acquire the cognitive skills necessary to be so-
cially successful.

1. Socialskill acquisition requires social intaaction. Dwing lessons, encourage as

much appropriate social interaction as possible. \7hile students are com-
pleting an activity, encourage them to interact, share, and talk with one an-
orher. These interactions may provide you with valuable teachable mo-
ments to reinforce skiils.
 r6
Promoting Social Success

2. Repeat, repeat, repeat. Child'ren

with mental retardation or other learning
difficultiesneedmultipleopportunitiestolearnandpractice.newskills.
Thecombinrtionofr-'ff-g'""pandwhole-grouplessonsprovidessomeof
howevet' to repeat lessons or to
the necessary repetition' Do not hesitate'
ways'
present the same information in different
understanding hypothet-
3. (Jse concreteexamples.Many children have difficulty
of familiar people to illustrate
your
ical situations. In discu"iot", use names
and inappropriate ways of behav-
point. Have students act out aPpropriate
information' the more likely studenrs
ing. The Inor. .on...te-you -'ttt'it
will comPrehend it.
lessons (e'g''
4. IJse consistent language'Using the language contained in the.
the day will help students internal-
the "calming down,t"p'") tl'ot'ghoot learn
ize the lesson content and will help
students to generalize what they,.\)rhich
..Think alouds', (e.g.,
during lessons .o o,n., parts of their day.
help children identify opPor-
would be the b.r, ,.,"tgy for me to pick?")
been learning'
tunities to practice the skills they have

5. Mod.elappropriatesocialskills'Asmentionedinourdiscussionofreachableare
you model the skills that students
rnoments, it is very important that
steps as you use them in a frustrating
learning' Naming the calming down
situation i, u ,i-pt., y., .ff..1iu" *uy
oi reinforcing this particular skill'

DEVELOPMENT OF THE CURRICULUM

Theoretical Framework
ThePromotingSocialsuccessprogramusestheSociallnformationProcessingThis
(slp) model, developed by iriJk and Dodge (1994), as its framework.
popu-
of social skills curricula for varied
model has informed the d.r"lop-tnt
Kusche & Greenberg' L994)' Simply
Iations of children (Elias et ^t'' tggl'
stated,theSlPmodelillustratesthecognitivestepsthatguideourbehavior
duringsocialinteractions.SuccessfulcompletionofthesecognitiveStepsgen.
steps
behavior' For most of us' the cognitive
erally results in socially appropriate
occufnaturally,withoutinterventionorinstruction.However,somechildren,
particularlysomechildrenwithspecialneeds,havedifficulryprocessingsocial
information.sThenchildrendonotcompletethecognitir,esrePs,orcomplete
socially inappropriare behavior can
them without a certain degree of accuracy,
(the boy s'ho created the arrwork on the
result' Many students ""i u' Riley cognitive func-
additional help \.irir specific
frontispiece and back cover) need

L
t
T lntroduction

l'
I
i
Social Information Processing Model

I 6. Try your plan 1. Encode (notice) cues

t /\
/
r'\
.,,/ \
\

i'
t
F
\
\

t \i

t
I
\
\*
4. Generate strategies 3. Clarifr goals

T Figure 4. Social lnformation Processing (SlP) model. (Adapted from Crick & Dodge, 1994.)
I

T
I
tions such as emotion recognition, social perception, strategy generation, and
consequential reasoning. Figure 4 shows the adapted version of the SIP model.
T The cognitive processes depicted in the SIP model are cyclical in nature-
they do not have clear beginning and end points. Howeveq for clarity's sake, we
will discuss them in the order they appear in the model.
tt 1. in any social situation we take in, or "encode," the
Encode (notice) cues: Fitst,
social cues around us. These cues include ones that we gather from people

tt around us, such as facial expressions, body language, and tone ofvoice. Social
cues also include environmental cues, such as the setting of the social inter-
action (an office setting versus a party, for example). Encoding these cues
simply means that we give them our attention; they enter our awareness.

2. Interpret cues: Second, we assign meaning to the cues we have encoded. \7e
take the information we have gathered and come to a conclusion about the
social interaction/situation.

3. Clarify goals: Once we have interpreted the social cues, we need to clarifii
what it is we w4nt to happen. \7hat results do we want from this particu-
lar social interaction?
 Promoting Social Success
18

4,Generatestrategies:Nowthatweknowwhatourgoalsare,howwillwesolve
ourproblem?TheabilitytogenerateLnafrayofstrategiestosolveagiven
is an imPortant skill'
Problem

our goal(s)'
we need to fitt one that will help
us reach
'.Selectastrdtegy:oncewehaveavarietyofstrategiesfromwhichtochoose,
is not successful' then' the
6, Next' we try our plan' If the plan
Try your plaz;
New social cues need to be encoded
cognitive process must blgin *g^in.
action may need to be made'
and interpreted' and ' "t* plut of
interac-
memory storehouse about social
In the center of the SIp model is our
tions'Theknowledgeaboutsocialrulesandnofmsthatinfluenceseachcogni-
tiveprocessisinthisstorehouse.Aschildrenmakeandmaintainfriendships grows' It ai-
storehouse of social knowledge
and practice their social .f.iiir'.f,i'
Iowschildrentolearnfromtheirrelationshipsandputnewknowledgetouse
in future friendships' r^^^not address emotlona I and be-
r r does
You will notice that the SIP model
havioralregulation.h,..o,..,pondswiththelessonsinUnit2oft.hePronoting for
original SIP model did not account
social successcurriculum. Althlugh the
theemotionalaspectofsocialcognitivefunctioning,latermodels(Lemerise&
of how important emotionaltegulation
Arsenio,2000) do include d.s.rif,tiorrs teach-
experience
thi^s reason, and because our own
is to cognitive processing. For
ingchildrentoldusthatitisessentialforthemtobeawareof-andbeableto
we included iessons that focus on
regulate-their own emotional experiences,
these issues in Unit 2'

Model
Applying the Social lnformation Processing
what goes through our minds dur-
The slp model can help us better understand
ingsocialinteractions.Figure5examinesaparticularsocialsituationusingthe
SIP modeL'

Social lnformation Processing "Mistakes"

lwe
and precision at all times'
None of us execute these steps with accuracy
will
the time we made a joke at an inappropri-
all have embarrassing stories about "rudeness" only to
are moment or the time we reacted
with anger to someone's
the person's inrentions' children
with
rcaLizelater that we had misunderstood
specialneedsorotherlearningdifficulties,however,haveatendencytomake when
than mosr people' For exampie'
social "mistakes" with II}o" i"q"ency
Robert,afourth.graa.u"v*i.r,*",,otretardation.ll,asshos,nanillustration
 lntroduction 19

Processing Social Informarion-An Awkward Situation

You enter a room in which there are two people who look angry and wbo are speaking in raised tones.

Based on what you see and hear you decid.e tbat the two people are bauing afigl)t.

Clarifr

\i'irat is your goal in this sicuatiot? lt may be tbat you need to go tbrougb tbe room in ntbicb two people arefight-
:'-- jt arder to g0 t0 tbe bathroom. Bzu anotber, perhaps more inportant goal, it to aaoid an awAward interaction,

/-{-<^Y->
Generate )
(^ srrareSies. y'
:- \-<-,urz
l{ :.:: strategies wiil you use co reach your goal? Do you retreat fronz tbe rnorn ihntly? Do you walk by
.;,.ii', tnd act at if notbing is wrong? Note: Your knowledge abour how people rend to want privacy
-.:..a r-ighring influenced the generation of these straregies.

a{<-r->\
a
a{-<--r->\
Try your
select { {

,-ki,t)J k"\J-l=
^
:,.:,i, to leaae
^
the roort quietly and begin to back out of tbr"roon. Unfomunately, the two people notice you
;r--{on you over. Your plan did not work, and now you must begin the cognitive steps again. !7hat
. ,-:;l cues must you process now?

-+- : ;cclying the Social lnformation Processing (SlP) model.

similar to Figure 6 and asked, "10(hat is going on in this picure?" Robert

replied, "The girls are fighting." Robert made social information processing er-
rors on several levels. First, Robert failed to encode the relevanr cues-he did
not notice the girl sitting by herself and her sad expression. In doing so, Robert
completely missed what we might consider the social "main idea" of the pic-
ture, namely rhar the girl was left out of rhe game. Lessons in Unit 2 and 3 will
help students such as Robert be more aware of the dynamics of social siruations.
20 Fromoting Social Success

k,r
/\y \

r7-n)_
t"t--+
\.{a

II
I
I
I
Problem-solving Cards)
Figure 6. lllustration. (Adapted form Childswork/Childsplay Conflia Resolution

R.obertalsomadeanerrorinlnterpretingcues.Althoughhenoticedthe
action of the girls' arms and legs, he misinterpreted the emotional
situarion. He concluded that rhe girls were fighting instead of
tone of the
playing' There
simply did not at-
I
are several explanations for this conclusion. one is that he
tend to the facial expressions ofthe girls (i.e., he did not notice/pay
their expressions). A second explanation is that he did see the smiles
attention to
and yet I
still failed to include
haps, for example,
these social cues in his interpretation of the siruation'
his memory storehouse contained memories of soccer
Per-
games
I
I
that involve d a great deal of fighting, and these memories wrongly
influenced
i
his interprerarion of the girls' game. Again, lessons in Unit
2 and 3 will help
of sociai situations'
students such as Robert be more awate of the dynamics

II
bias (the kind
The tendency to interprer social situations with a negative
"playin-e" interpretation) is not
of bias that leads to a "fighting" rather than a
n'irh learning difficul-
unique to Roberr. In fact, research shows that children
than the social
ties often interpret social interactions as being r:'l'ric nesiltrve

I
i

L
 lntroduction

cues would indicate. For example, if one child knocks over the blocks of another,
the child with learning difficulties is likely to interpret the firsr chiid's intentions
'as being "mean." Even in the presence of an auditory cue that would indicate an

accident (e.g., an apology-"Oops, sorry"), the child with learning difficulties

will still often construe the situation as being a negative or hostile one.
This negative bias can greatly influence the child's abiliry to interact ap-
propriately with his or her peers because, as in Robert's case, any inreractions
carried out by the student will be undertaken with a false understanding of the
social dynamic. STere R.obert to attempt ro join the social interaction, he might
do so in a manner that was appropriate to a fight (i.e., with aggression), rather
than to a peaceful game of soccer. The Promoting Social Success curriculum ad-
dresses this negative bias through skill-buiiding exercises in which children are
encouraged to pay attention to social cues and make accurate interpretations
about the emotional states and intentions of others.
Children, especially children with mental retardation or other iearning
ciifficuities, oiten make "mistakes" in other areas of the SIF mociel as weii:

" lncornPatible goals:Many children have difficulty keeping socially oriented

goals in the forefront of their minds. For example, Sherri may really want to
remain friends w'ith the other girls at the table, but when faced with a short-
age of magic markers, she will forsake her social goal in order to fulfiIl her
desire for the limited resources available. In other words, she may snatch the
last marker and have difficulty sharing. The lessons in Unit 5 will help keep
Sherri focused on her more socially oriented goals.

o with special needs or other learning dif-

Reliance on a single strategy: ChtLdren
ficulties often do not exhibit an ability to generate a variety ofstrategies to
solve a problem. Children with mental retardation or other learning diffi-
cuities tend to rely on one or two strategies and apply them to just about
every problem more frequently than their peers without disabilities. For ex-
ample, children with mental retardation are likely rc appeal to an adult co
solve a problem whether there are other strategies that they could try on
their own that might be more successful. According to Leffert and Siperstein
(2002), this application may be due to a feeling of powerlessness to influence
others in terms of social wishes. However, it may also be due to adesire to
rely on an adult's superior abilities to "read" social situations. If this is in
fact the case, then it behooves us to improve the child's skill in that area in
order to reduce his or her reliance on adults. Lessons such as Assertive Prob-
lem-Solving Strategies or Using Compromise as a Strategy in Unit 4 might
be good resources in this instance. (See appendix for a complete list of social
cognitive skills by lesson.)
22 Promoting Social Success

CONCLUSION

Ferhaps the most important thing we learned as we implemented the Promoting

Social Success curriculum with more than400 students was that children such as
Riley and Robert sorely need our help. The Promoting Social Success curriculum
is important because these children are so often overlooked in classrooms full
of srudents with more obvious and more clamorous problems. But the devel-
opmenr of social skills plays an enormous role in the academic and emotional
futures of young people. lI7e worked with Riley and Robert to build and rein-
force their social cognitive abilities and also to provide them with a classroom
environment thar recognized the importance of positive peer relationships. Ifith
the Promoting Social Success program, we as educators can offer the same to other
srudents. The Prornoting Social Success curriculum is an effective tool in creating
more socially competent student and a more socially accepting classroom.

REFERENCES

Crick, N.R., & Dodge, K.A. (1994). A review and reformulation of social-informa-
tion-processing mechanisms in children's social adjustment. Psychological Bul-
letin, 115,74-101.
Elias, M.J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N'M',
et al. (1 997). Promoting social and emotional learning: Guidelines for educators.
Alexandria, VA: Association for Supervision and Curriculum Development.
Kusche, C.A., & Greenberg, M.T. (1994). The PATHS Curriculum. Seattle: Devel-
opmental Research and Programs.
Leffert, J.S., & Siperstein, G.N. (2002). Social cognition: A key to understanding
adaptive behavior in individuals with mild mental retardation. ln L.M. Glidden
(Ed.), International review of research in menta/ retardation (Vol. 25, pp. 135-
182). San Diego: Academic Press.

Lemerise, E.A., & Arsenio, W.F. (2000). An integrated model of emotion Process
and cognition in social information processing. Child Development,71,107-118.
 ffi
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APPENDIX &

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 Social Cognitive Skills by ksson

The student Coming Together Using Feeling

recognizes, co Form the Group \X/ords
communlcates,
Introducing Role UnderStanding
and identifies
Play Sadness
causes of own Feelings with
emotions. The Difference Friends
Between Alone and
Lonely The Impormnce of
Forgiveness
Understanding Fear
\When Are We

Understanding
Love and Hate

Understanding
Frustration

Understanding
Anger

Different People
Have Different
Emotions

Understanding
Emorional Intensity
\Ways to Calm
Down
Applying the
Calming Down
Steps

lVhat Helps Me
Calm Down?

Reviewing Feeling
\7ords

I I he student
idisringuishes
berween levels
lof emotional
intensity.

Tl're student Introducing Introducing the Applying the Importance of

calms down Problem-Solving Red Light Calming Problem-Solving Forgiveness

socially . Meetings Down Steps Steps

rpProPrlate Reviewing
Practicing Practicing the
\\'i1 \'S .

Problem-Solving Calming Down Problem-Solving

Meetings Sceps Skills

Applying the
Calming Down
Steps

Reviewing the
Calming Down
Sreps

= 2t
 Using Feeling Introducing the Applying the What Makes a
The student
'Words Yellow Light Problem-Solving Good Friend?
identifies-and
interprets Thinking Steps
Feelings in
Different Contexts Introducing Body Reviewing Downs of
language Problem-Solving Friendship
What to Do ltr(/hen Skills
You Are Angry Accident or On Encouraging
Purpose? Empathy
Expressing Feelings
in Appropriate Identifring Coping wirh
\7ays Inrention Teasing

\trflays to Calm Is This Mean?

Down
FIow to Tell N7hen
Practicing the Someone is Busy
Calming Down
Reviewing
Steps
Emotional Displays

Reviewing Sociai
Situations

Introducing Role Using Feeling Introducing the

identifies the Play Words Yeliow Light Downs of
feelings of Thinking Steps Friendship
Practicing Role identifuing Happy
Play Expressions Introducing Body Encouraging
facial expres- Language Empathy
Understanding
Fear Interprecing Body Coping with
Language Teasing
Understand.ing
Frustrarion Accident or On
PurposeT
Understanding
Anger Identi6Ting
Intention
Feelings in
Different Contexts Is This Mean?

Introducing the Reacting to Other

Red Light Calming People
Down Steps
Reviewing
Reviewing Feeling Emotional Displays
rilTords
Reviewing Social
Siruarions

The student Introducing RoIe Using Feeling Introducing the The Ups and
identifies the Play rWords Yellow Light Downs of
feelings ofoth- Thinking Steps Friendship
Practicing Role Understanding
ers rhrough Introducing Body Encouraging
Play Frustration
body language. Langtage Empathy
Understanding
Anger Interpreting Body Coping with
Language Teasing
Feelings in
Different Contexts Accident or On
Purpose?
Introducing the
Red Light Calming Identi$,ing
Down Steps Inrention

Is This Mean?

26
 iSocial
Skills

Reacting ro Other
People

Reviewing
Emotional Displays

Reviewing Social

l-:::- student Using Feeling Interpreting Tone of

.:::'itifies the Words Voice (Feelings)
'--',.,:i{S
-'..: : lncef .a Feelings in Interpreting Tone of
- lly Of
':'.i':s rhrough Different Contexts Voice (Sincerity)
' "'-r JI \rOlC€. Identilying
Intention

Reviewing
Emotional Displays

Reviewing Social
Situations

---,: !iJdent Introducing the Applying the Coping with

. :.:-j':r'is CUeS Yellow Light Problem-Solving Teasing
-:-::':LiltlPle
ll
Thinking Steps Steps
- , " .-. iP (,
Introducing Body
i r --1
Ianguage
..,:,j.'ia-. f;acial Reviewing
'-tr : :::::On ) Interpteting Tone Problem-Solving
'* ..-,:-iteously. ofVoice (Feelings) Skills

Interpreting Tone
ofVoice (Sincerity)
r11,,

Accident or On
i
'',i1, Purpose?

ldentifying
. i-{,, Intention
;ir':
1;

:!t'
ii:' Is This Mean?
:i:
r:il
'.ia'
How to Tell !7hen
Someone is Busy
+,:
+... Reacting to Other
i;
E,:: People
::.:
Reviewing
-:: '
-=::
Emotional Displays
.i-',
-+. Reviewing Social
a=
Situations

?=.:. ,dccident or On (;rve and lake

Purpose?
a: Dealing with
Rejection
=E
€r:: Intention
Coping with
'+-=
Is This Mean? Teasing
+_:l
How to Tell !flhen

..:..
Reviewing Social
Situacions
:.

.*--
=E trq%*

27
l-.,
T
T
[-
The student rec-
ognizes when
Accident or On
Purpose?
Coping with
Teasing

T available cues
are insuffiCient
ro make an
interpreration.
Is This Mean?

Reviewing Social
Situations

T The student Different People

Have Different
\7hac Makes a
Good Friend?

J
oredicts the
i:motional Emotions The Importance of
impact of own Trust
\(hat to Do lWhen
actions on oth- You Are Angry The Imporrance of

J
ers. Compliments
Practicing the
Caiming Down
Steps

J The student
idenrifies
desired our-
Inrroducing
Probiem-Solving
Meerings
\Vhy Calming
Down is Important
lVays to Calm
\(har Does it Mean Dealing witii
ro Flave Goals?

Identifuing
Reiection

J comes in social
situations.
Practicing
Problem-Solving
Meetings
Down

Practicing the
Calming Down
Goals

Practicing
Identifting

J
Goals
Steps

lApplying the
lProblem-Solving

J
I sr.pt
I

lReviewing
lProblem-Solving
I Skills

J fhe student
rnderstands
Sflhat Does
ro Have Goals?
it Mean

J
:oncept of Identi[,ing
'soal" and Goals
if,entifies mul-
Pracricing
riple goals.

J
Idenrifring
Goals

Applying the
Problem-Solving

J
Steps

Reviewing
Problem-Solving

J
Skills

lI7hat Does it Mean

Thestudent llntroducing
Ito Have Goals?
I

identifies goals lProblem-Solving

I

JT
which promote lldenri$'ing Go^ls
socialsuccess.
lMeecings

le*..;.;rg
t'-l
[Pacricing
I

I
Problem-Solving lldentifoing Goals
lMeetings
laPPlYing '1.','

!Lt
I
Problem-solving
I ls,eP'
I lRe'ie* in-i
I iProhlcrn-5oi'rn'u
I I sk, ii,

28

tr
E
The student Introducing Understanding Generating Communicating
identifies Problem-Solving Sadness Strategies to Solve a with Friends
assertlve, Meetings Problem
The Difference Keeping Friends
accommodat-
Practicing Between Alone and Practicing
ing, and other
Problem-Solving Lonely Generating
strategles to
Meetings Strategies
achieve desired rifays to Calm
outcomes. Down Generating
Multiple Strategies
Reviewing the
Calming Down Assertive Problem-
Steps Solving Strategies

\7hat Heips Me Using Compromise

Calm Down? as a Strategy

Applying the
Problem-Solving
Steps

[."ui.o,,ng
Problem-Solving
Skiils

The student \fihat to Do \7hen Predicting The Importance of

predicts conse- You Are Angry Consequences Trust
quences
^f ^^.:^-. \flhy Calming Practicing Strategy Keeping Friends
Down is Important Selection

Ways to Calm Applying the

Down Problem-Solving
Steps
Introducing the
Red Light Calming Reviewing
Down Steps Problem-Solving
Skills
Practicing the
Calming Down
Steps

The student I7hat to Do \fhen Predicting The Importance of

evaluates desir- You Are Angry Consequences Trust
ability ofcoose-
Inrroducing the Practicing Srrategy Give and Thke
quences,
Red Light Calming Selection
Keeping Friends
Down Steps r$fihat to Do If We
Practicing the Don't Reach Out
Caiming Down Goal
Sreps
Applying the
Problem-Solving
Steps

Reviewing
Problem-Solving
Skills

The student Inrroducing \What to Do lVhen Reacting to Other Practicing Dealing with
selects srrategies Problem-Solving You Are Angry People Generating Rejection
which promote Meetings Strategies
Inrroducing rhe The Importance of
social success.
Practicing Red Light Calming Assertive Problem- Compliments
Problem-Solving Down Steps Solving Strategies
Meetings
Practicing the Predicting
Calming Down Consequences
Steps

29

!:tii,liitii!:rrt1 ]]1ttl_?$J. j+"aiiiitili:ti:i?irnt

 \What Helps Me Practicing Strategy
Calm Down? Selection

Do If \fe
rU7har to
Don't Reach Our
Goal

Applying rhe
Problem-Solving
Steps

Reviewing
Problem-Solving

Introducing the
student
Green Light Action
uates the
Sreps
success of
Droblem- How Did it Go?
iolving plan.
I/hat to Do If \fe
Don't Reach Our
Goal

Applying the
Problem-Solving
Steps

Reviewing
Problem-Solving

30

.:, :-i.=:i€.::-ffiiflr: .J. ifi F::iItrS,

lntroductory Lessons

I
T
tr
I
I

3'!
Coming Together
to Form the Group

ruRFO5E

Fo estaHish the ruies of the group when participating in Promoting Socia/ Suc-
cess activities

Xto harre students get to know each other in new ways

STUDENTS WILL

ilsanss/generate at least one appropriate rule for the group

knplete a list of their favorite things

I,IATERIAI-5

, lrdex cards

, Pencils

, One manila folder for each student

, CrayonVmarkers

Promoting SocialSuccess Parent Newsletter: lntroducing the Prograrn "

IRESENTATION OF LESSON

lb,cussion

$lain to students that the group will meet once per week (or once per day) to
lAabout things having to do with feelings, friends, and problems that students
ane in school. Explain that they will also be participating in fun activities on
Ee topics.

,1
:r:i+4Iilia{i!:r{i:i,!l'r"l_ !rt:-"r+:i!!:r"rin::i1,:':!}-inl
",-i,:' .:llli-1:l:nar]iiii'ir:tir1i:1tn-"fjf+:-.11i:;:{ti'{.1q-i:Y::ri::r/ii,'rii ,i

l,i
l,j
il,;{
L
 Discuss the need to have rules for the group. Begin the discussion by asking
students-to reiterate their everyday classroom rules. Discuss whether these rules
still apply to the Promoting Socia/success grouP, even if the group is pulled out
from the general classroom. Then ask students to generate a list of appropriate
rules. The final list of rules will depend on the classroom but might include ver-
sions of the following:

. Keep your desk clear.

. Stay seated unless otheruuise directed.

r Use good listening skills (make eye contact, no talking, no fidgetinE).

. Respect opinions of others.

. Follow directions.

Write out a list of these rules for the next meeting and make copies so that each
student has his or her own list. You might also have a discussion about the con-
sequences of misbehaving during group time.

Writing Activity
Pass out an index card and pencilto each student. Ask the students in the group
to put their names on the card and number the card one through six, leaving
enough space for answers. Ask the students to list their favorite

1. Animal

2. Color

3. TV show

4. Sport

5. Thing io do with friends

6. Thing to do at recess

When everyone has completed a card, go around the group and have each stu-
dent share his or her favorite thing by category (everyone says what their favorite
TV show is, everyone says what their favorite color is, and so forth). lf student
attention is waning, then try to vary the format of the activity. You could ask for
volunteers to share their favorites, switching the order in which the group shares;
take a poll by asking for a show of hands (How many people put baseball as
their favorite sport? How many people put kickball?); or ask students to make
the noise of their favorite animal for others to guess. You might also vary the
categories and ask the students about their favorite subject, book, or food. One
way to encourage student attention and cooperation is to ask students to repeat

)4 Unit 1: Coming Together to Form the Group

I
 :ne favorite item of another student (see the "Challenging" Alternative Presen-
:=tion).

Wrap-Up
As a closing activity, have students decorate and write their names on the manila
:olders with crayons or markers. Find
a place in the room where students can put
:ne folders. They should bring these folders to each lesson and store any hand-
cuts in them.

ALTE RNATIVE P RES E NTATI O N S

Fundarnentai
. ln addition to the materials already /isted, you will need a bag of M&Ms (or
any other smalltreat).

iVhen establishing rules for the group, provide students with a list of rules on the
coard that you would like the group to discuss. For the writing activity, if stu-
i'ents are unable to write down their favorites, suggest that they write down first
:nitials of their answer, or aliow them to share verbally when it is their turn. You
can also have the students pick between five and 10 M&Ms, and for each one
iney eat, they must share something about themselves.

Challenging
Play a memory game in which the students state their favorite thing in a particu-
:ar category along with the favorite thing named by each student that went
creviously. For example, a studentt response might be. "My favorite animal is
a lion, Stevet is a raccoon, April's is an elephant," and so forth.

THROUGI{OUT THE DAY

. Post the list of rules in the appropriate place in the classroom.

" Send home the Promoting Socia/Success Parent Newsletter: lntroducing the o
o
Program. =
o
:
OJ

Unit 1: Coming Together to Form the Group )t

lntroducing Role Play

PURPOSE

:c introduce the term role play

-1 familiarize students with the act of role playing

STIJDENTS WILL

the role of actor and Present an idea to the grouP

=.iter

MATERIALS

Role-play footprints

Tape

PRESENTATION OF LEssON

Discussion
is an
introduce the group to the term role play. Explain to students that role play
activity in which people pretend to be someone or something or pretend
to do
something. Role playing is like acting. Tape the role-play footprints to the'floor
to in-
and explain that whoever is doing the role play will stand on the footprints
cjicate the beginning of the role play. The role play ends when
the actor steps off
fantasy
lhe footprints lthe footprints help make a concrete distinction between
and reality).

Role-Play ActivitY
your fa-
Model a role play for the students. Stand on the footprints and act out
you step off the
vor.ite animal. Have students guess which animal you are. When
iooipr.ints, discuss with students how they guessed the animal, along with the
 \

importance of stepping on and offthe footprints to signal the beginning and

end of the role play.
Give each student a chance to role play his or her favorite animal, taking
guesses from the rest of the group. You can have students participate in a sec-
ond round of role playing using the category of a feeling or emotion. Model a
role play using the emotion of sadness. When you steP off the footprints, discuss
with students how they guessed the emotion you were showing, focusing on
how you used your face and body to convey this emotion.

ALTERNATIVE PRES E NTATI O NS

Fundamental

" ln addition to the materials already listed, you will need a stack of small feel' o
o
f
ing faces showing a variety of emotions. o
a
o,)

Present students with a stack of feeling faces showing different emotions. Each
student picks a card and acts out the emotion that is on the card.

Challenging
, ln addition to the materials already listed, you willneed chart paper and a

marker or chalkboard and chalk.

Present students with more challenging categories. Together, brainstorm a list of

everyday activitles such as brushing teeth, getting on the bus, or eating break-
fast. Write this list under the heading "Things I Do Everyday" and have students
choose a role play from this list to act out.

TF{ROUGI-NOUT THE DAY

o Encourage students to play Charades with their friends during free time to
improve their role-playing skills.

38 Unit 1: lntroducing Role Play

 Practicing Role PlaY

PU RPOSE

To practice role-playing situations

To increase student comfort with

role play

STUDENTS WILL

a situation to the grouP

Enter the role of actor and Present

MATERIALS

prior to class)
" Stack of role-play cards (cut out

. Role-PlaY footPrints

. Tape

PRESENTATION OF LESSON

Discussion
Reviewthepreviousrole-playinglessonwithstudents.Reviewthemeaningof
to be someone or something else;when
the term role playt*n"" fou p'l*"na off the
you act something oufl atng'with
the importance of stepping on and
play'
role-play footprints to beginning and end of the role
'ign"l-'l't"
t
t,
Role-PIaY ActivitY
E
involve more
they will be doing role plays that
E

E Explain to students that this time

E
E thanonePersonandthatinsteadofguessing,therestofthegrouPisgoingto
E
E
E
.helpfigureou.*nu..n"roleplayshouldlooklike.Presentoneofthesituations
E.

E
E
E
E
F
E
t

:. :zt ivliq ?4-r!i€!i.i.5+' rxtl;":!?f a!31ffi f ltzi l'

_
!'--_=---
 and discuss r-
from the role-play cards (e.g., playing a board game with a friend) o
a
a
the variouS roles with students. Key questions might include :,
. what kinds of things do we do when we are playing a board game?

c What kinds of things do we say to each other?

the suggestions the
Model the role-play situation yourself with a volunteer, using
the role play'
group provides. Be sure to stand on the role-play footprints to begin
- each situation
continue through the role-play cards, discussing the roles in
participate in at
first, then assigning students different roies. Each student should
least one role play. Focus on appropriate social interactions,
encouraging stu-
dents to be friendlY and Polite"

ALTE RNATIVE P RES E NTATI O N S

Fundamental
. in addition to the materials already /isted, you will need index cards, safety
pins, and craYons/markers.

Create tags to be worn by the people in the role plays

by writing the name of
,,Waiter,,) and drawing an accompanying
the character being Portrayed (e.9.,
play' Allow the
picture; pin the name tag to the student performing the role
coffee!") during
group to continue giving suggestions ("Pretend you're pouring
dif-
ih" -1" play to guide the student. Repeat one or two of the situations with
ferent students instead of acting out a new situation each
time'

ChallenginE
Encourage students to come up with their own role-play
situations' Give volun-
situation before they
teers a moment or two to decide how they will portray the
present to the grouP'

THROUGHOI-IT T[.IE DAY

. Role play a problem or situation that the grouP has

experienced' Discuss the
students' reactions and ways to solve the problem'

. Encourage students to play Charades with their friends

during free time to
improve their role-playing skills'

& Unit 1: Practicing Role PlaY

l:.i,.:ri
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 ffi
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41
meeting ondering cal!ing a
a new lunch fnonn friend on the
str.rdent a serve!" teluphone

aski ng a playing ar p!ayi ng

teacher board game basketbal!
fon help with a frierrd with a friend

.ti$
$,w$]Bl!,$Esp.wffi' *te,rsi$#&!sfls.6s!.:.$r.€\f${!elsxtl}M4+4!Fr*i:ilsB+ir4srr!i.rre{i}i+!*i.ri*,*.rri,..*i1
lntroducing
Problem-Solving Meetings

PURPOSE

To introduce the purpose and procedures

of problem-solving meetings

To decrease the classroom teachert role in solving student problems

To increase the sense of community within

the classroom and provide a forum in
which to deal with social Problems

To increase students' problem-solving skills

procedure allowsstudents to cool off

The delayed nature of this problem-solving
over time'
and evaluate the importance of the problem

STUDENTS WILL

Practicefollowingtherulesandproceduresofproblem-solvingmeetingsand
participate in solving a real problem

MATERIALS

Small slips of PaPer

Pen or pencil

group's problem-solving box)

Shoe box with slit in lid (this will be the

Small ob.iect to identifY sPeaker

problem-solving Meeting Rules poster (you will make this prior to

the lesson'
"
see following section)
PRESEIVTATIONI OF tEsSOil{

Prior io the Lesson

. Briefly review any particular problems that are relevant to the grouP (e.9., stu-
dents being noisy after recess, students not raising their hands before speak-
ing in class).
. Write your name and a brief description of the problem on a piece of paper,
and put it in the problem-solving box to use as an example.

o ldentify a location for the problem-solving box and for the circle of chairs that
the students will use when participating in group meetings.

' ldentify an appropriate object to Pass around the circle (e.g., a small stuffed
animal) that will identify the speaker (only the person who is holding the ob-
ject may speak).

" Create a poster that lists the rules of the problem-solving meetings; title the
poster "Problem-Solving Meeting Rules" and listthe three ruies listed in the
"Discussion" section.

Discussion
Explain to students that they are going to become grouP problem solvers and
take part in problem-solving meetings. The group will meet once (or twice) a
week to solve the problems that students have during the day. Today, as an ex-
ample of how the meetings are run, the Eroup will discuss a problem that you,
the teacher, are having.
Display the box and slips of paper and discuss proper use. Explain that stu-
dents should puttheir name on the paperand write a brief description of a
problem they are having. They should do this during a free moment in the day,
not during the lesson. The lid should remain on the box and problems put
through the slot. ldentify the location of the box in the room.
Discuss the three rules for problem-solving meetings using the Problem-
Solving Meeting Rules poster:

1. Always keep six feet on the floor (four chair legs, two student legs).

2, Keep your hands in your lap.

3. Use good listening skills (look at the speaker; only talk when you have the object).

Discuss the proper way to move chairs into a circle. Ask students for ideas about
how to best move into a circle (e.g., moving quickly and quietly, holding chair
safely, following directions). This is an important discussion as the circle formation
setsthetone of the meeting. lt is a good idea to askthe studentsto move in
sections-the front of the room forming one Paft of the circle, then the back of
the room forming another part, and so forth. Practice this once or twice before
continuing with the problem solving.

44 Unit 1: lntroducing Problem-Solving Meetirgs

t
f-i:
.| Problem-Solving Meeting
a

move on to the first stage of

once in a circle, remind students of the rules, then
11:

given the opportunity to com-

fr
ili the meeting: compliments. Each student will be
is passed to him or her' Briefly
s;
,f,, pliment another group member when the object
'li
!,
discusscomplimentsandthekindsofthingsstudentsmightsayabouttheir
tii'
:i peers(seeThelmportanceofComplimentslessoninUnit5forfurtherdiscus-
$i
ii sion).Emphasizecomplimentsconcerningactions(somethIngkindthatSomeone
,{..r
did)orcharacter(anicequalityinsomeone,somethingaPersonisgoodat)over
4,
possessions (toys, games)'
'l!
compliments concerning looks (clothing, hair) or
perhaps complimenting some-
:ii

$ The teacher begins the compliment Process'

the circle. Model and explain
one on how quietly he or she carried a chair into
i,

goodpassingoftheobject(pass,nottoss)'andcontinuearoundthecirclewith
compliments at the first meet-
Jompliments. students may be reluctant to offer
io practice passing the speaker object correctly'
ing, but it is still important
AfterthecomplimentsProcess,moveontothesecondstageofthemeet-
problem solving.

. (At this point' only your

Take ifre slip of paper from the problem-solving box'
sample problem should be in the box')

.Askthepersonwhosenameisontheslipifheorshestillfeelsthatitisa
he or she wrote)' lf the
problem (you may have to remind the student what
answer|sno,puttheproblemasideandpulloutanotherslip.lftheansweris
group is using your sample
yes, continue with the procedu re' (Because the
problem as an examPl'e, your answer should
be yes' the issue is still a
problem.)

What ls Going On?

r Give the student the option of explaining the

problem or having you read it
aloud. (Exptain to students the problem you are having')

What Do lWant to l'{aPPen?

(Explain your goalto the stu{e nts' For
Ask the student to identify his or her goal.
,,1 and get ready to work"')
example, want my studlnts to settle down after recess

speaker object around the

Once the problem is read or explained, pass the
if the problem concerns an-
circle one time allowing resPonse (particularly
reactions to, or additional
other student) and discussion. students may have
like to share'
information about, the problem that they would

What Can I Do?

o pass the speaker object around one time to generate possible solutions for
Write down each idea'
tt;e problem. Feel {ree to include your own ideas'

Unit 1: lntroducing Problem'solving Meetings

tI
. Read all of the ideas aloud once, asking students to think about which is the

T best solution.

I
i

c Pass the speaker object around the circle a final time, asking each student to
pick a solution that best soives the problem' Tally the votes.

I . Read the tally of the votes and check with the owner of the problem
he or she feels that the problem has been solved.
to see if

t o Move on to the next slip of paper, or remind students of proper chair-moving

procedures and dismiss in sections.

t Things

.
to Rememben

Encourage students to use positive and nonaccusatory language.

t o lnsist that students not speak unless they are holding the speaker object' lf
students need more discussion of a problem, pass the speaker object around

i
the circle an additional time.

. The structure of the meetings is very important, especially in the first few

t
meetings. lt gives students a framework with which to approach problem
solving and encourages thoughtful, nonaccusatory Problem solving. As time
goes on, the students will be able to apply this procedure to problems
outside of the problem-solving meetings'

rl Thank students for their cooperation, and remind them to use the box during
the week. lt is important that meetings be held on a regular and frequent basis.
Pick an appropriate time once or twice per week and stick with it. Repetition will

rr make the process more comfortable.

Note; You may not have time to complete this whole procedure during the

t first meeting. Try to complete as much as possible and schedule another session
as soon as possible to complete the process. A natural break may be after the
compliments but before the problem-solving procedure.

J NTATIO N

t
AI-TE RNATIVE P REs E

There are no alternative presentations for this lesson. Students of almost all

t ability levels should be able to participate to some extent.

THROUGHOUT THE DAY

J . Tryto remove yourself from the role of problem solver during the week'

I
Unless the problem is serious enough to warrant immediate attention, tell
students at every opportunity to, "Put it in the box!"

J 46 Unit 1: lntroducing Problem-Solving Meeti'os

I
I
Practicing
Froblem-solving Meetings

PURPOSE

To practice implementin g problem-solving meetings

To decrease the classroom teachert role in solving student problems

To increase the sense of community within the classroom and provide a forum in
which to dealwith social problems

To increase students' problem-solving skills

The delayed nature of this problem-solving procedure allows students to cool off
and evaluate the importance of the problem over time

STUDENTS WIL!.

Practice following the rules and procedures of the problem-solving meetings

and participate in solving a real problem

MATER!ALS

Problem-solving box

Small slips of paper

Pen or pencil

Small object to identify speaker

Steps for Facilitating Problem-Solving Meetings list

Problem-Solving Meeting Rules poster (from the lntroducing Problem-solving

Meetings lesson)

47
 PRESENTATION OF LESSON

Prior to the Lesson

Assess whether students have been using the problem-solving box. lf not, write
down a problem that has occurred in the ciassroom and place it in the box for
discussion.

Discussion
Ask students if they have any questions or concerns about using the problem-
solving box. Review the rules on the poster and the proper chair-movihg
procedure.

Problem-Solvin g [V{ eetin g

r Direct students to move into the problem-solving circle in sections. Do not
hesitate to ask them to repeat this procedure more than once if they are
iouder or more disor-derly than necessary

o Practice the compliments and problem-solving procedures (see the steps for ro
Facilitating Problem-Solving Meetings list). U\
U'
o
f
c Dismiss students in sections.

. Thank students for their cooperation and remind them to use the box during
the week.

It is important that meetings be held on a regular and frequent basis. pick an

appropriate time once or twice per week and stick with it. Repetition will make
the process rnore comfortable.

ALTE R NATIVE F R ES E NTATI O N

There are no alternative presentations for this lesson. Students of almost all abil-
ity levels should be able to participate to some extent.

THROUGHOUT THE DAY

o Try to remove yourself from the role of problem solver during the week.
Unless the problem is serious enough to warrant immediate attention, tell
students at every opportunity to, "Put it in the box!"

48 Unit 1: Practicing Problem-Solving Meetirgs

i:
i:
a.t,

*i
I
ii:
i,i
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11
tj.
LESSON REPRODUCIBLH
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49
 Steps for Facilitating Problem-solving Meetings

Once students are assembled, pass the speaker object around the circle one time for compliments.

Take a slip of paper from the problem-solving box.

I
. Ask the person whose name is on the slip if he or she still feels that it is a problem (you may have to
remind the student what he or she wrote). lf the answer is no, put the problem aside and pull out
another slip. lf the answer is yes, continue with the procedure.

I What ls Going On?

. Give the student the option of explaining the problem or having you read it aloud.

I What Do I Want to Happen?

I Ask the student to identify his or her goal.

Once the problem is read or explained, pass the speaker object around the circle one time allowing

I response (particularly if the problem concerns another student) and discussion. Students may have
reactions to, or additional information about, the problem that they would like to share.

t What Can I Do?

Pass the speaker object around one time to generate possible solutions for the problem. Feel free to
include your own ideas. Write down each idea.

I . Read all of the ideas aloud once, asking students to think about which is the best solution.

r o

.
Pass the speaker object around the circle a final time, asking each student to pick a solution that best
solves the problem. Tally the votes.

I o
Read the tally of the votes and check with the owner of the problem to see if he or she feeis that the
problem has been solved.

I
Move on to the next slip of paper, or remind students of proper chair"-moving procedures and dismiss in
sections"

Things to Remember

I o Encourage students to use positive and nonaccusatory language.

I r lnsist that students not speak unless they are holding the speaker object. lf students need more discus-
sion of a problem, pass the speaker object around the circle an additional time.

I i the structure of the meetings is very important, especially in the first few meetings. lt gives students a
framework with which to approach problem solving and encourages thoughtful, nonaccusatory problem
sdlving. As time goes on, students will be able to apply this procedure to problems outside of the

I
problem-solving meetings.
Prmotiag Social Saras: A Cttirulm for Childril uitb Spqi4l N.ed! by Garr \ .
@ 2004 by Paul H. Brookes Publishing Co. lnc. .{''
ww.brookespublishing.com l-stt,

I
I
 Understanding
Feelings and Actions

BEHAV OIX:;L?Tt:i}il

/-ob\
\-, ffi
ffi (a@ \
\b. )
 Using Feeling Words

PU RPOSE

-: '..rroduce a variety of feeling words

-: .crease students' emotional vocabularies

STUDENTS WILL

3=,'ierate examples of feeling words

::ntify the feeling words used in the book Today I Feel Silly & Other Moods
:nat Make My Day by Jamie Lee Curtis

:e:rtify how they feel at the time of the lesson

MATERIALS

. Today lFeelSilly by Jamie Lee Curtis

Chart paper and a marker or chalkboard and chalk

One set of small feeling faces per student

One set of large feeling faces for the teacher

PRESENTATION OF LESSON

Discussion
:-.:': ^ :c siudents that over the next few weeks the group will be talking a lot
a6; -.cs and that it is important to know what words to use when talking
- =:::-- i-€ -"js
==--:-i Brainstorm a list of feeling words togetheri and write them on the
=i=E=::a.-: ;, :nart paper. The list may include words such as huppy, sad, angry,

,)
 lonely frustrated, and so forth, You may need to prompt students by asking
them questions such as

. How would you feel if you were about to go to a party?

o How would you feel if you were home alone and heard a strange noise?

Story Activity
Read Today I Feel silly to your students once from beginning to end. Then, read
it again, pausing after each page to write down any feeling words that the stu-
dents hear in the story. Add these words to your brainstorm list if they are not
already listed.

Wrap-Up
As a closing activity, distribute a set of small feeling faces to each
student. lden-
tify each feeling together by showing a rarge feeling face and having students
hold up the corresponding small feering face. Have students demonstrate
. the
emotion they are feeling at the time of this lesson by placing the appropriate
feeling face on theirdesk (students may also pick a face anJplace it in
a more
private spot). students can also draw a picture of themselves and
how they are
feeling at the time of the lesson. Remind students that the group will
be talking
more about some of the feelings on the list during the next few lessons.

ALTERNATIVE PRESENTATIONS

Fundamental
Begin with a few exampies of feering words (e.g., happy, sad,
angry), instead of
brainstornning. Read the book slowly, writing a list of feeling words from
the
story as you go.

Challenging
Have students pick an emotion from the iist of words that the group
has gener-
ated and tell about a time they fert that way and why. Discuss ih" *.y in
which
some feelings are enjoyable (happiness, excitement), while others
are more un-
comfortable (sadness, angeL frustration). Key questions might include

o How is feeling [emotion] different from feeling

[emotion]?
n How does it feel inside when you are [emotion]?

' Do you think it is still okay to have those uncomfortable feelings? why or
why not?

54 Llnit 2: Using Feeling Words

THROUGHOUT THE DAY

Label the emotions you feel throughout the day and have the student do the
same, using the large and small feeling faces, respectively, This will help the
students recognize a number of different emotions and the real-life situations
in which they might arise.

Display the list of feeling words in the classroom and refer to the feeling
terms during lessons throughout this unit.

Unit 2: Using Feeling Words 55

 G

'l'jl
t'
I {,,
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Identifying HapPY ExPressions
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PURPOSE

To identify faces showing happy expressions through common characteristics

iqll
iii
rjl

To differentiate between h"ppy expressions and other facial expressions

STUDENTS WILL

ldentify and select pictures with happy expressions

Assemble a collage of magazine photos showing h"ppy facial expressions

MATERIALS

. One large happY feeling face

. Role-play footprints

" Tape

. Chart paPer and a marker or chalkboard and chalk

" Stack of magazines (enough so each student has one)

c Poster board

o Markers

. Scissors

. Glue

4:
.i:l
 PRESENTATION OF LESSON

Discussion
show the large happy feering face
to the group and moder a happy
while steppins o1th3 rore-piay expression
footprints. when you step off
the footprints, ask o
o
students to identify the emotion
you were showing and exprain f
to this concrusion. on the charkbtard how they came o
a
or chaft p.o-", *rt"'Jo*n a rist OJ

teristics that are c of charac_

*
u p) c o m pa
",:;#: ;.1l,T|J"ilff
other emotion. Discuss the differences
:i;5
between ;l.re;; iu.J., .or,r,,
:ffi :: :*;
position), and create a second eyes, head
other expression. Ask students "".n:"f:
rist of characteristics that
are common to the
to demonstrate a happy face,
the parts of their face are similar making sure that
to the h.ppy fu." ,n liu
O,.rrr".
Collage Activity
Explain to the students that
they wi, be makinE a happy colrage.
dents write the word h"ppy in First, have stu_
tle middle of a piece of poster board,
those who cannot. Then give or assist
each student a magazine and
pictures showing peopre,with ask him or her to find
huppy
these pictures and grue them "^pr"rr'onrl;;" il;:dents cut out
onto in.il o*n coilage. Remind students about
characteristics of happy expressions, the
and encour"j" th"- io r,"rp
identify appropriate pictures in each other
magazines.

Wrap-Up
close the lesson with a review of
characteristics of a happy expression.
each student share his or her Have
collage and tell about ti;; r,"
This activity can be done using o,. .^" felt happy.
the-footprint cutouts." Have the
a time thev fert h'ppy,then students describe
have them step gn
the rrrtprrrri, demonstrate
what they looked like when they felt this way (mini role play).

ALTE RNATIVE PRES E I\ITATI O NS

I Fundamental

I Assist students in selecting appropriate magazine pictures for their personal

h"ppy collages by asking them questions about specific pictures. Key questions
might include

!
I
' what is it about that person's face that makes you think he or she is happy?
o ls that person smiling?
I
I
o ls that why you think this person is happy?

I Provide any necessary assistance with the cutting and gluing tasks.

I
;
Unit 2: ldentifying Happy Expressions

I
 Challenging
one large emotion poster' Encourage
Make individual happy collages as well as
studentstofindpicturesdepictingemotionsotherthanhappiness,andhavethe
Be sure to label the emotion dis-
students glue them to . l.rg" poJ,"l. board.
characteristics of that facial expression'
played in each picture, undiir.r* the
expression
you can also discuss with students pictures in which the person's
out
is neutral or ambiguous. Explain that
sometimes it isn,t possible to figure
need to
what a Person is feeling by looking at
hisor her face' ln these cases' we
the persont body language or what is happening
lool< for other clues,
""tn "
around him or her.

THROUGHOUT THE DAY

. faces in class materials (e'g'' books'

Note aloud the characteristics of happy
with happy facial expressions'
worksheets), and verbally identify students

. Have students bring in photographs

from home to add to their collages'

. how they are feeling using their set

Remind students to identi{y and display
of small feeling faces'

:i'' 19
Unit 2: ldentifying Happy Expressions
 Understanding Sadness

PURPOSE

: identify situations that may cause sadness

--b generate coping strategies for dealing with sadness

STUDENTS WII.L

Senerate at least one example of a situation that can cause sadness

3enerate at least one coping strategy

Somplete the drawing activity

MATERIALS

Large sad feeling face

Role-play footprints

Tape

Chart paper and a marker or chalkboard and chalk

What Can I Do When l'm Sad? title page and blank book pages

Crayons/markers

PMESENTATION OF LESSON

lfscussion
Mqin the lesson by showing the large sad feeling face. Stand on the role-play o
o
ifooryrints and demonstrate a sad expression and posture. when you step off of f
o
1
dfrefooprints, ask students to describe what emotion you were displaying and 0.,

dmot itwas about the way you looked that told them you were feeling sad (e.g.,

6t
 headdown,eyeslookingdown).Writethewordsadonthechalkboardorchart
paper. Discuss sadness. Key questions might include

o How does it feel inside when you are sad?

. What kinds of things make You sad?

Together,brainstormalistofthingswedowhenwearesad'eithertoexpress
Discuss with students good
i

our emotion (cry) or to make ourrllu", feel better.

strategies for dealing with sadness (ones that
do not hurt others and cheer us
(ones that hurt others or that end up
up) versus strategies that are not as good
us more upset). Examples of good strategies
might include
making

o Writing in a journal

. Talking to a Parent or friend

. Listening to music

n Playing a sPort

o Giving someone a hug

. Having a snack

include
Examples of strategies that are not so good might

r Running awaY from home

. Locking yourseif in a room

. Being mean to your little sister or brother

" Breaking something

Drawing ActivitY
ExplainthatthegrouPisgoingtomakeabookaboutbeingsad.Askeachstu-
he or she would actually use
dent to pick one of the ,,ru,"gi". from the list that
by different students) and give
or try (each strategy can be ,r"d mor" than once
eachstudentablankpagefromtheWhatCanlDoWhenl,mSad?booktem.
plate. Have the students illustrate their coping
strategy (e.g., they might draw a
picture of themselves listening to music) and fill
in the sentence at the bottom of Ms
the page, "When l'm sad, I tJn Gather together all of the pages and
staple them into a book. -'"

62
Unit 2: Understanding Sadness

t'
WrapUp
As a dosing activity, ask students to review what they learned about sadness'
*rmmaries should include some mention of what people look like when they are
sad, what it feels like inside, situations that can cause us to be sad, and coping
strategies for dealing with sadness'

ATTERNATTVE P REs E NTATI O N 5

Fundamental
. In addition to the materials already /isted, you willneedToday I Feel Silly and
Other Moods that Make My Day by Jamie Lee Curtis.

On (approximately) page24, the character is feeling sad. Use the picture in the
Oook to ground your discussion of sadness. Discuss how the character looks,
rui"ry she is feeling sad, and what she could do to make herself feel better.
During
dre bookmaking activity, assist students in completing the sentence at the bot-
tom ofthe page.

Challenging
Have students think about ways to help each other when another grouP member
isfeeling sad. Come up with a grouP plan of ways to support each other and
make students more comfortable with expressing sadness'

THROUGHOUT THE DAY

. Display the book the students made about being sad in an accessible place
and encourage students who are having a bad day to use the strategies in-
cluded in the book.

. Remind students to identify and display how they are feeling using their set
of small feeling faces'

Unit 2: Understanding Sadness 63

LESSON REPRODUC{ffiLtr'
What can I do when l'm sad?
 C
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(/)

s
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I

i
L

i The Difference
Between Alone and Lonely

PU RPOSE

-: ,dentify
the characteristics of, and differences between, the feelings/states of
ceing alone and being lonelY

-: identify coping strategies for dealing with loneliness

STUDENTS WILL

:entify at least one activity that they like to do alone, one example of a time
lhey {elt lonely, and one coping strategy for dealing with loneliness

lcr-nplete a picture of the One Lonely Day story character enacting that strategy

MATERIALS

Chart paper and a marker or chalkboard and chalk

Large lonely feeling face

One Lonely Day story and illustrations

Drawing paPer

Crayons/markers

PRESENTATION OF LESSON

Discussion
be discussing two new feeling words.
-plain to students that today you will
iVrite the word a/one on the chalkboard or chart PaPer and ask students to
:escribe what it means. Write student responses next to the word (possible defi-
.:itions include "being by yourself" and "when no one else is around"). Discuss

67
 or a bad thing'
with students whether they think being alone is a good thing
yourself sometimes? why or
Key questions might include, Do you like being by
why not?
Explainthatsomepeopleliketodothingsbythemselves,withoutother
people around' For some people like to read a book or make choco-
"x"mpl", key questions such as
iate chip cookies. Ask students

. you are by yourself?

What kinds of things do you like to do when

. How do you feel when you are doing these things

by yourseif?

C')
Showthelargelonelyfeelingfaceandwritetheword)onelyonthechalkboard a
3
Wr'rte student responses o
or chart p"plr. Ask s'tudents to describe what it means. o)
nexttotheword(possibledefinitionsinclude"whatyoufeelwhenyoudon't
want to be alone,, and "when you want to play
with or talk to someone else but
no one is around").
l Explainthatwhenwetalkaboutbeingaloneandreadingabook'weshould
thhk about how we might feel then. Someone might like what he or she is doing
.and doesn,t feel badly being by him- or herself. But sometimes,
when people
are aione, they don't feel good about it. They might want to go outside
to play
Then they may feel lonely. Ask your
with other people but no one else is around.
students, "Can any of you think of times when you felt lonely?"

Story Actlvity
in the second illustra-
Read the story, one Lonely Day. Discuss how Marnie looks
tion. Ask the students what it is about her face and body that teits
feeling lonely. The story asks students to come up with ideas of
us that she is
how Marnie can
(possibilities include
Mq
make herself feel less lonely. Write down these responses
activity
go to the park where there are other kids, ask her mother to do a special
reading
*ith n", write a letter to a friend, and so forth). when you are finished
e nts wh a\ \\ar rire t\il to
e sto ry, a sk stu d
$a\e\erse\\ \ee\be\Ner'
th

Drawing ActivitY
HaveeachstudentdrawapictureofMarnieusingoneofthestrategiesheor
she generated.

Wnap-Up
what they learned about being alone
As a closing activity, ask students to review
andfeelinglonely.Summariesshouldincludesomementionofthedifference
betweenaloneandlonely,whatpeoplelooklikewhentheyarelonely'what
cause us to be lonely, and coping
lonely feels like inside, siiuations that can
strategies for dealing with loneliness'

unit 2: The Difference Between Alone and l-onely

ALTE RNATIVE P RES ENTATI O N S

Fundamental

' ln addition to the materials already listed, you willneed Today I Feel silly by
Jamie Lee Curtis.

on (approximately) page 17, the character is feeling lonely. Use the picture in
the book to ground your discussion of loneliness. Discuss how the character
iooks, why she is feeling lonely, and what she couid do to make herself feel bet-
ter. During the drawing activity, have students draw a picture of a time they felt
ionely, instead of drawing a picture about Marnie.

Challenging
Discuss with students the connection between loneliness and sadness, which
you discussed in the previous lesson (loneliness is a type of sad feeling-being
sad because you are alone).

THROUGHOUT THE DAY

check with students who are by themselves during recess or other recre-
ational activities to see if they just want to be alone or if they are feeling
lonely. lf students repoft feelings of loneliness, guide them in selecting a
strategy to deal with these feelings.

Remind students to identify and display how they are feeling using their set
of smallfeeling faces.

Unit 2: The Difference Between Alone and Lonely 69

+"..rru{,*iffi sFffi q.+::i

l-
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LESSO N REPRODUCIBLE

1
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.... oNE LONELYDAY ... o................. c. o. coec..c....o
Marnie looked around her bedroom and sighed. She was tired of playing
video games, and her mom wouldn't let her watch any more TV. She could
reaci her new books, but she didn't realiy feel like it. What she really wanted
to do was go outside and play socce[ but that wasn't any fun by herself.
Marnie sat on the edge of her bed and tried to figure out why she felt kind
of unhappy inside (show illustration #1).
"What is going on?" Marnie asked herself. "Why am I feeling this way?"
Suddenly Marnie knew what it was she was feeling-she was lonelyl There
was no one around for her to play with, and Marnie didn't really want to be
by herself right now. Being lonely is what you feel when you want to be with
other people. Marnie felt a little better already just by figuring out what was
going on inside of her.
Marnie hopped off the bed and went to get something to drink. "Okay,
what do I want to happen?" she asked herself as she sat at the kitchen table
(show illustration #2). She played with the edge of the placemat and thought,
"l think l'd like my friend Owen to come over and play soccer with me. That's
what l'd really like to happen right now." Marnie finished her drink.
Say to students; Now that Marnie has decided what she wants to hap-
pen, she has to figure out what to do. lf you were Marnie, what would you do
to solve her problem? (Have your students generate strategies for achieving
Marnieb goal.) Those are some great ideas!Now /et3 see what Marnie decid-
ed to do to so/ye her problem.
Marnie's friend Owen lived in an apartment a few floors above Marnie's
apartment" Marnie and Owen were such good friends that they usually didn't
bother calling each other on the telephone, they just ran up or down the
stairs to visit the other one. Marnie decided that the best plan was to ask her
mother if she could go upstairs to Owen! apartment and if the two of them
could go outside and play soccer in the courtyard. So that's just what she did.
Marnie ran upstairs and knocked on Owen's door (show illustration #3).
When Owen opened the door, Marnie could barely speak, she had run so
fast. "Do, do you want to go out and play soccer?" Marnie gasped. Owen
nodded, he just needed to put his sneakers on, then he'd.be ready. lt turned
out that he had been feeling kind of lonely too. The two friends ended up
kicking around the soccer ball all afternoon until they got called in for dinner
(show illustration #4).
As she came inside holding the muddy soccer ball, Marnie thought

.. . . " l:::': ::.:::.:. .: i:. . .T::T:::i::: .:l:.:::'i. . .. .

Unit 2: The Difference Between Alone and Lonely 71

a,,:.r:it,.itj
 ONE LONELY DAY ILLUSTRATION #1

Unit 2: The Difference Between Alone and Loncb

 ONE LONELY DAY ILLUSTRATION #2

Unit 2: The Difference Between Alone and Lonely

71
 #3
ONE LONELY DAY ILLUSTRATION

i--_

mlu

Alone and Lonely

U"--:r',r;i" Difference Between
 ONE LONELY DAY ILLUSTRATION #4

Unit 2: The Difference Between Alone and Lonely 7'

 #5
ILLUSTRATION
ONE LONELY DAY

'6,6
k-J

lone and LonelY

Unit 2: The Difference
t
I

Understanding Fear

PURPOSE

! To identify situations that may cause fear

To generate coping strategies for dealing with fear

STUDENTS WILL

E Generate at least one example of a situation that can cause fear

Generate at least one coping strategy

Complete the drawing activity

E MATERIA!.5

Large scared feeling face

Role-play footprints

Tape

Chart paper and a marker or chalkboard and chalk

There's a Monster Under My Bed by James Howe

Drawing paper

Crayons/markers j

i
PRESENTATION OF LEssON I
1
'I

Discussion
Begin the lesson by showing the large scared feeling face. Stand on the role- o
o
play footprints and demonstrate a scared expression and posture. When you
o
step off of the footprints, ask students to describe what emotion you were dis- -
OJ

I
l

I
 you were feeling scared'
and what about the way you looked told them
playing
chalkboard or chart PaPer'
Write the word scared on the
Key questions might include
the feeling of-[eing scared'
Discuss

o you are scared?

How does it feel inside when

. you scared?
What kinds of things make

StorY ActivitY
ReadanddiscussThere'saMonsterl)nderMyBed'Keyquestionstogenerate
discussion might include
are a baby? (Simon was
afraid of looking
. Does being scared mean that you

like a baby if he called out

to his parents')

scared?
r What can You do when You're

Drawing ActivitY
a picture of
the last page of the story and ask them to draw
Show students under their bed'
think was scary if it were
something that they would

WraP-UP
Asaclosingactivity,askstudentstorevjewwhattheylearnedaboutfear.Sum.
people look like when they
are
i"tl;;-;";; mention of what
maries should
scared,whatitfeelslikeinside'situationsthatcancauseustobeafraid'and
with fear'
.oping strategies for dealing

ALTERI{ATIVE P RES E NTATI O N 5

Fundamental
to communicate fear
Havestudentsrole-playsituationsinwhichtheyhavebeenscared.Encourage
to use their facial expressions and body language
students
to the audience'

Challenging
Encouragestudentstodiscussfearsthataremoresocialinnature(e.g.,walking
';T'
n,o
i
",.oo..''t
p""'p v"
" : i: ^' YT;l'Jr
r

"'.n
*; :Iff
: 1:'; HLt
that makes
or drawins
*::'T:il",'Jl [:J;];?::jlffi:bed
(or if this ;;r;;ntiall-y
'o*"'il'nn
embarrassing' you might
them feel scared in general
which they used to be
scared).
have them ar"* .",i",ni"g "f

Fear
Unit 2: Understanding
THROUGHOUT THE DAY

, Discuss with parents and students any particular fears the student has, espe-
cially school-related fears. This information might act as material for follow-up
lessons about fear.

Remind students to identify and display how they are feeling using their set
of small feeling faces.

Unit 2: Understanding Fear 19

When Are We SurPrised?

PURPOSE

To identify situations that may cause surprise

STUDENTS W!LL

Generate at least one example of a situation

that can cause surprise

MA.TERIALS

Large surprised feeling face

Role-play footPrints

Tape

chalk
Chart paper and a marker or chalkboard and

No Jumping on the Bed!by Tedd Arnold

PRESENTATION OF LEssON

Discussion
feeling face. stand on the role-
G)
3egin the lesson by showing the large surprised o
:,
When you
cli footprints and demonstrate a surprlsed expression and posture' o
a
emotion you were display-
OJ

;iep off of the footprints, ask students to describe the

were feeling
rg and what it was about the way you looked that told them you
paper'
s,r-rprised. Write theword surprised on the chalkboard or chart

Story ActivitY
the
read No Jumping on the Bedlto students, stopping periodically to discuss
different characters' Also dis-
:rrprised expressions and body language of the
when they are surprised'
:.rss with the students what they feel inside

81
 ffi
w
ffi
ffi
ffi
ffi
ffi
Role-Ptray Activity
ffi
ffi
Ask students for examples of situations that might cause someone to feel sur-
prised. Examples might include ffi
ffi
ffi
. ffi
Walking in to a surprise party iffi
. Finding money in the street
ffi
. Having a pop quiz at school
ffi
ffi
ffi
. Making an unexpected goal or basket

Write down the examples generated by students. Explain to students that you ffi
w
tffiE
will be role playing some of the situations listed. Begin by reviewing the mean- ffi
ing of a role play (pretending to be someone or something else, acting some- ffi
thing out) and the significance of the role-play footprints (to signal the beginning
and end of the role play). Ask students for suggestions of the kinds of things that ffi
*F
someone in the first situation might do or say, then, together with a volunteer, ffi
model a role play of the first situation. Repeat this process with each situation,
ffi
making sure that each student has a chance to participate in at ieast one ffi
role play.
ffi
##l

ffi
Wrap-Up ffi
Iffiil-
tffi.j
As a closing activity, ask students to review what they learned about surprise. ffi
Summaries should include some mention of what people look like when they are ffi;
ffi
surprised, what itfeels like inside, and situations that can cause us to be sur-
ffi
prised.
ffi
Wl

ffi
ALTE RNATIVE P R ES E NTATI O N S
ffi
ffil
ffi:

Fundarnenta!
ffi.
. ffi
ln addition to the materials already listed, you will need index cards, safety
pins, a nd crayons/ m a rkers.
ffi
ffi
HH.
:ffi'
&,,
Create tags to be worn by the people in the role plays by writing the name of
ffil
the character being portrayed (e.g., birthday girl) and drawing an accompanying #r
picture; pin the name tag to the student performing the role play. Allow the #'
group to continue giving suggestions ("Pretend you're blowing out your birth- ff.;'

S'i
day candlesl") during the role play to guide the student. Repeat one or two of
the situations with different students instead of acting out a new situation
fi
rir

each time.

Unit 2: When Are We Surprised?

I
ra-i
.s'i
!t
#,
#
ffi:
rgtr
ffi
*'
ft
.#r.

$r:
Cha{lenging
i$r:
ltr:i
i{i
*: Encourage students to come up with additional situations when people might
rl,i,:.
,j,iJ:
feel surprised. Have students role play these situations. Give volunteers a mo-
:.'i;.
:.8,
ment or two to decide how they will portray the situation before they present it
lilL.
:ii.
to the group. Discuss with students the difference between being scared and
*.
,:f;1.
being surprised. Key questions might include
ffu
;i.l
::;-: . What is the difference between being scared and being surprised?
..?:1

rj:
il:].:
o Which feeling is more comfortable? Why?

THROUGHOIJT THE DAY

ldentify and discuss surprising events that occur in or outside of school.

Remind students to identify and display how they are feeling using their set
of small feeling faces.

Unit 2: When Are We Surprised? 83

Undenstanding l-ove and Hate

PURPOSE

To introduce love and hate as the two extremes on an emotional continuum

To elicit information about student experiences with these emotions

STUDENTS WILL

Visually demonstrate the intensity of their feelings about a certain object or sub-
ject by writing the names of those objects or subjects in different areas of a
feelings meter

MATERIALS

Copies of the feelings meter (one per student and one for teacher)

Chart board and a marker or chalkboard and chalk

Large paper clips

Subject cards

Magazines

Glue

Scissors

Love-Hate col lage templates

PRESENTATION OF LESSON

Discussion

=xplain
to students that today you will be discussing two new feeling words and
:nat the gloup is going to talk about how people can feel different ways about
:'rings. For instance, if someone really likes cats, you could say that he or she

8i
lovescats.But,ifsomeonedoesn'tlikecatsatall'youcouldsaythatheorshe
cats. To generate discussion, ask your students
to share some things they
hates
love and then some things they hate'
Next,showyourstudentsthefeelingsmeterandreadwhatitsays(/ove'
like, dislike,hate). write the word cats at the
love end of the spectrum of your
meter.Explaintostudentsthatpeoplewhoreallylovecatswouldputthemat
Mq
theloveendofthespectrum,likeyou,butpeoplewhoreallyhatecatswould
put them at the other end'
and ask students to
write the word rove on the charkboard or chart paper,
next to the word' Possible de{i-
describe what it means. write student resPonses
and "What we feel for
nitions include, "When we really, really like something"
ourmotherandfather.,,Thenwritethewordhateonthechalkboardorchart
,,The opposite of love,, and ,,What we
PaPerandaskstudentstodescribewhatitmeans.WritestudentresPonsesnext
to the word. Possible definitions include,
how the two words are re-
feel toward Something we really don,t like'', Discuss
lated. Key questions might include

r How are these two words related to each other?

o Are there any feelings in between love and

hate?

Feelings Meter ActivitY

other {eelings f-
pass one feelings meter to each student and explain that there are o
a
(t
on the meter' eliciting
in between love and hate. Go overthe restof theterms f
for each term' After you explain
examples of things students feel that way about
themeter,PaSsoutthepaperclips.Holdthesubjectcardsinafanandaskastu-
student to Put a paper clip
dent to pick a card. Read ihe subject and ask each
that subject' Repeat for addi-
on the meter to indicate how he or she feels about
paper clips accordingly' Make
tional subjects, having the students move their
pick a card. Encourage students to
sure to give each stuJent at least one turn to
give for each subject'
look at the variety of answers their classmates

Wrap-l.JP
that shows things that they
As a closing activity, ask students to make a collage
love,thingsthattheyhate,andseveraithingsinbetween'Have.studentscutout
picturesfrommagazinesandgluethemontotheLove-Hatecollagetemplate.
Mq
ALTE RNATIVE P RES E NTATI O N S

Fundamental
.tnadditiot?tothematerialsalreadylisted,youwillneedcrayons/markers.

Simplifythefeelingsmeterbyeliminatingoneorbothofthetermsinbetween
loveandhate.Havestudentsdrawapictureofonethingthattheyioveandone

86
Unit 2: Understanding Love and lJate
thing that hate on the Love-Hate collage template rather than doing the collage
activity.

Challenging
Have students read the subject cards themselves and make up their own sub-
jects rather than using the cards. Discuss with students how feelings change in
intensity at different times or in different situations. Key questions might include

r Can you love something one day and not iike it the next?

- why do you think this happens?

Students can also write a llst of things that they rove and hate on the Love-Hate
collage template rather than doing the collage activity.

THROUGHOUT THE DAY

Encourage students to identify and label the intensity of their feelings toward
different activities, things, and people. Model this process yourself.

Remind students to identify and display how they are feeling using their set
of small feeling faces.

Unit 2: Understanding Love and Hate 87

LESSON REPRODUCIBLES
 FEELINGS METER

Dislike

Unit 2: Understanding Love and Hate

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LI ,/
Understanding Frustration

PURPOSE

-o identify situations that are personally frustrating

STUDENITS VVII.L

:entify one situation that is personally frustrating

lcmpiete a drawing of this situation

MATERIALS

Large {rustrated feeling face

Role-play footprints

-,upe

Chart paper and a marker or chalkboard and chalk

Alexander and the Terrible, Horrible, No Good, Very Bad Dayby Judith Viorst

Crayons/markers

PRESENTATION OF LESSON

Discussion
i=grn the lesson by showing the large frustrated feeling face. Stand on the role- G)
o
f
: ay footprints and demonstrate a frustrated expression and posture. When you o
-
-:s off of the footprints, ask students to describe the emotion you were' display- 0)

-: and what it was about the way you looked that told them you were feeling
---nated. Write the word frustrated on the chalkboard or chart paper. Discuss
-: lreaning of the word. Write student resPonses next to the word. Possible
:::-Hons include, "When you're trying to do something and you can't" and

91
 to'" Discuss how it feels in-
"When things aren't going the way you want them
side when You are frustrated'

Story ActivitY
ReadAlexanderandtheTerrible,Horrible,NoGood,VeryBadDayanddiscuss
Alexander throughout the day'
the frustrating things that happened to

Timeline ActivitY
draw a timeline like the one below'
On a lengthwise piece of chart PaPer'

lunch after school bedtime

morning

Have students come up with examples

of frustrating things that have happened
episodes
points throughout the day (especially frustrating
to them at different
and write a brief description of
colcerning friends and maintaining friendships),
complete drawings along the
these things along the timeline. Have students
timeline that illustrate these frustrating events'

Wrap-Up
Asaclosingactivity,askstudentstoreviewwhattheylearnedaboutfrustration.
they are
of what people look like when
Summaries should include some mention
frustrated,whatitfeelslikeinside,andsituationsthatcancausepeopletobe
frustrated.Explaintostudentsthatinfuturelessonsyouwillbetalkingmore
aboutangerandfrustrationandhowpeoplecandealwiththesefeelings.

AI.TERNATIVE PRES ENTATI O NS

Fundamental
. tn addition to the materials already listed, you will need drawing PaPer'

TheideaofatimelinemightbetoocomplicatedforsomegrouPs'Brainstorma
that have happened to students and have
them illustrate
list of frustrating events
a Very Bad Day book in a chronological
these events. Compile the drawings into
the day'
order according to when they occurred during

Challenging
Reread the last three sentences of the
book. Discuss with students the idea that
Key
sometimes justmanaging to get through a bad day is a coping strategy'
questions might include

Unit 2: Understanding Frustration

94
 Why do you think Alexandert mother said that to him?

How do you think Alexander might feel in the morning?

Why is it that bad days feel like they go on forever?

TH RO[.'G I.IOI.'T TH E DAY

Compile a list of examples of situations that have been frustratinE for stu-
dents in the classroom. This list could be helpful for reviewing frustration as a
concept and for identifying needs of panicular students.

ldentify times during the day that you are feeling frustrated. Describe to stu-
dents how you are feeling and why. Model appropriate coping strategies.

Remind students to identify and display how they are feeling using their set
of small feeling faces.

Unit 2: Understanding Frustration o5

Understanding Anger

PURFOSE

To become more familiar with anger

To recognize the feeling of anger in oneself and in others

STUDENTS WILL

Participate in the discussion about how anger makes people feel

Complete the drawing activity

MATERIALS

Large angry feeling face

Role-play footprints

. Tape

Chart paper and a marker or chalkboard and chalk

When l'm Angry by Jane Aaron

Drawing paper

Crayons/markers

PRESENTATION OF LESSON

Discussion
Begin the lesson by showing the large angry feeling face. Stand on the roie-play G)
o
3
footprints and demonstrate an angry exPression and Posture. When you step off o
a
of the footprints, ask students to describe the emotion you were displaying and
o,

97
t what it was about the way you looked that told them you were feeling angry.

t++
Writ-e the words angry and mad on the chalkboard or chart paper.

Story Activity
Read When l'm Angry. Discuss with students how being angry makes you feel in-
side. Refer back to pages (approximately) 13-20, and write down the different
ways anger can make people feel (big and strong and imporlant, like hitting or
shouting mean words, like nobody is listening, like you want to cry). Key ques-
tions might include

. The character says that being angry makes him feel different ways some-
times, how does it make you feel inside?

+
Why do you think feeling angry can be scary sometimes?

Drawing Activity

+ Have students draw and share a picture of a time they felt angry.

#
Wrap-Up
As a closing activity, ask students to review what they learned about anger. Sum-
maries should inciude some mention of what people look like when they are
angry, what it feels like inside, and situations that can cause people to be angry.

I ALTERNATIVE

Fundamental
PRES E NTATIO N5

T The discussion about how being angry feels inside may be difficult for these stu-
dents. You may need to focus on how the charactert face and body look and

I feel when he is angry. By discussing the clenched fists and jaw, you may be able
to teach that people feel tense and unhappy when angry. Model an angry Pos-
ture yourself and then have students demonstrate the emotion as well. Key
questions durinE their demonstrations might include

o How do your face and body feel?

. Do you feel relaxed, or do you feel all tight inside?

Challenging
Discuss with students the idea that sometimes people hide their feelings and
that we may not be able to tell what emotion they are feeling. Key questions
might include

Unit 2: Understanding Anger

 character in the book was
feeling angry?
How could you tell that the

peopre feer angry but do

not show it?
Are there ever times when
what you are feeling?
How can you let people know

THROUGHOUT THE DAY

. beyond simply labeling tl"'l:::ltns to actually

Encourage students to go these emo-
*orl ..ilpL. ,r.r". oi ht* it ieels to experience
describing tf,"
tions.Recognizingstudentangerinallitsfgl65-whetheritisexpressed
help teachers and stu-
or. *ithd"*al-shouid
through tears, misbeh"io''
dents dealwith this emotion'
whln v.1u are feeling ?".?'^?l,jttl?:::j::
" ldentify times during the dav
f"eeting ,na *ny. Model
appropriate coping strategles'
dents how rou
"r"
.Remindstudentstoidentifyanddisplayhowtheyarefeelingusingtheirset
of smaill feeiing faces'

Unit 2: Understanding Anger

I

Feelings in Different Contexts

I
I

PURPOSE
l
To review feeling words and their meanings within a particular context

ro identify situations or events that may cause different emotions

I sTUDENTS WILL

:r'ovide a definition/description for each feeling word picked and make a

nection between that feeling and a particular situation

E r\4ATERIALS

Any visual aids that reflect the chosen contexts in the game

Stack of small feeling faces

Small prizes for the game, such as stickers (optional)

Role-play footprints

Tape

Fill in the Feelings worksheet

PRESENTATION OF LESSON

Discussion
ixplain to students that you will be reviewing feelings by playing a game. The
:erne will consist of several rounds, For each round, the students will have to
:'ovide answers about emotions that occur within a specific context. Possible
:lntexts to use include

. Playing basketball

. Shopping at the mall

. Taking a spelling test

. Playing in the park

It is preferable to choose a context that is personally relevant and of interest to

the students. Feel free to use a different context from the ones that are provided
here and to change the context for each round of the game (after each student
has had one or two turns).
Prior to beginning the game, students might benefit from a visualization ex-
ercise in which they are encouraged to picture the context and think of all the
things they know about that particular situation. For example, you might say to
your students, "Picture a basketball court. There are two baskets and lots of
people watching the game. The players are running up and down the court
dribbling the ball and shooting into the nets. Pretend that you are one of those
players."
You might also present visual reminders, such as a basketball or a picture of
a basketball.

Game Activity
Each student will

n Pick a feeling face o

o
f
o
c Give a description of the feeling (" Frustrated is when you're trying to do -
OJ

something and you can't")

. Give an example of when a person might experience this feeling within the
predetermined context ("A person mightfeelfrustrated in a basketball game
when he or she misses both free throws")

lf your group is big enough, this game can be played in teams, with the teams
receiving points for each appropriate answer. Encourage students to listen to
and respect the ideas of others. Students can also receive helper points for as-
sisting another student in coming up with an appropriate answer. Prizes can be
given for having the most points, following the rules of the game, and exhibiting
good behavior.

Wrap-{.lp
Role play one of the situations. ln the middle of the action, have students freeze
and describe how they are feeling at that moment.

Unit 2: Feelings in Different Contexts

ALTERNATIVE P RES E NTATI O NS

Fundamental
Use a more limited number of emotions and have students pick out the appro-
giate feeling face from a selection of faces when given an event, Within the
context of a basketball game, for example, a student might be asked to pick
the face that best shows how he or she would feel if he or she just made
or.rt a

basket. You may also need to limit the number of different contexts.

Challenging
Have students come up with their own contexts and use more comPlex emo-
tions, such as disappointed and embarrassed.

THROUGHOUT TI.IE DAY

. A;t different times during the day, ask studentsto identify what they are fee!-
ing at that moment and why they might be feeling that way. This will help stu-
cients practice examining and verbalizing their feelings within a variety of
contexts.

. Have students complete the Fill in the Feelings worksheet for morning work

.
or homework.

Remind students to identify and display how they are feeling using their set
Mg
of smallfeeling faces.

Unit 2: Feelings in Different Contexts 103

LESSON REPRODUCIBLE
 -1

' UNlil 21"";1,

Fiil in the Feerings
I Fe eli n g s iii D!ff e re it.Co;nt!Xtsit,;1,
. :. i :: t r:r - li.,;r: :::.rr: ili

Name Date

Read the story" Complete the sentence with one of the words in the box.

excited sad happy

confused scared angry

t- "He took my pencil without even ask-

II
2. Juanita could not figure out what was
ing me!" thought Mark. "l can't going on. Her friends were not speak-
believe he did that! He isn't my friend ing to her and she didn't krrow why.
anymore." "l wonder what they are thinking?"
she thought to herself.

Mark is feeling ",luanita is feeling

3. "l am having such a good day todayl" 4. Terry's best friend moved away. Terry
thought Jen. "l got an A on my does not know if he will get to see his
science test, and I got picked first to friend again. He walked outside but
play soccer!" Jen had a big smile on couldn't find anything he wanted to
her face. play with.

ien is feeling Terry is feeling

5. Sherita was home alone. She lay in 6. Richard couldn't wait until Friday
bed listening to all the noises in her nightl He was going to spend the
house. She wished that her mother night at his friend! house, and they
would come back. Sherita shivered were going to camp out in the back
as she heard another noise. yard. Richard couldn't sit still because
he was thinking about it all day long.

Sherita is feeling Richard is feeling

Pnmotirg srial saccat: A ctrirhm fr childw uirb spdal lizr.* br Gary N. siperscein & Emily paige Rickards
@ 2004 by Prul H. Brookes Publishing Co. Inc. All righrs resered.
*w.brookespublishiog.com i - S(( t-(r i8-.j 775
 Different People
Have Different Emotions

PI,,'RPOSE

t-o explore the concept that different people may feel different emotions in the
same situation

STUDENTS WILL

Convey tlreir own emotionaI reaction to hypothetical situations using Yes/No signs
aarticipate in a discussion about the answers given by the group

MATERIALS

. Charl paper and a marker or chalkboard and chalk

. Large scared, angry, excited, and sad feeling faces

. Role-piay footprints

o Tape

. Yes/No signs (cut in half before handing out to students)

PRESENTATION OF I.ESsON

Discussion

-qefore beginning the lesson, write the words scared, angry, excited, and sad on
::re chalkboard or chart paper. Show the large feeling faces to the students and G)
o
:rscuss the meanings of the terms, modeling the appropriate facial expression a
o
:.d body language for each emotion using the role-play footprints. Elicit ex-
;nples from students when they have felt these emotions.

107
 lntroduce the idea that different people can feei different emotions in the
same situations. Perhaps use the example of being scared of mice. Ask the stu-
dents to raise their hands if they would be scared if a mouse were to run across
the floor. There should be some variety in their response, but if not, use the less
obvious example of being scared of dogs or biack cats.

Survey Activity
Explain to the students that you are going to read a list of questions and that
they will get to answer the questions by holding up a sign. Demonstrate this
using the question about the mouse. Hand out the Yes/No signs, and answer ro
any questions about the process. UI
UI
Read the list of questions below, allowing time for students to respond. o
:f
After each question, tally the responses on the chalkboard or chart paper, noting ii
whether there was general agreement or a lot of disagreement in the students'
responses. Be sure to point out that there are some things that tend to make
everyone feel a certain way (getting hit often causes anger) and some for which
there is a great deal of variability (flying may only scare some people). You do
not have to ask every question. Assess the level of interest and proceed accord-
ingly.

1. Would you feel scared if you were home all alone?

2- Would you feel scared if you moved to a new school?

3. Would you feel scared if you had to get up in front of people and sing?

4. Would you feel scared if your room was dark at night?

5. Would you feei scared if you flew on a plane?

6. Would you feel angry if someone borrowed your crayons without asking?

7" Would you feel angry if someone hit you on purpose?

8. Would you feel angry if your brother or sister got more ice cream than you?

9. Wouid you feel angry if your friend played with someone else?

10. Would you feel angry if you had a babysitter one night?
,ja
11, Would you feel excited if you had a Peanut butter sandwich in your lunch? +

12. Would you feel excited if you were going to a birthday party?

13. Would you feel excited if it was time to go to school?

108 Unit 2: Different People Have Different Emotions

 14. Would you feel excited if you got to use the computer?

15. Would you feel excited if your grandmother came to stay with you?

16. Would you feel sad if your pet got sick?

17. Would you feel sad if you lost your homework?

18, Would you feel sad if your teacher was absent one day?

19. Would you feel sad if you forgot your lunch?

20. Would you feei sad if you didn't get picked to play kickball?

Wrap-Up
Review a question for which there was variability in response and discuss why it
r-right be important to realize that others might not feel the same as you do. For
example., if someone is scared or sad, you could comfort him or her. lf someone
else is angry, you might want to give him or her some time alone. lf someone
else is excited about something, you don't want to disappoint him or her. Bring
rp two volunteeis who had different responses to one of the questions and pose
:he guestion, "Who is right?" Other key questions for discussion might include

" ls there a right answer?

. How do you feel if someone says you're wrong or teases you about how you
feel?

. What can you do if this happens?

.:s a closing activity, role play a situation in which people are experiencing differ-

'ri emotions. Use one of the situations listed previously and encourage students
:: demonstrate their emotions using their faces and bodies.

ALTERNATIVE PRES E NTATI O N5

Fundamenta!
: student attention wanes
or your particular group requires a more active lesson,
;,:si the Yes/No signs in two different areas of the classroom. Ask students to
,,::nd under or near the appropriate sign for each question.
Or, instead of asking, Would you feel . . . if . . ., ask students to pickthe
'=iing face that best shows how they would feel in that particular situation
'.ow would you feel i{ . . .?").

Unit 2: Different People Have Different Emotions

Challenging
Have students come up with their own questions for the rest of the group. Focus
on misunderstandings that occur in the classroom because students do not an-
ticipate the emotional reactions of others (e.9., students who are reacting differ-
ently to report cards). Survey the classroom ("Would you feel scared on rePort
card day?"). Then use this example as the subject of a role play (one student
excitedly sharing his or her report card and asking other less excited students
about theirs), and discuss ways in which the misunderstanding could be avoided.
Repeat the role play, but now have the characters assume a new understanding
of other people's feelings (the excited student checking with classmates to see if
they are upset).

TI.IROUGHOUT THE DAY

r Point out situations in which people may be feeling a variety of emotions'

e Encoui-age students to assess the emotional state of their classmates as they

interact.

. Remind students to identify and display how they are feeling using their set
of small feeling faces.

Unit 2: Different People Have Different Emotions

LESSON REPRODUCIBLE
r
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Understanding Emotional lntensity
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:-:,

ia introduce the idea that people experience emotions of varied intensity

:o introduce the idea that different people have feelings of different intensity
about the same situation

q'fl rlrtrNTq wl! I

lreate a feelings thermometer and demonstrate understanding of the concept

by answering questions about the intensity of their emotions

E
MATERIALS

" Chart paper and a marker of chalkboard and chalk

. Completed feelings thermometer (for an example)

. Feelings thermometer template

" Scissors

Red paper clips/clothespins for each student

Lists of questions

Large thermometer drawn on chart Paper or the chalkboard

Squares of red paper for each student

Tape
 PRESENTATION OF I.ESSON

Discussion
Using the example of a basic emotion such as sad or angry, discuss how you can
feel the emotion with different levels of intensity. Key questions might include

. Are there times when you feel a little bit angry?

What are some of those times?

Are there times when you feel really angry?

" What are those times?

Brainstorm a list of words that people might use to describe the extremes of
specific emotions (grumpy-angry-furious, nervous-scared-terrified, content-
happy-delighted), and write this iist on the chalkboard or chart paper. Tell
students that today you will be making a feelings thermometer.
Assess the students' knowledEe of thermometers and their uses. Key ques-
tions might include

o What is a thermometer?

. What does a thermometer measure?

o What does it mean when the mercury is at the bottom or top of the ther-
mometer?

Tlr ermonneter Activity

Show the completed thermometer and demonstrate how it is used to dispiay
the strength of different emotions. Explain to students that if they want to show
that they are only a little angry, they would put the red clip down toward the
bottom of the thermometer. lf they want to show that they are very angry they
would put the red clip up toward the top of the thermometer.
Next, pass out the feelings thermometertemplates and have students color
them and cut them out. once the thermometers are finished (and, ideally, lami-
nated), begin asking students the feeling questions about being scared, angy,
and sad on the How Would You Feel lf. . . . worksheets. With a large group, begin
Mr
by asking questions of the whole group and have students share their answers
by using their thermometers. Then split the group into pairs and have them ask
each other the questions.

Wrap-Up
Conclude the activity with a group thermometer. Have students respond to new
questions that are not on the list (e.E., "How scared would you be to go to the

Unit 2: Understanding Emotional lntensity

}
a
*1
#
#
ffi
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dentist?") by taping a red square of paper onto the large thermometer (drawn
ffi
t&: on chart paper or-on the chalkboard) in the approPriate area. The red squares
#: graphically depict the concept that different people can have feeiings of differ-
&:,
&.
F!t ent intensity about the same situation.
ffi":
ffi
ffi NTATIO N S
"ei ALTE RNATIVE P RES E
$
9n
$: Fundamental
;.1i.
iil
.i,i.
* , tn addition to the materials already listed, you will need role-play footprints'
ii
This lesson may need to be divided into more than one session. The first session
:right entail a discussion of emotional intensity using role plays to illustrate situa-
:ions evoking emotions of differing intensity. The second session might focus on
:he construction of the thermometers and a more limited, perhaps more teacher
:iirected, use of them in answering questions.

Challenging
ihe three-step gradation of feelings (Very A Little, Not at All) can be adapted to
: gradation with finer distinctions for higher-functioning groups'

THROUGHOUT THE DAY

Make use of these thermometers during conflicts in order to help students

assess and communicate the intensity of their feelings'

Remind students to identify and display how they are feeling using their set
of small feeling faces.

11'
Unit 2: Understanding Emotional lntensity
 !.ESSON REPRODUCIBLES

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Unit 2: Understanding Emotional lntensitY

I
1. You had to go down into a really dark basement?

2. Someone threatened to hurt You?

3. You did something wrong and had to go to the principal's office?

4. You were left alone in the house at night?

5. You had to go to a new school where you didn't know anyone?

6. Your best friend found out that you lied to him or her?

7 " You got iost in a big department store?

8. You heard gunshots outside your house?

9. You had to take a big math test?

10. You had to go on an airPlane?

11. You were watching a horror movie?

12. The lights went out?

13. You thought your friends were mad at you?

14. You and your brother or sister got in a big fight?

15. You saw a big spider?

16. Your teacher yelled at the class?

17. You lost your winter coat and you thought your mom would be mad at you?

18. You had to get a shot at the doctor's office?

19. Someone had on a scary costume on Halloween?

20. An older student pushed You?

PnmotitgSwialsucces: ACwimltmforCbildrnuitbs\nialN@dt byGart N. Siptisrern.t Emil-v PaigeRickards
ollilX;lJ.Tj'x'1*l'.:':-'l',.1* * :i r' r': I r :'i
"ooo "'
 Angry Would You Feel lf .

Someone took your pencil without asking?

'/ou didn't get any desserl with your lunch?

You didn't get to watch the television show you wanted to?

Someone made fun of you during gym class?

Your teacher always called on someone else?

v,ou got a bad grade on your test?

Ybu couldn't find your hat?

Your friend didn't want to play the board game you wanted to play?

Your mom punished you for something you didn't do?

Your father didn't show up when he said he would?

You couldn't go to the park because it was raining?

No one would listen to you?

, The class party got cancelled because people weren't behaving?

* '/ou were the last person picked for a kickball team?

' Someone called you a bad name?

: Someone made fun of your clothes?

- Cther people were teasing your friend?

: "bur mom wouldn't let you go outside and piay?

-here were no magic markers left, so you didn't get any?

'f,u never got a turn to be a line leader?

P ro mo t i ng s o ci a t S uc cu t' :rrrrn .\ Emily Paige Rickards
3 i;{; {:; # Si #:,ru; 1;, :.
wrvw.brookespulrl'

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Your best friend said that you weren't his or her best friend
anymore?

You had to move away and leave your house?

Your dog or cat got sick?

You made your mother uPset?

Your teacher Yelled at You?

You didn't get a part in the class play?

Someone made fun of the waY You look?

You thought your rnom liked your brother or sister better

than she liked you?

Your grandmother died?

You missed your favorite television show one night?

You lost your new watch?

You didn't get any Valentine's Day cards?

Your friend moved to another school?

Your aunt didn't come over like she said she would?

You missed your basketball Eame because you were

sick?

You got into trouble for fighting with your brother

or sister?

Someone said that they didn't want to play with you?

No one came to Your birthdaY PartY?

You thought your teacher didn't like you?

You spilled food on Your clothes?

Paige Rickards
Promo'lingsria!srces:3i;{;:{;{l{{'{:3;1!::{,:(,#':::fTl') :::.:::'l:'Enrih
 What to Do When You Are Angry

PURPOSE

,:ti -: differentiate between feelings and behaviors

rt':

i.:lll
.!,i -c introduce the qualitative judgment
that all feelings are okay to have, but that
T all behaviors are not necessariiy okay
:':1.

ii;, *:
'.t..
*: identify positive ways to express uncomfortabie emotions such as anger and
.l'
:ti: frustration
i:;,
,.ii,:.
.ir:n

i-,.ir,
:,*::,:
STUDENTS WII.!.
rEi_;'
rifil:
-Ft
,IJJ
!8iiit )o.rectly categorize at least one behavior (that is an expression of anger or frus-
:ration) as being either appropriate (okay) or inappropriate (not okay)

S{ATERIAI.S

-arge angry and frustrated feeling faces

Chart paper and a marker or chalkboard and chalk

roster board with columns labeled "Okay"

and "Not Okay,,
j,ction cards

S;r'ategies to Deal with Emotions worksheet

PRESENTATION OF LESSON

*iscussion
.:'':r; ihe large angry and frustrated feeling faces. Briefly review the terms angry U,,
:.-,: ;rustrated. Write the words on the chalkboard or chart paper, and ask o
=
o
"r':-.,:ents io describe what they mean. Write the student
responses next to o
-.r ,,,,OfdS.
 Discuss the fact that all feelings are okay to have, including the uncomfort-
able ones such as being angry frustrated, sad, and scared. Key questions might
include

o How many of you have felt all of these emotions?

. ls it okay to feel all of these emotions? Why or why not?

Visually demonstrate this concept on the chalkboard or chaft PaPer:

Feelings
I

t
Okay

Make the distinction between feelings and behaviors either by discussion or

by a brief role play (angry feeling lfacial and body expression] versus angry be-
havior [pushing someone]). Explain to students that it is okay to feel these emo-
tions, but sometimes when we are really angry or frustrated (refer back to the
feeling intensity thermometers completed in the previous lesson), we do things
that are not okay. Visually demonstrate this concept on the chalkboard or chart
paper:

Behaviors

Okay I{ot Okay

Discuss with students a rule that we can use to determine whether a beha-
vior is okay or not okay when you are angry or frustrated. Key questions might
include

, What kinds of things do people do when they are angry?

. What happens when they do these things?

c How do you like to be treated by other people?

The final version of the rule should be similar to the following: lt is not okay to
behave in a way that might hurt someone else or yourself (hurtinE someone
includes hurt feelings as well as physical harm). Asking, "Could someone get
hurt?" can act as a guide when making the decision about behaviors.

OkaylNot Okay Activity

Place the action cards on the table, action side down. Pick up one of the cards lf,| S-
and read the action aloud. Ask, "Could someone get hurt?" If the answer is no, I rer1l E
have a student tape the card on the "Okay" side of the chalkboard. lf the answer l-9)9

L22 Unit 2: What to Do When You Are Angry

 .E:

ls..
q: is yes, the student should tape the card on the "Not Okay" side. Continue
.f;. through the rest o{the cards, reading the action and taping the card on the cor-
ill
ij,t
rect side of the chalkboard.
lf your students have difficulty deciding where the card belongs, remind
ihem to ask the question, "Could someone get hurt?" to help them decide.

Wrap-Up
to review what they learned about behaviors
As a closing activity, ask students
ihat are okay and not okay. Summaries should include some mention of what
:nakes a behavior inappropriate (the possibility of someone getting hurt).

ALTERNATIVE PRESENTATIONS

Fundamental
fhe concepts in this lesson may need to be broken down into several lessons. The
jirst
lesson should focus on the difference between feelings and behaviors. The
second lesson should focus on a rule to use to decide if a behavior is appropriate
ckay). The third lesson should focus on using that rule to make determinations
. specific instances (using the behavior/action cards).

ChallenginE
-ave students come up with their own examples of appropriate (okay) and inap-
c:opriate (not okay) behaviors.

TI-{ ROI,'G hICUT TH E DAY

Students need to have their emotions validated and recognized even when
their behaviors are inappropriate. Practice using such statements as, "l know
that you are angry with me right now, but you are not allowed to kick
ilii
:t
..1: people" or "l know that you are angry right now. Maybe a gc,od thing for you
:rii

ri:
to do is pound on this pillow."
:ill .
na.' Have students complete the Strategies to Deal with Emotions worksheet for
"ir morning work or homework.
,1i:.,
at:''

Remind students to identify and display how they are feeling using their set
of small feeling faces.

)
)
t
)
,

Unit 2: What to Do When You Are Angry

TESSON REPRODUCIBLES
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 UNIT.2]
Strategies to Dea! with Emotions What to Do When You'Are:AnQry

Name Date

Circle the emotion you had and the strategy you used to cope with that emotion. Have your
parent or teacher sign the paper when you are done.

Feeling I had What I did

@
SAD
W ffiffi
Read a book Exercised Talked to
someone
Listened
to music
Other

ffi
H'b
(-
6./
ANGRY
-)

@ ffiffi
Counted
%tr*
to 1
Took a
deep breath Exercised
Talked to
someone
Other

@ffi&Took a
deep breath
Talked to
someone
Thought of
safe place
a Walked away Other

ffi
" 6I'@ n
r'll
': (-a)
\,,.--. )
\_,/
FRUSTRATED
)

@ffi W
Took a
deep breath
Talked to
someone
ounted to 1 g Walked away Other

Pa renty'Teacher in itia ls

Promoting Social Srccas: A Cwicilumfr Cbildm with Spuial Ne/r by Gary N. Siperstein & Emily Paige Rickards
O 2004 by Paul H. Brokes Publishing Co. Inc. All rights reserued.
www.brmkespublishing.com I - *r I r-{i is-i- I t
 Expressing Feelings
in Appropruate lMays

PURPOSE

-c review the qualitative judgment that all feelings

are okay to have but that not
all behaviors are necessarily okay

,vote: rhis /esson reviews concepts introduced in the what to Do when you Are
:rgry iesson but also asks students to evaluate behaviors related to emotions
:'-ner than anger and frustratian. This evaluation taps into students, socia!
,:"owledge regarding appropriate behavior.

STUDEI\TS W!I.!.

t,lake at least one accurate

determination as to whether a behavior is okay and
provide a reasonable rationale for that determination

MATERIALS

Chart paper and a marker or chalkboard and chalk

Okay/Not Okay signs (cut in half before handing out to students)

Pictures ("Yelling at Someone," "Drawing a Mean picture,,, ,,Breaking Some-

one's Pencil," "Taking Someone's Ball," ',punching a pillow,,, ,,TellinE
and
Dad You're Frustrated")

Expressing Feelings Role-Play Situations list

Role-play footprints

Tape

129
PRESENTATION OF LESSON

Discussion
to have, including the uncomfortable
Review the idea that all feelings are okay
ones such as being angry sad, and scared. Key questions might include

. How many of you have felt all of these emotions?

. ls it okay to feel all of these emotions? Why or why not?

Visually demonstrate this concept on the chalkboard or chart PaPer:

Feelings
I

t
OkaY

Review the distinction between feelings and behaviors either by discussion

or by a brief role play (angry feeling [facial and body expression] versus angry
behavior lpushing someone]). Explain that it is okay to feel any emotion, but that
some behaviors are not okay. Visually demonstrate this concept on the chalk-
board or chart paper:

Behaviors

,4...
Okay Not Okay
Hand out Okay/Not Okay signs, or have the students make their own (signs ro
a
should be on separate pieces of paper-students may become confused by a tn
o
sign with words on both sides). f,

Okay/Not Okay Activity

Begin by showing the pictures to students. Ask the students to describe what is
going on in each picture and how the people in the picture are feeling. For each
behavior depicted, have students hold up their signs to indicate if they think it is
an okay behavior or not.
Mg
After reviewing the pictures, create a table on the chalkboard or chart PaPer
that has two columns ("Okay" and "Not Okay"). Using the iist of behaviors that
follows, read each behavior to the students and have them tell you which col-
umn to place each behavior in. Review with students the rule that we use to de-
termine whether a behavior is okay or not okay when you are angry or frustrated
(it is not okay to behave in a way that might hurt someone else or yourself-
hurting someone includes hurt feelings as well as physical harm), and make sure
students give a rationale for their decisions each time. Write a brief description
of each behavior in the proper column.

130 Unit 2: Expressing Feelings in Appropriate Ways

 Okay and Not Okay Behaviors
1. Steven is upsei, so he is trying to calm down and relax
a Iittle. ls that an
okay thing to do? Why or why not?

2. Randy feels mad, so he is hitting his brother. Do you

think that is an okay
thing to do? Why or why not?

3' Marie feels angry, so she is crumpring up some ord magazines

she found. rs
that an okay thing to do? Why or why not?

4' Jason feels mad, so he is letting his friend know how he

feels. He is saying,
"l feel very mad at you right now." rs that an okay
thing to do? why or
why not?

5. Shannon feels happy, so she gives a stranger a big

hug. ls that an okay
thing to do? Why or why not?

6' Keisha feels angry so she is tearing up another girls

notebook. ls that an
okay thing to do? Why or why not?

r-. wendell is excited, so he calls his friend on the telephone. rs that an

okay
thing to do? Why or why not?

3' Barry feels angry so he is fighting with one of the kids

in his class. ls that an
okay thing to do? Why or why not?

9' Quentin is excited, so he jumps up and yers in the ribrary.

rs that an okay
thing to do? Why or why not?
-
l- Amanda is mad, so she is making fun of her cousin and cailing
him ,,stu-
pid. " Is that an okay thing to do? Why or why
not?
'' crystal is unhappy, so she is fooring around during class and
bothering
other srudents. Are those okay things to do? Why or why
not?
'2 Daniel is mad at his friends, so he is going to play by himserf
for a while. rs
ihat an okay thing to do? Why or why not?

i- Robert feeis mad, so he is throwing stones at a dog. is that

an okay thing
to do? Why or why not?

:- Jos6 is mad, so he is drawing a picture about what happened

that made
him angry. ls that an okay thing to do? Why or why noti

: Rosa feels hrppy, so she does a cartwheer in the backyard. rs that an okay
thing to do? Why or why not?

: Laura feels sad, so she runs away from home without

telring anyone. ls that
an okay thing to do? Why or why not?

Unit 2: Expressing Feelings in Appropriate Ways

131
 17. Gail is upset with her mother, so she is telling her mother, "l'd like to talk
to you about why l'm angry right now." ls that an okay thing to do? Why or
why not?

18. Christina is happy, so she laughs when someone else makes a mistake. ls
that an okay thing to do? Why or why not?

Role-Play Activity
Using the Expressing Feelings Role-Play Situations list, have students role play t-
o
a
situations in which one character is feeling angry or frustrated. The audience o
o
must decide if the character's behavior is okay or not okay. a

Wrap-Up
As a closing activity, ask students to review what they learned about behaviors
that are okay and not okay. summaries should include some mention of what
makes a behavior inappropriate (the possibility of someone getting hurt).

ALTERNATIVE PRESE NTATIO NS

Fundamental
You may need to illustrate the behaviors on the list with a brief role play. lf stu-
dent attention wanes or your particular group requires a more active lesson, post
Okay/Not Okay signs in two different areas of the classroom. Ask students to
stand under or near the appropriate sign for each behavior.

Challenging
Have students come up with their own exampies of appropriate (okay) and inap-
propriate (not okay) behaviors. Encourage students to discuss behaviors that are
not easily categorized as okay or not okay. Some examples of these behaviors
might be

" Yelling loudly in frustration

. Hugging someone that you know slightly

. Not letting someone play with you

. Telling the teacher when someone does something to you

12) Unit 2: Expressing Feelings in Appropriate Ways

THRCUGHOUT THE DAY

' ldentify times during the day that you are feeling angry or frustrated. De-
scribe to students how you are feeling and why. Model appropriate (okay)
coping strategies and behaviors.

' students may need corrective feedback regarding inappropriate behaviors

such as hugging strangers.

' Remind students to identify and display how they are feeling using their set
of small feeling faces.

Unit 2: Expressing Feelings in Appropriate Ways r33

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Unit 2: Expressing Feelings in Appropriate Ways 14t

Role-Play Situations
Role Play #1:
Characters: Julie, her teaqher, her classmate

Julie had a bad morning, and she comes to school feeling angry. She goofs off during class, interruptin
her teacher and bothering her classmates.

Role Flay #2:

Characters: Linda, her friend, another student

Linda and her friend are walking to class and another student bumps into Linda by accident' All of Linda
homework papers fall to the flotr. Linda yells at the student, "stupidl Watch where you're goingl"

Role Piay #3:

Characters: Sara, her mother, her brother

Sara! mother yells at Sara because she has not cleaned up her room. Sara feels angry. She stomps into
other room and pushes her brother as she walks by him and says, "Get out of my way!"

Role Play #4:

Characters: Maria, her teacher, her classmate

Maria! teacher tells her that she has to stay in for recess to finish her homework. Her classmate teases h
by saying, "Ha, ha, you missed recessl" Maria is angry. She takes a blank piece of PaPer and rips it up.

Role Play #5:

Characters: Mario, Joe, the teacher

Joe grabs Mario's pencil without asking Mario if he can borrow it. Mario tells Joe that he doesn't like
Joe did and takes a deep breath to calm himself down.

Role Play #6:

Characters: Alex, his father, the dog

Alex's father sends Alex to bed early, and he misses his favorite television show. Alex tears up his fathe
newspaper and throws the pieces at the dog.

Role Play #7:

Characters: John, his friend, his other friend

John gets into a fight with two of his friends. He tells them that he! mad at them and walks awaY to PlaP
by himself.

Prumoting swial srccer: A cuninlumfu childru uitl) sptrial Ne*by Gary N. Sipersr"rn s Emilt Paige Rickards
@ 2004 by Paul H. Brookes Publishiog Co lnc All righrs ;ts's:l
ww.brookespubiishing.com 1-800-6i8-.r--'
Why Calming Down Is lmportant

PURPOSE

To define what it means to calm down

To provide a rationale for the importance of calming down and how calming
down can have a positive impact on students' llves

To predict the consequences of certain behaviors

STUDENTS WILL

Pafticipate in the discussion

Complete the drawing activity

MATERIALS

Chart paper and a marker or chalkboard and chalk

Johnny and a Busy Santa Claus story and illustrations

Melody the Kickball O.ueen story and illustrations

Drawing paper

Crayons/markers

PRESENTATION OF LESSON

Discussion
Write calm down on the chalkboard or chart paper. Ask students to explain what
this phrase means. Write student responses next to the words. Key questions
might include

. What does it mean when someone says for you to calm down?

. When do your mother and father tell you that you need to calm down?

r4j
Explain to students that people need to calm down sometimes when they are
angry or frustrated and sometimes when they are too excited or being too loud.
Explain that calming down is a wayto be less uPset orto "chillout." lt is impor-
tant for people to have their feelings under control before they can start to deal
with any problems in the best possible way.

Story Activity
Explain to the students that today you are going to read them two stories' They
are going to be special stories, each with two endings. The stories are about
times when someone is upset and angry because something happens that he or
she does not like. ln one ending, the character calms down, and in the other
ending, the character does not calm down.
Read Johnn y and a Busy Santa Claus. Ask students to summarize the events r
o
o
that occurred in the two endings. Discuss with the students what was different tJt
o
f
about the two endings. What did Johnny do differently, and how did that make a

difference?
Read Melody the Kickball Queen. Ask students to summarize the events
that occurred in the two endings. Discuss with students what Melody did differ-
ently in the two endings and what happened because of her actions. Emphasize
the benefits of calming down (e.g., friendly relationships with classmates, spend-
ing enjoyable time with a parent, avoiding trouble with teachers)'

Drawing Activity
Have students think of a time when they got uPset. Have students draw a picture
or write a story describing what happened when they calmed down or what
would have happened if they had been successful at calming down.

Wrap-Up
As a closing activity, ask students to review what they learned about why calm-
ing down is important. Summaries should include some mention of avoiding
trouble and maintaining good relationships with others.

ALTE RNATIVE P REs E NTATI O N S

Fundamental
. ln addition to the materials already listed, you will need role'play footprints
and tape.

This activity may need to be split into two lessons. Read one story for each les-
son. Summarize the events of each ending. Role play the story two times, once
with each ending, Discuss with students why calming down was important for
that character, and have students pick one ending to illustrate'

Unit 2: Why Calming Down ls lmPortant

Challenging
Have students make up a third story with their own two endings. Have students
illustrate what happens when the character does calm down and what happens
when the character does not calm down.

THROUGHOUT THE DAY

After an upsetting incident has occurred, have students think about what
might have happened if they had calmed down. Or, if students successfully
calmed down, congratulate them and ask them what they think might have
happened if they had not calmed down. This will help them stay aware of the
positive and negative effects of their actions'

Remind students to identify and display how they are feeling using their set
of small feeling faces.

Unit 2: Why Calming Down ls lmportant 145

LESSON REPRODUCIBI-HS

u6

".
:
 t" t" .. " c t "o"o " " o e"
coc o JOHNNYANDABUSYSANTACLAUS
Johnny loved christmas. lt was his favorite
time of year' Everyone in his family
washomearoundChristmas,andtheyallgotpresentsforeachother'
However,JohnnyalwaysgothisbestpresentfromSantaClaus'santaalways
knewjustwhathewantedthemost.Thiswasnotmagic,though,because
Johnnygottotellsantaeveryyearwhathewanted(showillustration#1).
Mall where santa stayed
Johnny and his mom would go to the Meadowbrook
every year for one weekend before Christmas'
he knew just what he wanted'
This year Johnny was very excited because
andhecouldn,twaittotellsanta.Hecouldbarelysitstillastheydrovetothe
they wouid have to hurry
mallto tell Santa his wish. Johnny! mom told him
becauseshehadanimportantdoctor,saPPointmenttogotoaftertheymet
withSanta.WhentheygottothemallandwentintoSantatworkshop,
Johnny,sheartsank'Therewasalonglineofkidswaitingtotellsantawhat
they wanted for christmas (show illustration #2)' lt was going to take too long
doctor,s office. Johnny,s
to Wait in the line! Johnny,s mom had to go to the
'momtoldhimthattheyhadtoleavebutthathecouldwriteSantaaletter
withherhelp,andtheywouldleaveitforSantarightbythefireplaceon
ChristmasEve(showillustration#3).JohnnyWasuPset(showillustration#4)'
Thisisnotwhathehadbeenhopingfor;hehadbeensoexcitedthathe
would talk to Santa in Person'
because things weren't turning
Ending 1: Johnny could feel himself getling upset
outthewayhewantedthemto.Hetookadeepbreathandtriedtorelaxhis
,,1
body a tittte uit. He said to his mom, really wish
l got to talk to Santa Claus.
lfeelalldisappointedandmad.,,Johnny!momWaSveryproudofJohnnyfor
calming down and telling her how he felt'
special time
That evening Johnny and his mom got to spend some
togetherwritingafunlettertoSanta.Johnnygottopracticehiswriting.He
washappythathewrotealettertoSanta,eventhoughhewasdisappointed
that he didn't get to talk to him in person'

,,No, no, no!,, said Johnny.

Ending 2: (Re-read paragraph just before first ending.)
arm'
"l want to talk to Santa." Johnny was yelling and pulling"on his mother's
at him because he was
The other kids in line, and even Santa, were looking
makingsuchabigfuss.Johnnydidn,tnotice.HewastoouPsettothinkabout
what he was doing'
WhenJohnny,smomfinallydraggedhimoutofthemall,Johnnystarted
in front of all those kids
to feel embarrassed. He had been so loud and rude
was angry with him
and Santa Claus. And to make thlngs worse, his mother
nddidn,tlethimplaywiththeboxoftoysatthedoctor,soffice.
. aaaaaiaaaoaa""t"""tt""'c"t"""o"o"""o'o'

r47
Unit 2: Why Calming Down ls lmportant
 #1
CLAUS ILLUSTRATION
JOHNNY AND A BUSY SANTA

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J

ffiZ Wh, Calming Down Is lmPortant

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1r0 Unit 2: Why Calming Down ls lmportant

1-
JOHNNY AND A BUSY SANTA CLAUS ILLUSTRATION #4

Unit 2: Why Calming Down ls lmportant

 t o oo c oo
" '
... MELoDYTHE KICKBALLouEEN " t
" " " " " " " ' '
- plaver and loved to O'*!11^tT:^"'O
Melodv was an excellent kickball l'tl
practiceeverydayafterschoolbykickingtheballinsidehergarageagainstthe and catch-
garage door (show illustration
+ri. sne would also practice throwing
ingagainstthegaragedoor.Whenshewasplayingarealgame,shekickedthe
ballovertheoutfielders,headsalmosteverytime'shewouldrunaroundthe
anyone was even close to
the ball'
bases before
Duringthewintertherewastoomuchsnowforthekidstoplaykickballat
school.Melodywoulddreamaboutthefirstwarmspringdaywhentheycould
gooutsideandplaykickbailagain'Thewinterseemedlikeitwouldneverend. go
duy injpril, the teacher
told the class that they could
Finally, one warm
outsideforrecessandplaykickball.MelodyWassoexcited.sheknewthatshe
wasthebestplayerintheclass.Shewasproudofbeingthebestplayer
becauseshepracticedsomuchathome.ltwassomethingthatsheworked
hard to accomPlish'
Whentheywereoutside'theteacherchosetwocaptainstopickteams' on a
backstop to be chosen
. Gary and Jim. All of the
stuJents waited against the

team(showillustration+zt.r'l"rouvwasceltainshewouldbechosenfirst.Gary
gottochoosefirst.lnstead.io,.['"nMelody,hepickedPaul'GaryandPaul
werebestfriends.MelodywasuPset.Shewas.a,muchbetterplayerthanPaul.
WhydidGarychoosePaulfirst?ThenitwasJim,sturntochooseaplayer'Jiml
was furious'
Jim picked him' Melody
best friend was Bob' and 'rn" and counting
upr",, on"* that taking deep breaths
Ending 1: when Melody was

tol0actuallyhelpedhercalmdown.Melodytookadeepbreathandtoldher.
selftocalmdown.snewoutaendupbeingchoseneventually'Asshewas
countingtoherself,sheheardhernamebeingcalled.Jimhadchosenherfor
his teAil; they started the game'
picked for a team,
all of the kids had been barely
and happy' she could
team was up first- Melody was so excited
Melody,s
waittogetuPandkickttreuatr.Whenitwasherturntokicktheball,Melody
blastedtheball(showillustration#3).ltwentoverthefence,andshegota
to yell at Gary
first ending) Melody started
Ending f;i:La paragraph iust before
andJim.,,Youdon,tt".*no*topickteams.Youarebothstupid.lhopeyou
bothlose!,,Melody,steacher,Mr'Benson,didnotlethisstudentsusethatkind
each other' Mr' Benson
He wanted ,ii"t *" students to be kind to
of language.
tookMelodyawayfromth*estudentsandthekickball,gam:Tl:ll,ertosit
onthebench(showillustration#4)'Hetoldherthatshewasnotgoingtobe
her temper. Melody
..d";;";,,se she' could not controi
able to play kickball
wasVeryangryanda,*pp.ii"a.Shehadmlssedupherfirstchancetoplay
else play'
to watch everyone
ttitttU'tt'una now she had

' aaaa""o"ot"t.."o""""'o""'o'o"""o""to'o
ls lmportant
1(,
Unit 2: Why Calming Down
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Unit 2: Why Calming Down ls lmportant

 #3
MEI-ODY T'HE KICKBALL OUEEN ILLUSTRATION

Un\t 2. rNhy Ca\rr'.^'rng Down \s \mportant

MELODY THE KICKBALL OUEEN ILLUSTRATION #4

Unit 2: Why Calming Down ls lmportant

Ways to Calm Down

PI.'RPOsE

To identify situations that cause students to become upset and/or excited

To icientify strategies that will help students calm down

STUDENTS WILL

identify at least one situation that has upset them

identify at ieast one strategy for calming down

MATERI,ALS

Chart paper and a marker or chalkboard and chalk

When l'nt Angry by Jane Aaron

Calming Down worksheet

Crayons/markers

PRESEI\TATION CF I.EssON

f,Escussion

rew with students what it means to calm down. Key questions might include

l\that does it mean when someone says for you to calm down?

Wdhen do your mother and father tell you that you need to calm down?

in to students that people need to calm down sometimes when they are
or frustrated and sometimes when they are too excited or being too loud.
in that caiming down is a way to be less upset or to "chill out." lt is impor-
peopie to have their feelings under control before they can start to deal
lj

with any problems in the best possible way. Make a list on the chalkboard or
chart paper of examples of when students have been upset or excited and have
had to calm down. Label this list "Times I Needed to Calm Down."

Story Activity
Show When l'm Angry (also used in the Understanding Anger lesson in this unit)
to students and explain that you will be reading the book again today, but this
time you want them to listen for the ways the character calms himself down.
When you are finished reading, ask students for examples of how the character
calmed himself down. Make a list of strategies the character used under the
heading "Ways to Calm Down." Your list should contain the following strategies:

Talked to his mom and told her how he felt

Let his toys do the shouting

Was by himself

-a Had something to eat

Looked at a book

When the list of strategies from the book is complete, ask students for other
ideas that might help people calm down. Add these suggestions to the list.

Drawing Activity
Have students complete the Calming Down worksheet. On the left side of the r-
paper, have students draw and label a picture of a time they were upset or ex- th
ah
o
cited. On the right side of the paperi have students draw a picture of themselves l
using one of the calming down strategies. Students should be encouraged to
use the lists they generated as guides.

ALTERNATIVE PRES ENTATI O NS

Fundamental
. ln addition to the materials already listed, you will need role-play footprints
and tape.

Students may need you to model the use of a calming down strategy. Prior to
the drawing activity, pick a situation in which someone is likely to become overly
excited, and role play the use of a calming down strategy (e.9., getting into an
argument with a friend and going off by yourself before you say something
you'd regret).

1t8 Unit 2: Ways to Calm Down

I
I

-1
Challenging
Have students identify the best calming down strategies for each situation in the
"Times I Needed to Calm Down" list. Go through the list of situations and have
them discuss what calming down strategy might be most appropriate in each
situation (e.g., listening to music or making a snack might not work at school,
but counting to 10 would be appropriate). Connect the chosen strategy, or
strategies, to the situation with a bright colored marker'

THROUGHOUT THE DAY

Post the list of calming down strategies in the classroom and refer to it when
needed.

Remind students to identify and display how they are feeling using their set
of small feeling faces.

Unit 2: Ways to Calm Down 159

 LEsSON REPRODUCItsI-H

160
 .. i i .l: l i '

Ld ilTr r t1$, DoWh

Narne Date

Complete the sentences below and draw a picture for each.

I needed to calm down when

:: calm myself down I

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Prouotirg Social Succur: A Ctricalton for Childffi aith Spqial Ne^ by Gary N. Siperstein & Emily Paige Rickards
O 2004 by Paul H. Brookes Publishing Co. Inc. All rights reserued.

F
ww.brookespublishing,com l-800-6)g-jjl5

L-d
 fntroducing the
Red Light Calming Down Steps

FqJRPOSE

-i,; .iroduce and practice the three steps for calming down

ST{JDENTS WILL

:I-:'ipiete the calming down reminder cards

ilqATERIALS

-ist of calming down strategies generated in the Ways to Calm Down lesson

S:oplight posters #1 and #2

,irayons/ma rkers

3iank index cards

lole-play footprints

'6Ps

Using the Calming Down Steps worksheet

?romoting Socia/Success Parent Newsletter: The Calming Down Steps

PRESENTATION OF LESSON

Discussion
i*view with students the list of calming down strategies generated in the Ways
-: Calm Down lesson. Expiain to students that atthough there are many strate-
; es thai people use to calm down, this lesson is going to focus on one way in
::nicular because it can help in almost every situaiion.

t--\TT!St i!nsrE.:r,+r il":- :r

lL]1
 6)
Pass out copiesof Stoplight Poster #1' Have each student appropriately o
:l
of the red' yel- o
color the,stoplight r"d, y.lio*, and green' Discuss the meaning -
0)
low,andgreenlights,bothintherealworld(stop'slowdown'go)andinterms
and think' go try your
of needing to calm down (stop and calm down' slow down
plan). Key questions might include

. What does it mean when you see a red/yellowlgreen

light?

. or excited?
What do you think a red light might mean if we are angry
Explain to students
on this postel the red light tells us to stop and calm down.
thatyouwillbefocusing-onthecalmingdownstepsnexttotheredlightfor
the steps next to the
the next few lessons ani that 1ateryou will be discussing
yellowandgreenlights'(YoucanshowthemStoplightposter#2atthispointso
Display the posters
ihut th"y understand that there are more steps to come.)
around the room or in other areas easily accessible
to students'
Togetherread,discuss,andpracticethethreestepsforcalmingdown.Key
questions might include

'i, Why is it important to keep your hands to yourself?

. How does taking a deep breath help you calm down?

Reminder Card ActivitY

display on their desks;
The stoplight posters may be too large for students to
however, small reminder cards can be taped in the
corner of students' desks or
stePs' Reminder cards
tables to act as personal reminders of the calming down
the school day'
could also be carried with students as they move throughout
Hand out the index cards and explain to students that
the cards are going to act
as reminders to help them calm down when needed'
students should number
down from the
the cards 1,2,3 and copy down the three steps for calming
are upset or overexcited, they can look at or pull out
the
Poster. Whenever they
cards to remind themselves of how to calm down'

Wrap-l"lp
in which can use
As a closing activity, use a role play to model the way "ud"n"
living room of your
their reminder cards. For example, you are playing in the
house and running around the room. Your mother yells
for you to calrn down,
soyoutakeoutyourcardtoremindyourselfhowtodothis.Demonstratethe
three stePs.

164 Unit 2: lntroducing the Red Light Calming Down Steps

ALTE RN/ATIVE PRES ENTATI O N S

Fundamental
Students who cannot read will need additional practice of the three steps. Have
students practice the three steps throughout the day and week. Students can
create reminder cards with drawings of the stoplight on them.

Challenging
Jiscuss with students why these three steps are aPProPriate for almost any situa-
:ion. Encourage students to come up with their own ideas of situations in which
ihey can utilize the reminder cards and the three steps. Role play these situa-
tions.

TH ROI.,'G I.IOUT TH E DAY

Using the three calming down steps in real-life situations is a very hard thing
to teach. lt is important that the red light be referred to, and rewarcis given
for performing the calming down steps, during the regular school day. En-
courage students to use their reminder cards.

Model the calming down steps yourself when you are uPset.

Have students complete the Using the Calming Down Steps worksheet for
morning work or homework.

Remind students to identify and display how they are feeling using their set
of smali feeling faces.

Send home the Promoting Socialsuccess Parent Newsletter: The Calming 6.)
(D
f
Down Steps and a copy of Stoplight poster #1. o
-
OJ

Unit 2: lntroducing the Red Light Calming Down Steps

 I.ESSON REPRODUCIBLE

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 ': -'tl't',::. .' ::.

9s the Calming Down Steps I

.
ntrod i ci ni g $e ft d,Lrgh.t
CAlmng,:D6Wo,Steps
UNIT 2

Name Date

Directions: Circle one picture that describes a time when you were upset. Then
draw a picture of yourself calming down.

I was upset when...

I argued with someone I got in trouble Someone teased me

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got in a fight Other:

Wffi ffi]ffilil

Then I Calmed Downl

The Calming Down Steps Are:

,A\ G\
1. Stop ,@
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(- .)
2. Keep Hands to Yourself
H
3. Take a Deep Breath

Here is a picture of me calming down.

Pa rent/Teacher i n itia ls

What happened?
ft
Prontotirg Social Stccut: A Carricilum Cbildrn uirb Spnial N@d! by Gary N. Siperstein & Emily Paige Rickards
@ 2004 by Paul H. Brookes Publishing Co. Inc. All rights resewed.
ww.brookespublishing.com i-800-638-317 1
 l
I
I

Practicing the
Calming Down StePs

PURPOSE

down in a role-play situation

io practice the three steps for calming
by examining consequences of be-
,c identify the importance of calming down
havior

STUDEF{TS WILL

?arlicipate in at least one role play

rractice the three steps for calming down

MATERIALS

Stoplight Poster #1

list
Calming Down Steps Role-Play Situations

Role-plaY footPrints

Tape

PRESENTATION OF LEssON

Discussion
jsingstoplightposter#l,reviewwithstudentsthemeaningoftheredlightand
:ne three stePs for calming down'

r69
 Role-Play Activity
Explain to students that today they will be performing role plays from the Calm- ro
t
ing Down Steps Role-Play Situations list. Each role play will be performed two a
o
times, once to illustrate what can happen if you don't calm down and once to il-
f

lustrate what can happen if you do calm down.

Perform one of the role plays with yourself as the main character first, then
give
allow students to reenact the scene. Modeling the role play yourself first will
students ideas for possible actions and dialogue and will help prevent students
from becoming too carried away with their role piay anger'
After each role play, discuss the consequences of the character's actions and
how taking the time to calm down was beneficial to him or her'

Wrap-Up
Practice the three calming down steps as a grouP'

ALTERNATIVE PRES ENTATIONS

Fundamental
Perform only one of the role plays and stop after the first ending (when the char-
acter remains upset) to summarize the events. Have students predict what might
have happen"i if th" character had used the three steps for calming down and
then role play their suggestions. Summarize the events of the second ending,
when the character calms down.

Challenging
Have students come up with their own role-play situations. Discuss two possible
endings first, then have the students enact the situations'

THROUGHOUT TI..IE DAY

Cue students to use the three steps for calming down with reminders such as,
"Red light!" or "Go to the stoPlight!"

After an upsetting incident has occurred, have students think about what
might have happened if they had calmed down. or, if students successfully
calmed down, congratulate them and ask them what they think might have
happened if they had not calmed down. This will help them stay aware of the
positive and negative effects of their actions.

Model using the stePs yourself when you are upset'

Remind students to identify and display how they are feeling using their
set
of small feeling faces.

170 Unit 2: Practicing the Calming Down Steps

't

i:
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 l
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LESSON REPRODUCIBI-E
I

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Role-Play Situations
Role Play #1:

Students are on the playground at recess and have just finished up a kickball game. One student is unable
to find his jacket where he left it.

a) The student accuses teammates of stealing the jacket. The other students become angry and walk away,
leaving the student without friends and still without the jacket.

b) The student uses the three steps for calming down and thinks out loud about what could have happened tc
the jacket and about the best way to solve ihe problem. The student asks his teammates to help search for
the jacket, and it is discovered that someone took it by mistake thinking that it was hers.

Role Flay #2:

A student is told by her mother that she cannot ride her bike today because she did not do her chores.

a) Angry and resentful, the student defies her mother and takes off on her bike. When she returns, she gets in

more trouble and is not allowed to play outside at all.

b) The student uses the three steps for calming down and thinks out loud about her choices and which is the
best thing to do. She decides to do her chores quickly and then ask again for permission to ride her bike.

Role Play #3:

A group of students is running around outside on the playground. Some of the students begin to throw
rocl<s against the building.

the rock throwing. When another student is hurt by a piece of rock, all the students
a) The student joins in
throwing rocks get in trouble.

h) The student uses the three steps for calming down and thinks out loud about what might happen if she
were to join the other students and throw rocks. She goes to play with other friends and is praised by a
teaqher for playing nicely.

Prumotkg Sria! Srccut: A CurimlanfrCbitdln uitb SPEidl N4* by Gary N. Sip<rs:ern S Emrlr Paige Rickards
@ 2004 by Paul H. Brookes Publishing Co' Inc' All righrs i:r::';
-800-6is- :- - '
m.brookespublishing.com l
Applying the Calming Down StePs

PURPOSE

'-a reinforce and practice the three stePs for calming down

STUDEIIT5 WILI.
when cued to do so
lcrrectly perform the three steps for calming down

MAT'ERIA[.S

Stoplight Poster #1

Role-play footPrints

Tape

and chalk
Chart paper and a marker or a chalkboard

PRESENTAT'ION OF LEsSON

Discussion
when they are
?eview with students that people need to calm down sometimes
:i.lgry or frustrated and sometimes when they are too
excited or being Joo loud'

-almingdownisaWaytobelessupsetorto,,chillout.,,ltisimportantfor
can start to deal with any
;eople"to have their feelings under control before they
situations that students
::oblems in the best possiLle way. Review some of the
:.eviously identified as causing anger or excitement'

Role-PlaY ActivitY
the calming down steps with students' Ask
o
o
-rsing stoplight poster #1, practice :,
o
:iudentshowtheywouldfeeliftherewerenogym/PEthatdaybecauseitwas -
o)
::iowing.Havestudentsshowyouhowtheywouldfeelusingtheirfacesand
:,cdies.

r7)

..+a;4@-$ iiljffii;inli*:t'ifi;irij':11! :
 Most of your students will most likely look very uPset. Explain
to students
Perform the
that feeling upset is sometimes a signal that we need to calm down.
they feel
three steps for calming down together, and ask your students how
with their faces
when you are done. Har" yow students show you how they feel
and bodies.
the
Note that most of your students look much calmer after completing
fun things to do
calming down steps. Have your students brainstorm a list of
chalkboard or chart
during your open gym period, and list these activities on the
PaPer.
just finished a great game
Next, have your students pretend that they have
running around and
during their open gym time' During the game everyone was
game. Have your
having fun. Ask your students how they would feel after this
and bodies'
students show you how they would feel using their faces
so they will need
Explain to students that it is now time to get back to work,
Ask your stu-
to calm down. Practice the three steps for caiming down together.
and have them
dents how they feel after completing the calming down steps
show you with their faces and bodies'
that they can
Remind your students that it is important to calm down so
on solving prob-
think clearly. Explain to the students that you will be focusing
lems using the steps next to the yeltow and green lights
in more detail later on'

Simon Says ActivitY

play a game very similar to simon Says. You will be asking students to perform
run irr place'" Stu-
an action, such as running in place, by saying, "Simon says'
At this time, the stu-
dents will then perform the action until you say, "Red lightl"
and wait for the
dents must say and perform the three steps for calming down
say something
next command. lf you fail to mention "simon says" and simply
,,Run
in place," then the students are to remain still (and calm). Any
such as,
student who begins the action by mistake is "out" and
will rejoin after one
action.

Wrap-up
be an excellent oP-
students may become too rowdy during the game. This can
Require students to
portunity to apply the calming down steps to real-life arousal.
your next activity'
perform the three steps and caim down before moving onto

ALTE RNATIVE P RES E NTATI O N S

of all abilities
There are no alternative presentations for this lesson. students
should be able to participate in the activities to some
extent'

t14 Unit 2: Applying the Calming Down Steps

THROUGHOUT THE DAY

Make an ongoing attempt to refer to stoplight poster #1 throughout the day

during periods of arousal. Transitions after recess, gym, and lunch are often
difficult. Use the three steps for calming down to ease these transitions.

Provide positive feedback or rewards to students who practice the steps,

either independently or when directed.

Remind students to identify and display how they are feeling using their set
of small feeling faces.

Unit 2: Applying the Calming Down Steps 171

 Reviewing the
Calming Down StePs

PU RPOSE

io reinforce and practice the three steps for calming down

STUDEI\.ITS WILL

Correctly perform the three steps for calming Cown when cued
to do so

MATERIALS

c Stoplight poster #1

t I Used the Calming Down Steps! worksheet

PRESENTATION OF LESSON

?rompt the students to think of a situation that might result in a need

to calm
cown. Verbalize the situation and then ask the students
the cue question, "okay,
.,,ou have just . . ., and
you are very upset/excited' What do you do?" Use the
"You have C)
Stoplight poster #1 as a visual reminder' Examples may include' o
)o
i]sl . . .
o)

. Had an argument with another student

" Come in from recess

" Had a bad day

l--

L
AI.TE RNATIVE P RES E NTATI O N

For All Groups

lf the students are having difficulty, practice the steps repeatedly together. Set
the stage again by verbalizing a situation ("Okay, you have just . . . , and you are
very upseVexcited . . .") and asking "What do you do?"

THROUGHOUT THE DAY

Discuss with students their use of the three steps at home or other places
outside of school.

Have students complete the I Used the Calming Down Steps! worksheet for ro
@
morning work or homework. o
o
=
Remind students to identify and display how they are feeling using their set
of small feeling faces.

178 Unit 2: Reviewing the Calming Down Steps

LEsSON REPRODUCIBLE

1-19
 i U;ea trt" calnnins Down stePs!
I'ffi
Date
Name

I got uPset when

down steps. TheY are:

Then, I used the calming

1.

4 2.

\,\
3.

After i was calm, I

I did after I calmed

down'
Here is a Picture of what
I

Emirv Paige Rickards

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 What Helps Me Calm Down?

PIJRPOSE

To reinforce the identification of emotions in oneself and reinforce the identifica-

tion of situations that may cause emotional arousal

To identify people and places that may aid in the calming down process

STUDENTS WILL

Complete a Chill Out book

MATERIALS

Finished Chill Out book example

Blank Chill Out book pages

Crayons/markers

Stapler

PRESENTATION OF LESSOIV

Prior to the lesson

Make your own Chill Out book to use as an example for the group.

Discussion
Explain that today, and perhaps for the next few meetings, the group will be
making Chill out books. The books will illustrate different aspects of calming
down such as where students go to calm down and who can help them when
they need to calm down.

18i
 Book ActivitY
go through each page ex- r
Show a fintshed example of a chill out book, and
(D
v,
the details of the drawings such a
plaining your drawings. call special attention to o
f
as facial expressions, labeling of people and
places' and so forth' Hand out
for each student'
crayons/markers and biank Chill Out book Pages

Wnap-tlp
Asafinalactivity,decoratebookcoversandhaveeachchildshareafavorite
group or grouP with good atten-
page (if lurg" giorp) or whole book (if small
tion span).

ALTERNATIVE PRES E NTATI O N S

Fundamental
lnstead of presenting students with a complete
book' address each page
individuallY.

Challenging
a younger student'
Have students read and discuss their books with

THROUGHOUT THE DAY

. Encourage students to share the books with

other teachers or adults so that
people'
the adults are aware of students' safe places and
or have children take
" Add finished chill out books to classroom libraries
them home to share with Parents'

. are feeling using their set

Remind students to identify and display how they
of small feeling faces.

I
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T 182 Unit 2: What HelPs Me Calm Down?

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 Reviewing Feeling Words

PURPOSE

To review a variety of feeling words

To review emotions as conveyed through facial expressions

STUDENTS WILL

Provicje at least one example of a feeling word during the brainstorm

Participate in the game activity and identify emotions using written and
pictorial cues

Provide examples of times they felt particular emotions

MATERIALS

Chart paper and a marker or chalkboard and chalk

List of feeling words from Using Feeling Words lesson (optional)

Sets of small feeling face cards (cut out one set for every three to four
students) with two of each feeling

Tape

PRESENTATION OF LESSON

Discussion
Explain to students that today's activity will review many of the feelings that the
group has discussed. Brainstorm a list of feeling words together and write this
list on the chalkboard or chart paper, or refer to the iist of feeling words from the
Using Feeling words iesson. Together, choose approximately 10 emotions that
th.g group has dealt with in previous lessons.

i91
Gan're Activity
PlayMemorywiththesmallfeelingfacesthatcorrespondwiththel0emotions
thai your group has chosen. Place the feeling faces
(two of each emotion) face

down on the table. Each student takes a turn picking two

faces, identifying the
keeps the pair and
Mfl
emotions conveyed in each. lf the cards match, the student
Then the student takes a
gives an example of a time he or she felt that emotion'
puts the faces back down and
second turn. lf the cards do not match, the student
all cards have been matched'
the game moves on to the next person. Repeat until

Wrap-Up
your grouP' During the final
It may be possible to play multiple games with
faces next to
gu*", have students who find feeling face pairs taPe one of the
of a time
ih. uppropriate word on the brainstormed list and give an example
whenheorshefeltthatemotion.Displaytheposter(ifyourlistisonchart
paper)with the words and faces in the classroom'

AI-TE RNATIVE P REs E NTATI O N 5

Fundamental
Have students take turns "going fish"-picking one face at a time from the pile
game with a re-
and giving the appropriate response' Or, play the matching
duced number of Pairs.

Challenging
VarytheresPonsesthatstudentsmustgivewhentheyfindapair.lnsteadofhav-
ask them to respond
ing them give an example of a time they felt that emotion,
to one of the following PromPts:
. Show me what someone might look like if they were
feeling lemotion]' (Facial
expression or bodY language)

. What can you do if you are feeling lemotion]?

(Coping strategy)

. (causes of emotions)
whylwhen might you make someone else feel [emotion]?

THROUGHOI.JT TI.IE DAY

. the day' apply-

Label the emotions that you and the students feel throughout
students recognize a
ing feeling words to real-life situations. This will help the
number of different emotions and the situations in which
they might occur'

. Remind students to identify and display how they are

feeling using their set
of small feeling {aces.

rg2 Unit 2: Reviewing Feeling Words

Using Social lnformation
t\IOTICING AND INTERPRETING CUES
 I

lntroducinE the
Yellow Light Thinking StePs

PURPOSE

#2
To introduce Step #4 on Stoplight poster

To review the identification of feelings in

oneself and in others

STUDENTS WILL
clip
ldentify at least one emotion displayed in movie

tdentify a problem they have experienced

identifythefeelingso{othersandofthemselveswithinthecontextofthat
problem

MATERIALS

Stoplight Poster #2

Role-play footPrints

Tape

Fantasia video or other movie cliP

TVA/CR

chalk
Chart paper and a marker or chalkboard and

PromotingsocialsuccessParentNewsletter:FiguringoutSocialSituations
PRESENTATION OF LESSOI\

Discussion
Briefly review the three steps for calming down, then explain to the group that
today you are going to move on to the yellow light on Stoplight poster #2. C)
Ask the class what they think yellow might mean. Key questions might include o
a
o
a
r What does it mean when you see a yellow light?
OJ

o What do you think a yellow light might mean if you have calmed down but
you still have a problem?

Reiterate to students that the red light on the stoplight poster tells us to stop
and calm down. Explain to them that yellow equals going slowly, which equals
thinking. Once people are calm, they need to think about things so that they can
figure out what is going on and what to do. Tell your students that you are going
to spend the next few weeks on Step #4 next to the yellow light. Pass out copies
of Stoplight poster #2. Have each student appropriately color the stoplight red,
y6llow, and green.
Explain that once you are calm, you need to ask yourself, "What is going
on?" One way to figure out what is going on is to pay attention to what other
people are feeling. Knowing how other people are feeling can give you impor-
tant information about what to do.

Role-Play A,ctivity
Role play a situation in which someone approaches you and asks you to play a
game. You respond, "l don't want to play." Respond once with a sad tone of
voice and sad body language. Respond a second time with an angry tone of
voice and angry body language. Discuss why it is important for the other student
to figure out how you are feeling and how the student might react differently in
the two situations.

Video Activity
Show a clip from Fantasia (or another movie that presents a character feeling dif-
ferent emotions), pausing periodically to have students identify the emotions
being displayed. At different points in Fantasia, Mickey is tired, frustrated, h"ppy,
scared (for a good deal of the clip), and sorry. Discuss with students how they
knew Mickey was feeling those particular emotions. What were the cues that
told students how Mickey was feeling?

Discussion
Once the clip is finished, tell students that it is sometimes harder to identify feel-
ings when you are having a problem than when someone else is having a prob-

196 unit 3: lntroducing the Yellow Light Thinking Steps

lem. When a problem happens to you, you might be too uPset
or confused to
think clearly. But, when you are having a problem, it is important
to identify your
own feelings as well as those of others. write the questions,
"what am I feel-
ing?" and "What are others feeling?" on the chalkboard or chart PaPer'
Askstudentsforexampiesofprobiemsthathavehappenedtothem.Have
particular prob-
students answer the two questions on the chalkboard for that
yelled at by my
lem. Model this process first yourself (for example, "l once 9ot
my boss was feeling
boss at work. I felt upset and like I was going to cry. I think
tired and cranky."). Go around the group and share answers'

Wrap-Up
End tlre lesson by reviewing step #4 on Stoplight Poster
#2 and reiterating that
to what you are
a good way to {igure out what is going on is to Pay attention
feeling and to what other people are feeling'

ALTE RNATIVE PR E5 E NTATIO N 5

Fundamenta!
Have students use their set of small feeling faces to describe
their own and oth-
ers'emotions.

Challenging
Discuss with students the importance of paying attention to
the emotions of oth-
ers. Key questions might include

o How does paying attention to the emotions of others help

you figure out
what is going on?

. lf you wanted to ask your teacher for help with something, why
might it be
important to Pay attention to how he or she is feeling?

. what would you do differently if your teacher was angry/happy/sad?

.I'HROUGHOUT
THE DAY

. When problems occur, remind students to gather information by

paying at-
tention to their own feelings and the feelings of others'

r Remind students to use the three steps for calming down on

Stoplight
poster #1.

. Send home the Promoti ng Socialsuccess Parent Newsletter:

Figuring Out o
o
:,
Social Situations and a copy of Stoplight poster #2' o
0,,

r97
Unit 3: lntroducing the Yellow Light Thinking Steps
lntroducing Body Language

PURPOSE

To review Step #4 on Stoplight poster #2

To introcjuce and define the term body languase as it relates to Step #4

STUDENTS WILL
using the
Give plaLisible explanations as to what is happening in several pictures
characters' body language as clues

MATERIALS

Stoplight poster #2

Chart paper and a marker or chalkboard and chalk

Role-piay footprints

Tape

Series of photographs showing body language

"Finding
Pictures depicting problem situations ("Tracking Mud in the House,"
Out a Grade," "Waiting forthe Principal," "Giving Her Flowers"' and
"Watching from a Window")

PRESENTATION OF LESSON

Discussion
Review Steps #1-4 on Stoplight poster #2. Emphasize to students that once
o
o
what is
they are caim, they need to think about things so they can figure out =
o
o,
going on and what to do. once they are calm, they need to ask themselves,
iwhu, is going on?" Explain to students that one way to figure out what is going
people are
on is to pay attention to what they are feeling and to what other
feeling.

i99
 WritethetermbodylanguageonthechalkboardorchartPaPer.Askstu.
dentsifanyon-eknowswhatitmeans.BreakdownthetermintoitstwoParts,
is like talking with your body'
and explain to students that body language

Role-PlaY ActivitY
body language to show others how they
are
Explaln to students that people use their
others they are sad by using words or
feeling. For example, f"opru can tell
bodies.
Usingtherole-playfootprints,modelasadfaceandbody-droopingshoul-
ders,bringingheaddo*n,exhibitingasadexpression'kickingaimlesslyatthe
floor,andsoforth.Askstudentstoguesshowyouarefeelingandtoidentifythe Model an
of your po'* th"t led them to their conclusion'
specific characteristics
angryPoseandaskstudentswhatyouaretellingthemwithyourbodylanguage.
are feeling based on how they
Explain that you can figure out how people
wnicn can help you figure out what is
going on'
iook,

Body l-anguage ActivitY

/:\
o
Showstudentsthebodylanguagephotogi,aphs'Askthemtodescribehowthe -o
how the person's body language acted
person might be feeling, uni urt them o,

asclues'Focusonfacialexpression,Posture,headtilt,andsoforthastheyrelate
to each PhotograPh.
Next,showstudentsthepicturesdepictingdifferentproblemsituations,and
explain that they are going to use the
what is going on in each picture. Have
people's body language to help figure
students describe what is going on
out
using Ms
the characters' body language as ciues'

Wrap-UP
Review and practice Steps #1-4 on Stoplight poster #2'

ALTERNATIVE P RES E NTATI O N 5

Fundarnental
Thislessonmayneedtobebrokendownintotwolessons.Thefirstlesson
and modeling of expressive
should focus on an examination of the photographs
poses. The second lesson should focus
on the pictures and the interpretation of
the characters' bodY language'

an Unit 3: lntroducing BodY Language

Challenging
Discuss the importance of paying attention to the body language of others.
Key questions might include

r How does paying attention to others' body language help you figure out
what is going on?

. lf you wanted to ask your father for help with something, why is it important
to pay attention to how he looks?

. What would you do differently if your father looked busy/angry/tired? (Role

play these situations.)

THROUGHOUT THE DAY

Ask students to examine both their own body language and that of others
during conflicts or when involved in social interactions.

Have students bring photographs from home that show people expressing
emotions with their body language.

{6s.:EEs4y;SS9SSSqa'te$$ii8}'}l}):!erl*'i:}

Unit 3: lntroducing Body Language l0 l

 LESSON REPRODUCIBLES

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 TRACKING MUD IN THE HOUSE

*@
Unit 3: lntroducing Body Language
I
FINDING OUT A GRADE

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204 Unit 3: lntroducing BodY Language

' tt:|,:
:.:::
WAITING FOR THE PRINCIPAL

Unit 3: lntroducing BodY Language

Il
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206 Unit 3: lntroducing BodY Language

,t
 I
WATCHING FROM A WINDOW
I

Unit 3: lntroducing Body l-anguage

 erpreting BodY Language

;wJRPOSE
::.
.. '',,r,
or.plore the concept of body language as it relates to expressing emotions

#,r."UDENTS WILL

,,+*,;-rately identify emotions displayed in photographs and in physical

:emonstrations

,&ilATERIALS

- iole-play footprints

' -pe

- ieries of photographs showing body language

' 3ody Language Role-Play Situations list

* S:oplight poster'#2

OF LESSON
=RESENTATION
scussion
1:., ?w the concept of body language with the students (body language is like
with your bodY).
=.".^,g
iemind students that they can figure out how other people are feeling
Knowing how other people are feeling can
-.:-r€. on how the other people look.
;-.- :ne students important information about what to do'
;sing the role-play footprints, model for students how a Person communi-
---:.-. ,,vith body language. Display sadness-drooping shoulders, bringing head

5=.- exhibiting a sad expression, kicking aimlessly at the floor, and so forth'
,::-jdents to guess how you are feeling and to identify the specific character-
-r
='-: :i your Pose that led them to their conclusions'
?no
 describe how C)
Review the body language photographs and ask students to o
f,
each person pight be feeling and how the person! body language
acted as o
o)
they relate to
ctues. Focus on facial expression, posture, head tilt, and so forth,
as

each photograph.

Role-Play ActivitY
Explain to the students that you will be practicing using body language
during ro
a
tt
from the Body
some role-play situations. Have students act out several situations
group dis- f
Language Role-Play situations list. when you say "freeze," have the
cuss what emotions the actors are conveying with their bodies.

Wrap-Up
Review and practice Steps #1-4 on Stoplight poster #2'

ALTE R NATIVE P RES E NTATI O N S

Fundamental
practice
students may have difficulty in the role-play situations without more
modeling individual emotions first. Have students select an emotion
to act out
This can
and have the rest of the group guess what emotion they are showing"
on an
be done in a game format-have students stand in a circle and decide
while you walk
emotion (e.g., sad, mad). lnstruct the students to close their eyes
you tapped
around the circle and tap one student on the shoulder. The student
lnstruct the stu-
will use his or her body to display the emotion the group chose.
dents to open their eyes. Studenis then try to identify which Person is displaying
the particular emotion.

Challenging
cards' f-
" lnaddition to the materials already listed, you will need the artist/statue o
a
the emotions cards (surprised, sad, angry, excited, scared)' and safety pins'
0
o
f
Have students play a statues game in which partners are given a
card with a Par-
the other as the statue'
ticular emotion. One partner is designated as the artist,
Pin the role cards onto the students' shirts. The artist molds the
statue into a
pose that displays that emotion. The statue should be instructed
to hold any po-
sition or expression designed by the artist'

THROUGHOUT TI.IE DAY

o Ask students to examine their own body language and that of
others during
conflicts or when involved in social interactions'
. Play Feeling Charades during a free period. Have students
model body lan-
g,ug" that depicts a certain emotion while their classmates guess the emotion'

210 Unit 3: lnterPreting BodY Language

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Role-Play Situations

Role Play #1:

Your best friend tells you that she has found a new best friend and doesn't want to play with you any more

Role Play #2:

You and your friend are playing on the beach.

Role Play #3:

A group of kids are playing a game. You want to join them, but you are worried that they may not want
ye;
to play.

Role Play #4:

Your teacher just handed back a math test. One of your classmates is teasing you because you
got a bad
grade.

Role FIay #5:

It is your birthday, and someone throws a surprise party for you.

Role Play #6:

It is your birthday. You get many presents, but you do not get the one thing that you really wanteci.

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 lnterpreting
Tone of Voice (Feelings)

PURPOSE

To teach students to consider tone of voice when evaluating the mood of an-
other person

STUDENTS WILL

ldentify an emotional tone of voice versus a neutral tone of voice (during activity
with first and second sets of recordings)

ldentifu individual emotions conveyed by tone of voice (during activity with third
set of recordings)

MATERTALS

' Tape of recordings (to be recorded prior to the lesson, see next section)

. Stoplight poster #2

o Chart paper and a marker or chalkboard and chalk

o Set of large feeling faces

" Tape player

. Blank audiotape

PRESENTATION OF LESSON

Prior to the Lesson

Record yourself or someone else saying the series of statements beiow. Be
sure to use the appropriate emotional tone of voice. Remember to record each
statement twice (once in a neutral tone, once in an angry or excited tone) for
Sets A and B.
Il
Il
I
List of Recorded Statements

Set A; Angry versus not angry

Il .
.
"Emily, l'd like you to come over here, now." (first = neutral, second = angY)

"l don't want you to go to the store." (first = neutral, second = an9ry)

I . "lt! my turn. I was here first." (first: angry second :

Set B: Excited versus not excited
neutral)

. "The circus is coming to town'" (first = excited, second : neutral)

. "l'm going to the movies tonight." (first: neutral, second = excited)

. "Recess is in 10 minutes." (first = excited, second = neutral)

Set C: Which emotion do you hear?

. "l miss my father. I wish I could be with him'" (sad)

. "l cion't understand my math homework"' (frustrated)

. "AhhhlA mouse just ran across the floor." (scared/surprised)

r "i can't wait until my birthday Party." (happy/excited)

. "l can't believe you broke my favorite toy." (angrY)

. "l'm going to be late for school because I have to wait in this line'"
(frustrated)

, "I don't want to go in there. lt! dark in there." (scared/nervous)

. "l wish you could come overtoday, I miss you." (sad)

Discussion
to itudents that 6)
Review with students Step #4 on Stoplight poster #2. Explain o)
:)
today you are going to be talking about another clue (in addition to body lan- o
a
guage) that they can use to help figure out what is going on. Write tone of voice
OJ

on the chalkboard or chart paPer, and ask students if they know what it means.
Explain that tone of voice ls how someone sounds when they are speaking and
that you can often tell how someone is feeling from their tone of voice.
Repeat the following in a neutral tone and in an angry tone, and ask stu-
dents to describe the difference: "l want some cookies"'

216 Unit 3: Interpreting Tone of Voice (Feelings)

Tape Recording Activity
The first set of recordings deals with an angry tone of voice. Show the large co
angry feeling face. Listen to the first two recordings (of the same statement). Ask f
o
students to tell you which of the statements sounded angry and how they could
-
OJ

tell. Repeat for the second and third statements.

The second set of recordings deals with an excited tone of voice. Display
the large excited feeling face. Listen to the first two recordings (of the same
statement). Ask students to tell you which statement sounds excited and how
ihey could tell. Repeat for the second and third statemenis.
For the third group of recordings, you will be asking the students to identify
the emotion conveyed in the tone of voice. To prepare for this, display the large
angry frustrated, sad, scared, huppy, and excited feeling faces. Play the state-
ments for the students and ask them to identify the emotion conveyed.

Wrap-Up
As a closing activity, ask students to record their own tone of voice statements.
Practice an angry statement as a group, focusing on tone of voice, then ask for a
volunteer to record the statement. Practice a scared statement as a group, and
allow another student to record his or her voice. Repeat with other emotions
until all students are on tape, then play the recordings to the group.

ALTE RNATIVE PRES E NTATIO N5

Fundamental
When identifying emotions, have students hold up or point to the appropriate
feeling face. Or, hold up two possible faces and ask them to choose which is ap-
propriate.

Challenging
Have students come up with their own statements to record. Discuss with stu-
dents the difference between emotions conveyed by content ("1'm so hiippy that
you're here") and emotions conveyed bytone of voice ("You're here!" said in a

hrppy tone). Key questions might include

r How did you know that I was happy?

. Did I say any words that let you know how I felt?

c What was it about the way I spoke that let you know I was happy?

Unit 3: lnterpreting Tone of Voice (Feelings) 21r

I
Fl T[-.I ROL,IG HOL'T TX-I E DAY

Reinforce interpreting tone of voice by asking the students to examine both

-
their own tone of voice and that of others during conflicts or when requesting
something.
- AIlow students to use the tape recorder during free periods (e.9., center
time). Have students pick a feeling face and record themselves using that

F
tone of voice.
-

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218 Unit 3: lnterpreting Tone of Voice (Feelings)

T l
lnterpreting Tone
of Voice (Sincerity)

PURPOSE

To teach students to consider tone of voice when evaluating the sincerity of an-
other person

STUDENTS WI!.!.

Determine the sincerity of statements using tone of voice as a cue

MATERIALS

. Mean ltlDon't Mean lt signs (cut in half before handing out to students)

" Tape player

" Tape of recordings (to be recorded prior to the lesson, see next section)

" Blank audiotape

PRESENTATION OF LESSON

Frior to the l-esson

Record yourself or someone else saying the series of statements listed below and on
the following page. Be sure to use the appropriate sincere or sarcastic tone of voice.
Remember to record each statement twice for Set A (once in a sincere tone, once in
a sarcastic tone).

List of Recorded Staternents

Set A: Which one sounds sincere (Mean lt)?

" "Great job on your art project!" (first = Mean lt, second = Don't Mean lt)

. "l'6n really sorry I bumped into you." (first = Mean lt, second = Don't Mean it)

?19
."Sorrylpushedyou."(first=Don'tMeanlt'second=Meanlt)
. ,,you did a nice job on your book report." (first : Mean lt, second = Don't
Mean lt)

', "Nice hat!" (first = Don't Mean lt, second = Mean lt)

. ,,1
am sorry I forgot your birthday." (first
: Don't Mean lt, second = Mean lt)

. ,,This is just greatl l can,t believe this.,, (first = Mean lt, second = Don,t
Mean lt)

Set B: Mean it or Don't mean it?

. "l know l'm taking a long time; I am sorry geesh'" (Don't Mean lt)

. "Mr. Benson said to say l'm sorry'" (Don't Mean lt)

o "Ch yeah, I love Barneyl" (Mean lt)

. "This is just great! I can't believe this'" (Don't Mean lt)

Discussion
Review with students what tone of voice means. Explain
that tone of voice is
you can often tell how
how someone sounds when they are speaking and that
voice can also tell us
someone is feeling from his or her tone of voice. Tone of
whether someone really means what he or she is saying'
Repeatthefollowingsentencetwotimes,onceinaVerysinceremanner,the
job on your art project!"
next time in a very insincere, sarcastic manner: "Great
the words that
Discuss the two statements with students. Explain that sometimes
you read the
people say do not match what they really mean (the second time
project)' But, if we
sentence, you weren't really complimenting someone's art
whether they really
pay attention to the persont tone of voice, we can often tell
mean what they are saying. Key questions might include

o What was the difference between those two sentences?

. Which one sounded like I really meant what I was saying?

. What was it that made me sound like i meant iVdidn,t mean it?

Tape Recording ActivitY

r-
Explain to students that you are going to play some sentences for them on the o
a
twice, once in a
tape recorder. The first set of recordings present the same sentence o
when the Person
a sincere tone, once in a sarcastic tone. Have students identify =
up the Mean lt sign.
sounds as if he or she means what he or she says by holding

220 Unit 3: lnterpreting Tone of Voice (Sincerity)

 The second set of recordings presents one statement in either a sincere or
sarcastic tone. Students will identify a sincere tone by holding up the appropri-
ate sign (Mean lt) or a sarcastic tone by holding up the appropriate sign (Don't
Mean lt). Practice this by repeating "Great job on your art project" in sincere
and sarcastic tones.
Play the recorded sentences and have students make their determinations.

Wrap-Up
As a closing activity, have students practice and record statements in sincere and
insincere tones ("|'m sorry I bumped into you"). Explain that it is important to
pay attention to our own tone of voice, as well as others' tone of voice. lf we
want people to believe us, then we need to make sure we sound as if we mean
what we say.

ATTERNATIVE PRES ENTATIO NS

Fundamental
Students might need statements to be repeated more than once in order to
determine sincerity.

Challenging
Have students come up with their own sincere and sarcastic statements to
record.

THROUGHOUT THE DAY

Reinforce interpreting tone of voice by asking the students to examine their

own tone of voice and that of others during conflicts or when requesting
something.

When people in the classroom say they are sorry bring it to the attention of
the students. Discuss the tone of voice and whether the person seemeid to
mean it. Encourage sincere apologies.

Unit 3: lnterpreting Tone of Voice (Sincerity) 221

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Accident or On PurPose?

PURPOSE

To introduce the concept of intention using

the categories of "Accident" and
"On PurPose"
and events
To reinforce the connection between emotions

STUDENTS WILL

or as happening on PurPose,
ldentify events in pictures as being an accident
using cues in the Pictures

MATERIALS

n Chart PaPer and a marker or chalkboard

and chalk

" Role-Play footPrints

o Tape

" Accident or On Purpose? Pictures

PRESENTATION OF LEssON

Discussion
write the words accidentand on PurPose on
the chalkboard or chart paper' Ask
an accident (when you didn't
students if they can explain the difference between
mean for something to happen) and something
that is done on PurPose (when
fact that it is sometimes hard
you meant for something io h.ppen). Discuss the
totellifthingsWereanaccidentori{theyweredoneonPurpose.Modelthis
you run into someone because you
dilemma by role playing a situation in which
her on PurPose or was it an
are looking the other way' Did you shove him'or
on how to figure out whether
accident? ixplain that the group will be working
som'ething was an accident'

225
 Pictures Activity
Show the students each of the Accident or On Purpose? pictures (or groups of
pictures). Ask the students if the actions in the pictures were an accident or
whether the person involved meant for them to happen (on purpose). Discuss
the clues that the students used to come uP with their answers. Be sure to in-
Ms
clude the following in your discussion:

. Faciai expressions

Body language

Contextual clues (things in the environment)

Role-Play Activity
Explain that students will line up behind you and then, as the students walk
foruuard, you will pretend to trip and disrupt the line. Act this out with students,
then sit back down and discuss how they felt. Key questions might include

. Did I disrupt the line on purpose? How did you know?

. How did you feel when you were jostled even though you knew it was an
accident?

. What could the line leader have done to make you feel better?

Wrap-Up
Explain to students that most of the time we can figure out if something was an
accident or not by looking for ciues. lt is important to gather information about
the situation before reacting. Review the kinds of clues that you used during the
pictures and role-play activities.

ALTE RNATIVE P RES E NTATI O N S

..i Fundamenta!
!

-l Limit the number of pictures to discuss. Compare and contrast a set of pictures
depicting an accident with a set depicting something that was done on PurPose
by focusing on the clues students use to determine intent.

Challenging
Discuss with students howto handle situations when they are unsure if someone
meant to hurt them. What can they do to gather information? How should they
react?

226 Unit 3t Accident or On PurPose?

TI.IROUGI{OUT THE DAY

. Label events that happen in the classroom as

beiig accidental or on PurPose'
Askstudentstoidentifywhichcategoryaneventmayfitintoandthecues
that lead them to this conclusion'

227
Unit 3: Accident or On PurPose?
:i

228
ACCIDENT OR ON PURPOSE? #'I

Unit 3: Accident or On Purpose?

ACCIDENT OR ON PURPOSE? #2

4:q#

Unit 3: Accident or On PurPose?

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ldentifYing trntention

PURPOSE

Toreviewtheconceptofintentionusingthecategoriesof,,Accident,,and,,On
Purpose"

Topracticetheidentificationanduseofrelevantcuestodetermineofintent

STUDENTS WII.L
happened by accident or if they were
ldentify intention (decide if the events
done on purpose) in the video clips shown

MATERIAI-S

.Videoclips(Suggestedvideos:Hercules;TheBorrowers;Honey,WeShrunk
Ourse/ves; Atl Dogs Go to Heaven; Toy Story; Fantasia)

. TV/VCR

Role-play footPrints

Tape

PRESEIITATION OF I.EssON

Discussion
Reviewthemeaningofthewordsaccident(whenyoudidn,tmeanforsomething
for something to happen)' Use the
to happen) and on PurPose(when you meant
and when the woman next to me
following example: " l was at the grocery store
grabbedaboxofcerealofftheshelf,anotheronefelloffandhitmeinthe
shoulder.DoyouthinktheWomanmeanttohitmewiththecerealbox?Howdo
what coutd the woman have done
; ;;;;, w'hat do you think I was feeling?
in that situation to make me feel better?"

241
 c INTENTIONVIDEOCLIPS " " " aaaaoooaaa
o
IDENTIFYING " a
a
c
Movie Title Description of Clip Location :
Clip
a
a Hercuies Hercules accidentally knocks over the 23:18-24:09 :
a marketplace. Focus on Hercules' expression o
o o
a and on where he is looking as he runs into a
a the columns. c
o o
a
o
The Borrowers A boy accidentally closes his sister in the 8:53-9:59 .a
o freezer. This clip may need some a
a explanation ("The two characters are very a
a a
o small, and the brother is holding open the a
a freezer door for his sister."). Focus on the a
o a
a boyt body language and what he says. a
c
3 Honey, Two men shrink a statue on purpose, then 21:58-24:19 :
a We Shrunk accidentally shrink themselves. Compare a
o 0
o Ourse/ves and contrast the two actions. Focus on their a
c words and facial expressions. o
a a
c All Dogs Go Two dogs purposely knock a third dog off 16:35-17:24 .
t to Heaven the pier. Focus on what the mean dogs say
a
a a
a and the tone of their laughter. o
.J
a
c Toy Story Buzz Lightyear gets knocked out the 37:30-38:40 o
a
C
window. Woody (the cowboy) tries to run o
C Buzz over with the car (on purpose), but the o
a o
c
fact that Buzz ended up falling out the i,
o window was accidental. Focus on Woody! c
o o
o
facial expressions. a
a
a
Fantasia Mickey purposely brings a broom to life 29:41-end :
a but accidentally ends up flooding the 3
o o
o
castle. Focus ori Mickey's facial expressions c
a and body language. a
a o
aa aaoaaaoacaoaaaaaooaaaaaaaoaaaaaaa aoaooaaoca

Video Activity
Explain to students that today you are going to be watching short clips from dif-
ferent movies and it will be the students' job to decide whether what happened
was an accident or on purpose.
The following focus questions will help students attend to contextual cues in
the video clips. More than one student can answer the same question. (These
questions are also available in the Lesson Reproducible section following this
lesson if you want to pass them out to your students.)

Video Clip Focus Q,uestions

Hercules
Things to look for:

1. Where Hercules is looking as he bumps into the columns

242 Unit 3: ldentifying lntention

 f

over the marketplace

2. Hercules' facial expression after he knocks

he bumps into the man with the pots

3. What Hercules does and says before

Post-cliP questions:
on purpose or by accident?
1. Did Hercules knock over the marketplace

2.DidHerculesknockoverthemanwiththepotsonPurPoseorbyaccident?

The Borrowers
Things to look for:
closes
1 . What the boy says as the freezer door
door closes
2. The boy's body language as the ireezer

Post-cllP questions:

freezer on PurPose or by accident?

1. Did the boy shut his sister in the

Honey, We Shrunk Ourselves

Things to look for:
,,rewing up,,
that the machine was
1 . What the man said when he was warned

2.I-lowthemenlookedwhentheyrealizedtheyweresmall

Post-cliP questions:
or by accident?
i. Did the two men shrink the statue on PurPose

on PurPose or by accident?
2. Did the two men shrink themselves

All Dogs Go to Heaven

Things to look for:
down the pier
1. What the dogs say as they push the car

Post-cliP questions:
or by accident?
1 . Did the dogs knock Charlie off on PUrPose

Toy StorY
Things to look for:

he decides to drive the car

1. The cowboy's facial expression when
Lightyear gets knocked out the
2. The cowboy's facial expression when Buzz
' window

?4i
Unit 3: ldentifYing lntention
E

Post-clip questions:

1. Did the cowboy run Buzz over with the car on purpose or by accident?

2. Did the cowboy knock Buzz out the window on purpose or by accident?

Fantasia
Things to look for:

1. Mickey's facial expression and body language when the broom came to life
2. what Mickey did while the broom was filling the basin with water

3. Mickey's facial expression and body language when he realized the room
was flooded

Post-clip questions:

1. Did Mickey bring the broom to life on purpose or by accident?

.2. Did Mickey flood the room on purpose or by accident?

Wrap-Up
Ask students for examples of things that have happened to them that were
either accidents or that were done on purpose. Use one of the students' ex-
amples as the basis of a role play. Discuss with students the kinds of cues that
they used to determine intent.

ALTE R NATIVE PR E5 E NTATI O NS

Fundamental
You may need to show each clip more than once, especially at the beginning.
Show the clip a second time and pause the video to freeze the action. Key ques-
tions might include

o What does [the character's] face look like?

. ls he or she laughing?

. Did [the character] look sorry after it happened?

This process will help students identify cues.

244 Unit 3: ldentifying lntention

 -
I

Challenging
for
Discuss with students the idea that we need to take personal responsibility
our actions. Even when we do something by accident, we may need to apolo-
gize or otherwise make amends. And if we have done something on Purpose'
*e n""d to admit what we have done and accept the conseguences. Key ques-
tions might include

e Have you ever said something was an accident and it really wasn't?

" What does it mean to take responsibility for what we have done?

THROUGHOUT THE DAY

o Point out instances when accidents and events that were done on PurPose
occur in the classroom. Also point out the cues students should be
noticing
that reveal a Pefson's intention.

245
Unit 3: ldentifying lntention
LESSON REPRODUCIBLE
Hercules
Things to look for:
1. Where Hercules is looking as he bumps into the columns
2. Hercules' facial expression after he knocks over the marketplace
3. What Hercules does and says before he bumps into the man with the pots
Post-clip questions:
1. Did Hercules knock over the marketplace on PurPose or by accident?
2. Did Hercules knock over the man with the pots on PurPose or by accident?

The Borrowers
Things to look for:
1. What the boy says as the freezer door closes
2. The boy's body language as the freezer door closes
Post-clip question:
1. Did the boy shut his sister in the freezer on PUrPose or by accident?

Honey, We Shrunk Ourselves

to look for:
1-hings
i. What the man said when he was warned that the machine was "rewing up"
2. How the men looked when they realized they were small
Post-clip questions:
1. Did the two men shrink the statue on PurPose or by accident?
2. Did the two men shrink themselves on PurPose or by accident?

All Dogs Go to Heaven

Tnings to look for:
1. What the dogs say as they push the car down the pier
Post-clip question:
1. Did the dogs knock Charlie off on purpose or by accident?

Toy Story
Things to look for:
1. The cowboy! facial expression when he decides to drive the car
2. The cowboy's facial expression when Buzz Lightyear gets knocked out the window
Post-clip questions:
'l . Did the cowboy run Buzz over with the car on
PurPose or by accident?
2. Did the cowboy knock Buzz out the window on PurPose or by accident?

Fantasia
Things to look for:
1- Mickey's facial expression and body language when the broom came to life
2. What Mickey did while the broom was filling the basin with water
3- Mickeyt facial expression and body language when he realized the room was flooded
Fost-clip questions:
1-'Did Mickey bring the broom to life on PurPose or by accident?
2- Did Mickey flood the room on PurPose or by accident?

ptrnatiry Swial Sacrut A Cunicalmfor Cbildw uith Sp{iql Nedt by Gacy N. Siperstein & Emily Paige Rickards
@ 2004 6y Paul H. Brookes Publishing Co. Inc. All righrs resened.
www.brookespublishiog.com l-800-618-i77,
 ls This Mean?

PURPOSE

To distinguish between actions that are intended to be mean and actions that
are not intended to be mean

STUDENTS WILL

ldentify".the intention of a role play character as being mean or not mean using
contextual cues

MATERIALS

Stoplight poster #2

Chart paper and a marker or chalkboard and chalk

Pictures ("Pulling Hair," "Making Fun")

ls This Mean? Role-Play Situations list

Role-play footprints

Tape

PRESENTATION OF LESSON

Discussion
Review with students steps #1-4 on stoplight poster #2. write step #4 on the
o
o
chalkboard or chart paper, and ask students what kinds of things the group has :l
o
been working on that help them figure out what is going on (body language, 0)
identifying emotions, tone of voice, accident/on purpose). write down student
responses (add to the list as needed). Explain to students that today you are
going to talk about figuring out when someone is being mean. Figuring out if
someone is being mean is an important part of figuring out what is going on.

249
Pictures Activity
show and discuss each of the pictures. Key questions might include

. Was he or she being mean? How can you tell? Mg

. What do you think each of the girls/boys is feeling? How can you tell?

It should be pretty clear to your students that someone was being mean in the
two pictures- In each picture the boys have mean looks on their faces, and the
other person is clearly upset. Explain to students that sometimes it's hard to tell
if someone is being mean. Sometimes we don't have enough information to de-
cide if a person is being mean. lf we can't tell, we need to look for more clues
before we act.
Tell your students that you will be performing role plays and that their
job is

to ciecide whether you are being mean. lf they can't tell whether you're being
rnean, you should help your students look for more clues'

Role-PIay ActivitY
With a volunteer, role play situations from the ls This Mean? Role-Play Situations t-
o
o
list in which one Person may be being mean to another. After each role play, dis- a
o
:l
cuss with students how they came to their conclusion about whether you were
being mean. Key questions might include

. What was going on?

" What was I doing when . . .?

o How did my face look when . . .?

. Did I have a mean expression?

u What might be another explanation for my behavior besides that I was

being mean?

lf a student says that he or she is unable to determine someone's intent, discuss

what the student could do to find out more information'

Wrap-Up
Add the guestion, Are they being mean? to the list of things that help us figure
out what is going on and review the importance of paying attention to the clues
around us. (One way to figure out what is going on is to pay attention to what
other people are doing and feeling. This can give us important information
about what to do.)

250 Unit 3: ls This lMean?

ALTE RNATIVE P RES ENTATI O N S

Fundamental
Perform only the second and third role plays on the list and be less ambiguous
to say, "Oooops!"
as to your intention. For example, in Role Play #2, be sure
after bumping the other person. ln Role Play #3, use a mean voice when you
speak to the person. Then compare and contrast the mean and not mean situa-
tions, writing down the cues that the students used to come to their conclusion
(e.g., tone of voice, dialogue, body language).

Challenging
After each role play, discuss with students what could be added to the role play
that would change its meaning. For example, in the first role play, you could
change the number of markers that are visible or laugh meanly with your friend
after you say no. Both of these additional cues could change students' decision
as to whether you are being mean. Reenact each role play with additional cues
and disiuss.

THROUGHOUT THE DAY

r When students are involved in an altercation, they should be encouraged to

think about what happened and figure out if the other Person involved was
being mean. This will help students better understand social situations and to
respond appropriately to them.

Unit 3: ls This Mean?

 LE55ON REPRODUCIBLHS

I
I
I
I
L
L
L
*I 212

L
 PULLING HAIR

Unit 3: ls This Mean?

 MAKING FUN

Unit 3: Is This Mean?

Role-Play Situations

Role Play #1:

\/ou and a friend are coloring. Someone else comes up and asks if she can join you. You say no. Your reason
is that there aren't enough markers to go around"

Role Play #2:

Two students are listening to the teacher give a math lesson. When the teacher asks a question, one stu-
dent excitedly raises his hand. When he raises his hand, he knocks his friend's pencil off her desk.

Role Piay #3:

You announce that you are going outside to look for your coat that you left outside on the playground.
Someone asks if he can come with you. You say no because you don't like him.

Role Play #4:

At the errd of the school day, students are told to get their coats and bags from the closet to go home.
One student shoves two other students in order to get his things. The students who get shoved bump into
other students in front of them.

Role Play #5:

Students are waiting in line to use the bathroom, and one student steps out of line to get a drink of water.
When the student goes back to get in line, the other students close the space so she can't get in.

Role Play #6:

Students are outside on the playground playing tag. The studentwho is "lt" runs into anotherstudent
when trying to tag someone else.

Role Play #7:

Students are sitting in the cafeteria eating lunch. Cne student begins waving hard at his friend across the
room. He waves so hard that he knocks the elbow of the student sitting next to him, whose milk spills on
ihe table.

Pnwoting Social Srccut: A Caniruhm fr Childnr uitb Spetial Neerlr br, Gary N. Siperstein & Emily Paige Rickards
@ 2004 by Paul H. Brookes Publishing Co. lnc. All rights reseoed.
ww.brookespublishing.com 1-800-6-i8-i-:)
How to Tell
When Someone ls BusY

PURPOSE

are busy and people who are not

busy
distinguish between peopie who
-l-o

others
To make appropriate judgments
about when and how to approach

STUDE}JTS UJILL
someone is busy or not busy
ldentify situations that indicate whether

fVlakeassessmentsaboutwhenandhowitisappropriatetoapproachsomeone

MATERIALS

n Role-PlaY footPrints

. Tape

. and chalk
Chart PaPer and a marker or chalkboard

o BusY Role-PlaY Situations list

. (color and laminate' as desired)

Promoting Socialsuccess game board

. Game cards

as figurines or colored PaPer

clips; one
. Game pieces (any small objects, such
for each student)

PRESENTATION OF LESSON

Discussion
you talked
Review the previous lesson with
students' Remind your students that
lesson' Tell them
.i"* people were being mean in the last
t'nrt'i.rg out if other
211
that today you are going to talk about being busy. Sometimes when people are
busy and don't talk to us or pay attention to us like we think they should, we
think that they are being mean.
Ask the students what it means to be busy and how they know when some-
one is busy. Role play the following situation: Have a volunteer pretend to be
talking on the telephone. Approach them and repeatedly ask them questions,
displaying increasing frustration.
Discuss the situation with students. Key questions might include

. What was [volunteer's name] doing?

. Was he or she being mean when he or she didn't answer me?

o How can you tell when someone is busy?

On the chalkboard or chart paper, write dornrn the cues that students generate for
determining when someone is busy. Additional discussion questions might be

e When is the best time to try and talk to someone?

c What can you do if you need to talk to someone, but they are busy?

Role-Play Activity
From the Busy Role-Play Situations list, role play the right and wrong ways to
handle situations in which someone is busy.

Board Game Activity

Mr
Explain to students that you are going to play a board game. The rules of the r-
o
game are as follows: To start, each student can choose which stack of cards to a
t
o
draw from because the start box does not have an "A" or a "?" Then, taking f

turns, each student will draw a card. lf they land on a "?" space, they should
draw a "?" card. The card will have a question on it. lf they answerthe question
correctly, they get to move forward the number of spaces indicated on the card.
lf they land on an "A" space, they should draw an "A" card. The card will have
an action or activity they are to perform. lf they do so correctly, they can move
forward the number indicated on the card. Each student gets only one draw per
turn. lf the student lands on a "Short Cut" box, he or she moves the game piece
to the place indicated by the arrow. lf your group is too large to play on one
game board, you can set up multiple games or have students take turns playing
while those who are not playing look on.
As students are playing the game, discuss their answers. Have students who
answered correctly explain their answers to the rest of the group. lf they an-
swered incorrectly, try to explain the concept to them or have another student
explain it.

258 Unit 3: How to Tell When Someone ls Busy

Wrap-Up
As a closing activity, ask students to review what they learned today about
people who are busy. Summaries should include some mention of how to tell if
someone is busy and what to do if someone looks busy'

ALTERNATIVE PRES E NTATI ONs

Fundamental
Have students
Some of the game guestions might be too difficult for students.
as they go.
play in pairs or teams and encourage them to discuss their answers
provide guidance and clarification as needed, and play the game multiple times
to practice the concePts.

Challenging
come
The gam,e activity should be challenging for most students. Have students
up with their own role-play situations and act out the right and wrong way to
handle these situations.

THROUGHOUT THE DAY

. Students should be encouraged to make judgments about when someone is

or is not busy in the classroom and to modify their behavior appropriately' lt
is helpful to show positive reinforcement when students exhibit appropriate
behavior and to provide explicit coaching when they make poor judgments'

?io
Unit 3: How to Tell When Someone ls Busy
LESSON REPRODUCIBI.ES
Role-Play Situations

Role Play #1:

Your teacher is busy talking to another teacher, but you want to ask her a question. Show the right and
wrong ways to handle this.

Role Play #2:

Your rnother is busy talking on the telephone, but you really want to tell her about your basketball game.
Show the right and wrong ways to handie this.

Role Play #3:

You are out at recess and your friend has hurt himself. He is bleeding! The teacher is busy talking to
another adult, but you really need to tell her about your friend. Show the right and wrong ways to
handle this.

Role Play #4;

Your friend is busy taking a test, but you really want to show her your new game. Show the right and
wrong ways to handle this.

Role Play #5:

A group of kids are busy playing basketball. They are in the middle of a game, but you really want to join
them.,Show the right and wrong ways to handle this.

Pruuoriry Sadal Srcmt: A Crnimlun for Childrea uith Sp&ial Neds by. Gary N. Siperstein & Emily Paige Rickards
@ 2004 by Paut H. Brmkes Publishing Co. Inc. All righs resened.
ww.brckespublishing.com l-800-6i8- j77,
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Reacting to Other People

PURPOSE

To discuss and demonstrate in a concrete manner the ways in which we modify

our behavior based on interpersonal cues

STUDENTS WILL

lnterpret welcoming/unwelcoming body language and tone of voice and appro-

priateiy modify their behavior within the context of a game

MATERIALS

Dog pictures ("Friendly Dog," "Unfriendly Dog")

Chart paper and a marker or chalkboard and chalk

Role-play footprints

Tape

Treat for each,student (candy or other token)

PRESENTATION OF LESSON

Discussion
Begin with a general question about how students would react if they came
across a dog. Showthe "Friendly Dog" picture, and askthe students howthey
would react to the dog in the picture. Discuss their responses. Repeat this proc-
ess with the "Unfriendly Dog" picture, and discuss the different reactions.
Focus the discussion on human beings and how we also change our reac-
Mr
tions to people based on how they look. On the chalkboard or chart paper, write
down three basic emotions: happy, sad, and angry. Using the role-play foot-
prints, demonstrate an appropriate facial expression, body language, and tone

267
of voice for each emotion. Ask students what they might do if they came across
people who looked and sounded the way you do, Write these ideas on the
chalkboard or chart paper in a list underneath the emotion. Appropriate reac-
tions and/or behaviors might include:

Happy Sad Angry

going to play with them cheering them up staying away
asking them to help you listening to their troubles suggesting theY use the
saying hello offering to PlaY steps for calming down

Game Activity
play a modified version of Red Light, Green Light. Have students line up facing
you. They will be instructed to take one giant step forward when you demon-
and
strate welcoming body language (arms outstretched with welcoming smile
tone of voice).
when you demonstrate unwelcoming body language (arms folded with
angry expression and tone of voice), students will be instructed to either stay
still

or"to take a giant step back (depending on the amount of space available)'
Give students a treat when they finally reach you'

Wrap-Up
As a closing activity, have students review what they learned about modifying
their behavior. Summaries should include the idea that paying attention to the
body language of others can help us act apPropriately'

ALTERNATIVE PRES E NTATIONS

Funciamental
Students may have difficulty moving from the animal example to regular human
emotions. lf so, an intermediary step might be to focus on very extreme or
stereotypical human apPearances. Key questions might include

. What would you do if you saw someone yelling and kicking everything in his
or her way? Would you 9o near that person?

. What would you do if you saw someone who was hurt lying on the ground?
Would you ask if he or she needed help?

to more subtle
From these examples you might be able to make the transition
aspects of human emotion and how peopie might reaa to them'

268 Unit 3: Reacting to Other PeoPle

Challenging
once students are familiar with the welcoming and unwelcoming postures and
tones, add other postures and tones that might encourage someone to ap-
proach them.

o Neutral expression with arms to the side

. "Busy" body language in which you look to be involved in something else,

but with benign intention

o Sad or lonely

Or discourage someone from approaching them.

. "lgnoring" body language with body turned away, hostile intention, and tone
of voice

THRO"UGHOUT THE DAY

some students may need encouragement to increase the number of situa-

tions in which they approach others. other students may need assistance in
becoming more discriminating about how and when they approach others.
Use information about individual students to tailor the lesson in terms of en-
couraging students to approach others or discouraging students from ap-
proaching others.

coach students as they evaluate particular situations and make decisions

about whether to approach others based on interpersonal cues.

Unit 3: Reacting to Other People 269

LESSON REPRODUCIBLES

IJ
 FRIENDLY DOG

Unit 3: Reacting to Other PeoPle

I
TJ
 UNFRIENDLY DOG

Unit 3: Reacting to Other People 272

I
IJ
 Reviewing Emotional Displays

PURPOSE

To review Step #4 on Stoplight poster #2

To review the identification of several emotions (scared, surprised, happy, con-

fused, sad, angry disappointed) using facial expression, body language, and
dialogue/tone of voice cues

STUDENTS WILL

ldentify at least one emotion displayed and provide an explanation as to what

cues he or she used to identify that emotion

MATERIALS

Stoplight poster #2

Chart paper and a marker or chalkboard and chalk

Video clips (Suggested videos: Paulie, Home Alone, George of the Jungle,
Men in Black, Home Alone 2, Leave it to Beaver, Home Alone 3, Mouse Hunt)

small feeling faces to match the emotions presented in the video clips
(multiple of each for you to fill out a chart)

Role-play footprints

Tape

PRESENTATION OF LESSON

Discussion
Briefly review Steps #1-4 on stoplight poster #2. Remind students that people o
o
need to think about things when they're calm so they can figure out what is :l
o
going on and what to do. Once someone is calm, he or she can ask, ,,What is I
o,
going on?"

)12
 ExplaintostudentsthatyouwillsoonbemovingontoStep#5onStoplight
some of the things you have
poster #2 but that now you are going to review
of things the group has been
l"urn"d recently. Ask students to review the kinds
or chart PaPer' The list
learning about. write their resPonses on the chalkboard
should include the following:

. Body language

. Tone of voice

. Accident/on purpose

. Mean/not mean

. Busy/not busy
out what is going on is to pay atten-
Review with students that one way to figure
tiontowhatotherpeople,,"f""ling.rellyourstudentsthatbecausetheyhave
your
activity will be a review. Tell
already been working on feelings, that today,s
may have
str.rdents that they going to watch short clips of movies that they
"ri the tape' talk with ycur students about
seen before. After wat;hin; each part of
what they've seen.

Video ActivitY
Showanddiscusseachofthevideoclips.Havestudentsanswerthefollowing
questions for each cliP.

. What is going on?

rHowcanyoutell?(ldentifycuesusedinassessingthesituation.)

. What are each of the characters feeling?

. the emotions')
How can you tell? (ldentify cues used in assessing
As you 9o' fill out a chart on the
Continue until all clips have been presented'
emotions were displayed in each clip
chalkboard or chart paper that shows what
andwhatcuesstudentsusedinassessingthesituation.Writethe"namesofthe
,,Emotions,, and ,,Cues.,,
your headings
movie clips down the left side and label
To documentthe characters,emotions,
tape appropriate.feeling faces in the
,,Emotion,, column on the chart or write out feeling words that the students

identify.

Wrap-Up
Reviewthechartandaskthestudentstoroleplayafeelingfromtheirfavorite
emotion being acted out and the clip
clip. Other grouP members can guess the
. to which the student is referring'

274
Unit 3: Reviewing Emotional Displays
o
EMOTIONAL DISPLAYS VIDEO CLIPS O .. " ' C ' O aaaaaoaoa aa
a O
a a
tMovie Title Description of Clip Clip Location a
o
3 a
t Paulie Paulie flies. 1:25:32-1:26:22 a
o Huppy, excited, surprised a
o o
a llome Alone The boy hides. 31 :55-36: 1 7 a
e a
a Scared a
a a
e George of The couple runs from the lion. 15:55-16:54 a
C the Jungle Scared o
o e
a Men in Black Will Snnith's clraracter sees aliens. 36:00-36:36 a
o a
a
Surprised, confused a
a a
Home Alone 2 The kids wake up on Christmas 1:53:38-1:54:22 o
a
a rnorning. o
o a
Surprised, excited, happy o
a
a a
Leave it to The boys get yelled at by their father. 27:27-29:19
C
a
a Beaver Angry nervous a
e o
a Home Alone 3 The mother and son argue. 34:08-34:55 a
a a
Angry o
o
o
3
Mousd Hunt The couple argues. 15:26-15:47 a
t
c Angry a
a C
c *atoaaaroaaoaaaaaaaaacaaaaaaaaaoaoaaaocaa ao

ALTE RNATIVE P RES E NTATI O N S

Fundamental
l-lave students use their set of small feeling faces cards to help them verbally
express the feelings that they have seen.

Challenging
Have students think of other favorite movies and brainstorm lists of emotions
present in them. Share the lists, giving examples of when the emotions are
displayed in the movie.

THROUGHOUT THE DAY

o Watch a movie and have students point out various emotions depicted.

Unit 3: Reviewing Emotional Displays 275

 Reviewing Social Situations

PURPOSE

To review and reinforce the concepts covered in this unit

STUDENTS WILL

Answer questions about a story using the social cues presented

MATERIALS

. Stoplight poster #2

. Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

n Promoting SocialSuccess game board (from the How to Tell When Someone
ls Busy lesson)

. Game pieces (any small objects, such as figurines or colored paPer clips; one
for each student)

o Using Social lnformation worksheet

PRESENTATION OF LESSON

Briefly review Steps #1-4 on Stoplight poster #2. Remind students that people G)
o
f,
need to think about things when they're calm so they can figure out what is o
a
o
going on and what to do. Once someone is calm, he or she can ask, "What is
going on?"
Explain to students that next time you meet you will be moving on to Step
#5 on Stoplight poster #2 but that today you are going to review some of the
things you have learned recently. Ask students to review the kinds of things
the group has been learning about, or review the list created in the previous
lesson. The list should include things such as body language, tone of voice,
accident/on PurPose, meanlnot mean, and busy/not busy'

21'l

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 Game Activity
Explain to students that you are going to play a game. There will be questions
about the book Alexander and the Terrible, Horrible, No Good, Very Bad Day"
When students answer a question correctly, they will be able to advance on the
board the number of spaces you tell them. Read the book through once before
beginning the game.

Review Game Questions

Page 1 (read page in a frustrated manner)

. What can you tell by the way I am talking? (tone of voice) 2 spaces

. Alexander dropped his sweater in the sink. Was this an accident, or did he
drop lt on purpose? How can you tell? (accidenVon purpose) 2 spaces

Page 2

How do you think Alexander was feeling when he didn't get any prize in his
cereal? How can you tell? (identi{ying emotional displays) 2 spaces

Were Alexander's brothers being mean to him? How can you tell? (mean/not
mean) 3 spaces

Page 4

ls Mrs. Gibson being mean to Alexander? How can you tell? (mean/not
mean) 3 spaces

what feeling is Alexander showing with his body in the picture? (body lan-
guage) 2 spaces

I Page 6

r .
Fage 7

.
Who looks the most busy in the picture ? (busy/not busy) 3 spaces

II .
Tell Alexander that he left out 1 6 in a mean way. Now tell him he left out 1 6
in a nice way. (tone of voice) 4 spaces

Would now be a good time to come over to Alexander and ask him if he

II wanted to play with you? (reactions to others) 3 spaces

I
Page 8

. Did Paul do something that was mean? (mean/not mean) 4 spaces

II . Pretend you are Paul and tell Alexander that you are sorry in a way that

n
sounds like you reaily mean it' (tone of voice) 3 spaces

278 Unit 3: Reviewing Social Situations

I
l-
r way that
Pretend you are Paul and tell Alexander that you are sorry in a
sounds like you don't really mean it' (tone of voice) 3 spaces

Page 9

r these mean things?

What tone of voice would Alexander be using to tell Paul
Can you demonstrate? (tone of voice) 2 spaces

Page 10

. by accident, or did
Did Alexandert mother forget to PUt dessert in his lunch
she not give him a dessert on purpose?
(accidenVon purpose) 2 spaces

Page 13

o Does Alexander look angry h.ppy, or excited?

(body language) 3 spaces

. a good time for Alexan-

By looking at the picture, can you tell if it would be
der to talk to the dentist? Why? (busy/not busy) 3 spaces

Page 14
happened that
n what happened on this page that was an accident and what
was on purpose? (accident/on purpose) 4 spaces

.AnthonymadeAlexanderfall,butwasNickmeantoo?Why?(mean/not
mean) 2 sPaces

Page '16

r at the picture? (body

How can you tell Alexander! mom is upset by looking
language) 3 sPaces

Page 17
feeling? why? (reac-
" would this be a good time to ask Alexander how he was
tions to others) 3 sPaces

Page 19

r was the shoe man being mean to Alexander? why?

(mean/not mean) 3 spaces

Page 21
he looks that way?
" Alexander looks h"ppy in this picture. why do you think
(identifying emotional displays) 4 spaces

Fage 23

o play right now? Why?

Would Alexander's brothers be able to go out and
(busy/not busY) 3 sPaces

Unit 3: Reviewing Social Situations

n By looking at the picture, can you tell what kinds of things Alexander's mom
is saying to him? (body language) 3 spaces

Page 25

c What could you tell Alexander that might make him feel better? (reactions to
others) 4 spaces

Page 26

. lf Nick knew that Alexander was having a bad day, what could he have done
differentiy? (reactions to others) 4 spaces

ALTE R NATIVE P RES E NTATI O N

For all groups

Allow students to confer/discuss answers with other members in the group if
they are having difficulty providing an appropriate answer'

TI.I ROI..'G HOI.,IT TH E DAY

Review the concepts covered in this unit with center activities, charades
games, and use of photographs and illustrations. Verbally identify your own
moods and emotions throughout the day. Coach students to pay attention to
the social cues around them through questions and role play'

Have students complete the Using Social lnformation worksheet as morning

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work or homework. o
a

280 Unit 3: Reviewing Social Situations

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What Does it
Mean to Have Goals?

PURPOSE

To introduce the concept of goals

To identify individual goals

STUDENTS WILL

identify at least one goal presented in the pictures

ldentify one personal goal

MATERIALS

n Chart paper and a marker or chalkboard and chalk

. Stoplight poster #2

. Pictures ("Playing Soccer," "The Race," "studying for a Spelling Test,"

"Singing on Stage")

o What Do I Want to Happen? worksheet

" Crayons/markers

t Promoting Social Success Parent Newsletter: Problem Solving

PRESENTATION OF LESSON

Discussion
Write the word goalon the chalkboard or chart PaPer and show students Stop- o
o
light poster #2. =
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I Pictures .Activity

t show the first picture and

ask the students what the goar
of the team might be.
Continue through the rest
of th" pi.tur"s. r
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I Possible goais o
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o Picture #1 ("Playing soccer"):
soccerteam,s goals-to win, to have a good
I time, to work togethe[ to
exercise
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:l ' Picture #2 ("The Race"):

runner's goars-to win, to beat his opponents,
i. beat his own record, to exercise to
i
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I r Picture #3 ("studying for

a spelling Test,,):
i: studentt goals-to do well on
t. spelling test, to learn, to impress his
I ihe teacher

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Wrap-Up
,1

i
when you have gone tf rough
all of the pictures, ask the
I
goalthat they have and.to students to think
Jr.* u pi.trr" of themserves trying to reach, of a
reaching, their goar on the or
t what Do r w"n, to Happen? worksheet.
dents label the picture at Have stu_
t
the bottom with a statement
expraining their goal.
r
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ALTERNATIVE PRES E NTATIO
N5
Fundamenta!
when asking students. to draw
their pictures, offer categories
can choose, such as friends, from which they
I
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I
sports, school grades, or games.
!

Challenging
Discuss with students the
rore of emotions in reaching
a goar. rt may be impor-
tant to use the three carming
down steps so that stroig Jrotion,
do not pre_

286
Unit 4: What Does it Mean to
Have Goals?
 vent you from reaching a goal (e.g., getting too excited and competitive during
a kickball game might.get you benched or prevent you from playing your best,
which hinders you from reaching your goal of winning the game).

THROUGHOI."'T TFIE DAY

Each morning, have students answer the question, "What is your goal
today?"

a Discuss "friendship goals" for the group.

a Send home the Promoting SocialSuccess Parent Newsletter: Problem o

o
Solving. :l
o
a
OJ

Unit 4: What Does it Mean to Have Goals? 287

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 LESSOTU REPRODUCIBLHS

288
 PL,AYING SOCCER

289
Unit 4: What Does it Mean to Have Goals?

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 THE RACE

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F[N
lJnit 4: What Does it Mean to Have Goals?
STI,'DYING FOR A SPELLING TEST

Unit 4: What Does it Mean to Have Goals?

 SINGING ON STAGE

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Unit 4: What Does it Mean to Have Goals?

Name Date

Complete the sentence at the bottom of this Page. ln the space provided,
draw a picture of yourself trying to reach your goal'

My goal is to

Pmmotirg Social Sacces: A Cwicaltn fot Cbildret uitb Spt::;" ;itt: : t

2004 by Paul H. Brookes Publishr:.; (;

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ldentifying Goals

PURPOSE

appiy to different situations

To review the concept of goals as they

STUDENTS WILI-

given situation
ldentify a goal that is appropriate to a

IVIATERIALS

Stoplight Poster #2
and chalk
Chart paper and a marker or chalkboard

Context cards

Picture ("BoY in Front of Class")

PRESENTATION OF I-EsSON

Discussion
o
o
ReviewStep#5onStoplightPoster#2andtheconceptofgoalsascoveredin
When we
a
o
(A'gJat is something that we want to happen'
the previous lesson. OJ

have a goal, we try hard to make

it happen')

Context Cards ActivitY

Explaintostudentsthatyouwillbediscussinggoalsandthefactthatpeople
havedifferentgoalsfordifferentsituations.onthechalkboardorchartPaPer,
writedownthesixcontextsfoundonthecontextcards(recess,mathciass,gym know what
class, home, trip to the mall, lunch
time)' Make sure that all students
each student pick a card and
give an ex-
these terms mean' Taking turns' have experi-
arpple of an appropriate goal for
that context using their Past personal
 ence and the question, "What do I want to happen?" as guides. Model this
process once yourself first. ("My goal at recess is to win the kickball game.")
Write down each idea. Repeat until all students have had a turn and each con-
text has more than one goal underneath it.
Keep in mind, it may be a challenge for students to come up with multiple
goals for the same situation, but this is an important concept-goals can be re-
vised and changed, and often, people have more than one goal in a given situa-
tion. For example, goals for lunch time could include

r Having a quiet lunch

n Being able to talk with friends

. Finding a place to sit

Encourage students to focus on friendship and interpersonal goals such as, "l
want to get along with Mary" or "l want to avoid fighting during the game."

Wrap-Up
As a closing activity, show the picture of the boy in front of a class. Tell a story ro
about the boy movinE to a new area and being very nervous. With the students, tll
@
o
run through all of the problem-solving steps from #1 to #4 (e.g., the problem f
identified in Step #4 may be, "The boy is at a new school and doesn't know any-
one. He is feeling very nervous"). For Step #5, brainstorm a list of possible goals
for the boy in this situation. What does he want to happen? He may want to

. Make a new friend

Fit in

Do well in class

Stop feeling so neryous

Talk to someone

Have someone show him around

ALTERNATIVE PRES E NTATIO NS

Fundamental
. ln addition to the materials already /isted, you will need the pictures used in
What Does it Mean to Have Goals lesson in this unit ("Playing Soccer," "The
Race," "Studying for a Spelling Test," "singing on Stage").

t90 Unit 4: Identifying Goals

Before using the context cards, review with students the four pictures used in the
previous lesson. Review the goals of the characters and why those goals are ap-
propriate for those locations.

Challenging
Discuss with students the idea of having multiple, and possibly conflicting,
goals. Use the example of a person who wants to finish her art project but also
wants to maintain her relationship with a friend. Because there is only one paint-
brush availabte, these goals may be in conflict. Key questions might include

o What does the girl want to happen?

n Which goal is more important?

n ls there a way that she can reach both of her goals?

TI-IROUGHOUT THE DAY

. During social situations or conflicts, coach students using the question,

"What do you want to happen?"

o Have students identify a goal for recess (or lunch time, home, and so forth)
today. What do they want to hapPen?

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Unit 4: ldentifying Goals
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PURPOSE

To practice identifying situation-appropriate goals in both personal and ob-

served situations

STUDENTS WILL

ldentify a goal presented in the videos

Complete the ldentify Your Goal worksheet

MATERIALS

. Stoplight poster #2

. Video clips (Suggested videos: Hercules, Toy Story)

" W,A/CR

. Large version of the ldentify Your Goai worksheet on chart paper or chalk-
board

o Marker or chalk

a ldentify Your Goal worksheet

PRESENTATION OF I.ESSCN

Discussion
Tell students that today you are going to continue to work on identifying goals.
Review Step #5 on Stoplight poster #2, along with the concePt of a goal. (A goal o
o
is something that we want to happen. When we have a goal, we try hard to
l
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make it happen.) OJ

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DescriPtion of CliP Clip Location
c Movie Title
O
a a
a
Hercules accidentally knocks over
22:48-24:09 a
o tlercules a
a the marketPlace' a
a a
a Buzz Lightyear gets Pushed out the
37:30-38:40 a
Toy Story a
a
a window. a
e t"' a a
aa .oaacS0aaaao"o'o"""'3"""t30"f

Video ActivitY
ShowtheclipfromHercules,andtogetherfilloutalargeversionoftheldentify
YourGoaiworksheetforthecharactersintheclip(answerstonumbersl_3are
thecalmingdownsteps{romtheStoplightPoster#1).lntheend,havestudents
(e.g., finding a friend, becoming better
come up with multiple goals for Hercules
at sports, having PeoPle like him)'
ShowtheclipfromToyStory.Together,filloutanldentifyYourGoalwork-
sheet for the situation pr"r"nr"j in the video. Have students generate multiple
goalsforWoody(e.g.,rescuingBuzz,apologizingtoBuzz'askinghisfriendsto
Mc
stop being mad at him).

Worksheet ActivitY
have or have had in the past'
Have students identify a problem that they currently
Explaintostudentsthatbeforetheycansolvetheirproblems,theyneedtobe to
would use
Have students show you the three steps they
calm enough to think.
calm down.
on the ldentify Your Goal
Have students fill in the three calming down steps
for their own problem'
worksheet and then move on to Steps #4 and #5
ltmaybehardtogeneratemultiplegoalssimultaneouslyforpersonalsitua.
two goals' Be sure to model
tions, but try to get students to articulate at least
this process yourself with one of your own problems'

Wrap-Up
goals with the grouP'
Have the students share their problems and

ALTE RNATIVE PRESENTATIONS

Fundamental
. ln addition to the materials already listed, you willneed drawing paper and
crayons/markers.

Divide a piece of drawing

Have students draw pictures about their problems'
the middle. on the left side
paper in half by folding it and drawing a line down

)02 Unit 4: Practicing ldentifying Goals

of the paper, have the students draw and labela picture of the problem. On the
right side of the paper, have them draw and label a picture of their goal. For ex-
ample, if a studentt goal after a fight was to make up and be friends, he or she
could draw a picture of him- or herself playing with a friend.

Challenging
Discuss with students the idea of having multiple, and possibly conflicting,
goals. Use the example of a person who wants to play basketball but also wants
to maintain his relationship with a friend who does not want to play. Because his
friend does not want to play basketball, these goals may be in conflict. Key
questions might include

r What does the boy want to happen?

. Which goal is more imporlant?

. ls there a way that he can reach both of his goals?

TI{ROUGI{OUT THE DAY

. Check in with students to see if they are having success meeting their per-
sonal goals or grouP "friendship goals." Discuss their progress'

Unit 4: Practicing ldentifying Goals 30)

LESSON REPRODUCIBLE
 UNIT 4
P racti ct n g I de ntifyi n g G o a Is

Name Date

Write down the three calming down steps.

RED LIGHT

1.

2.

Fill in the bianks beiow using your own problern.

YELLOW LIGHT

4. What is going on?

ldentify feelings

5" What do I want to haPPen?

Pronoting Social Succeu: A Cxniculzn for Childtn wifi S1'ttsl .\it: rr (,:r S. Sisrsrein.t Emily Paige Rickards
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GeneratinE
Strategies to Solve a Problem

PT,'RPOSH

to solve a problem (reach a stated goal)

To generate strategies

STUDENTS WILL

Provide at least one possible strategy to solve a

problem

Participate in the role-play activity

MATERIALS

Stoplight poster #2

Chart paper and a marker or chalkboard and chalk

Pictures ("Shauna's Problem" #1-3, "Randal! Problem")

Role-play footPrints

Tape

PRESENTATION OF LESSON

Discussion
#6 on Stoplight poster #2' o
Tell students that today you will be moving on to steP o
f
to students that today you will be adding a new step to
the o
Explain
This new step is' "What
-
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problem-solving routine you have been working on'

Tell students that once they have decided what they want
to happen
can I do?,,
(Step #5), they need to think of what they can do to make it
happen' Point out
Step #6 on StoPlight Poster #2'

MW&8ffi.:ii.1nsP;if'
307
 Write the word strategy on the chalkboard or chart paper. Explain to stu-
dents that a str-ategy is something people can do to solve their problems.

Pictures Activity
Show the "Shaunat Problem" pictures. After looking at all three pictures in
order, ask your students to tell you what is going on (Shauna lost the money her
mother gave her for lunch), and discuss how Shauna might be feeling. For ex-
ample, Shauna might be feeling
Mr
. sad

' angry

r frustrated

Offer one strategy Shauna could use to solve her problem (e.g., Shauna might
call her mother), and have your students brainstorm as many other ideas as they
can about what Shauna can do to solve her problem. Shauna might

" t"ti an aciuit

n ask the lunch lady for help

o borrow money from a friend

Write these strategies on the chalkboard or chart paper.

When students offer ideas that involve violence or are otherwise inappropri-
ate, explain to them that a good strategy is a strategy that solves one problem
without creating another. Fighting might solve the problem but it can create
other problems such as getting in trouble, getting arrested, having to pay for
hospital bills, making an enemy, and so forth.
Repeat the previous procedure with the last picture ("Randal's Problem").
Slrow the picture to students and tell them that Randal had an argument with his
friend. Tell your students that when Randal was upset, he said some mean things
to his friend. Since then, Randal used the three steps for calming down and is
Mr
thinking more clearly. Randal feels badly about how he acted. Ask your students
what Randal can do now.
Note.' Make sure to save these lists of strategies for a future lesson in this
un it (Predicti n g Conseq uences) that introduces consequences.

Role-Play Activity
Role play Shauna and Randal! problems. Using the lists the students generated,
role piay the characters using a variety of strategies to solve their problems.

308 Unit 4: Generating Strategies to Solve a Problem

Wrap-Up
Discuss the strategies that were role played. Are some better than others? Why?
Why not?

ALTE RNATIVE P REs E NTATI O N S

Fundamental
. ln addition to the materials already listed, you will need drawing paper and
crayons/markers.

Have students draw a picture of Randal using one of the strategies the group
brainstormed.

Challenging
Extend with students the discussion about appropriate strategies. Discuss with
them the idea of good and bad strategies. Key questions might include

o How do you figure out if a strategy is good or not?

. Why do you think it's harder to figure out a strategy when you're in the mid-
dle of the problem than it is to figure it out other times?

" Why do you think some people use bad strategies?

THROUGHOUT THE DAY

Continue to encourage students to practice and use problem-solving steps as

needed throughout the school day.

Brainstorm a iist of strategies to solve a group problem.

Hold a problem-solving meeting.

Unit 4: Generating Strategies to Solve a Problem )09

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Unit 4: Generating Strategies to Solve a Problem

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Unit 4: Generating Strategies to Solve a Problem

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 RANDATS PROBLEM

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114 Unit 4: Generating Strategies to Solve a Problem

Practicing Generating Strategies

PURPOSE

To apply the first six steps of the problem-soiving model to a problem

STL,DENTs WILL

Generate multiple strategies to solve a hypothetical problem (reach a

stated goal)

Complete worksheets related to the problem-solving steps

MATERIALS

Stoplight poster #2

Practicing Generating Strategies worksheet

Generating Strategies on Your Own worksheet

PRESENTATIOT! OF LEssON

Discussiol"r

Review with students the meaning of the word strategy (a strategy is something
you can do to solve your problem). Explain to students that you will be practic-
ing generating strategies, but in order to do this correctly, you must also review
G)
Steps #1-5 on Stoplight Poster #2. o
f
o
a
o)
Worksheet ActivitY
Show the picture at the top of the Practicing Generating Strategies worksheet'
Ask students what is going on in the picture (Brian missed the ball when he went
to kick it, and the other students are laughing at him). Ask your students how
Brian might be feeling.
Mg
)rt
 Tell students that before they can solve their problem, they need to be calm
enough to think. Have students show you the three steps they would use to
calm down.
Then, together answer the questions on the worksheet about Brian's prob-
lem. At the question next to Step #5, discuss multiple goals but decide on one
main goal as a group. At the question next to Step #6, discuss multiple strate-
gies. Encourage students to list as many ideas as they can about what Brian
could do to solve his problem.
Have students repeat this pr:ocess again independently on the Generating r
o
a
Strategies on Your Own worksheet. Remind them to think about what is going a
o
on (Danny wants to swing on the swing, but Joe got there first) and how Danny f

might be feeling.

Wrap-Up
As a closing activity, have students share their worksheets and the strategies that
they generated to solve Danny's problem.

ALTERNATIVE PRES ENTATIO N5

Fundamental
Have students fill in the facial expressions on the worksheet on their own, but
create overheads from the worksheets and complete the writing tasks together
as a grouP.

Challenging
Discuss with students whether your students have ever encountered problems
similar to the ones Brian and Danny faced. Key questions might include

. How did you feel when this problem happened to you?

o How did you solve your problem?

r Was your strategy successful? Why or why not?

THROUGI.IOUT THE DAY

. Have students create their own worksheets about a personal problem to ex-
change with other members of the grouP.

116 Unit 4: Practicing Generating Strategies

 LESSOTS REPffiOMUCEBLffiS

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Name Date

Answer the questions about Brian and his friends and the problem they are
having.

Step #4: What is going on?

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Brian feels Kristen feels Alan feels

Step # 5: What does Brian want to happen?

Step #6: List all of the things that Brian can do'

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Name Date

Answer the questions below about Danny and his friends and the problem they
are having.

Step #4: What is going on?

Ricky feels Joe feels Danny feels

Step # 5: What does Danny want to happen?

Step #6: List all of the things that Danny can do

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Generating Multiple Strategies

PI.'RPOSE

To provide additional practice in generating multiple strategies to solve a

problem

STUDENTS WILL

Provide at least two strategies for each problem

MATERIALS

Stoplight poster #2

a Picture ("Steve and the Basketball Game")

a Steve and the Basketball Game worksheet

Pencils/pens

Chart paper and a marker or chalkboard and chalk

Small rewards such as M&Ms

PRESENTATION OF !.ESsON

Discussion
Review with students the meaning of the word strategy (something you can do
to solve your problem). Explain to students that you will be practicing generat-
ing strategies, but in order to do this correctly, you must also review Steps #1-5
on Stoplight poster #2.
Garne ActivitY
Expiain to students that you will be splitting them up into pairs (or small groups)
in order to practice the problem-solving steps. Give each pair a coPy of the
"Steve and the Basketball Game" picture and worksheet'
Tell students that Steve has a problem, but before he can solve his problem,
he needs to be calm enough to think. Have students show you the three steps
they would use to calm down. Tell students that once he is calm, Steve has
to
Ms
figure out what is going on (Step #4). Ask students to tell you what is going on in
th1 picture and how Steve might be feeling (Steve really wants to play basketball
with the other kids but is feeling lonely and left out while the other kids look so
h"ppy and excited). Next, steve has to figure out what he wants to happen
(step #5). He decides that he wants to join the game so he can feel like he is
part of the group. Tell your students that their job is to come uP with strategies
to solve Steve's problem. What can Steve do? (Step #6)
Once the class has gone over the picture and the first section of the work-
sheet, each pair should come uP with as many good strategies to solve the
problem as they can. List these strategies on the chalkboard or chart paper'
(Re-

mind students that a good strategy solves one problem without creating an-
other. Fighting might solve the problem but it can create other problems such as
getting in trouble with parents, getting suspended from school, having to pay
Lr hospital bills, making an enemy, and so forth.) Students will have to provide a
rationale as to why their strategy would be a good, and potentially successful,
one. The goal will be to see how many strategies the group can come up with
as

a whole-each strategy on the grouP list will earn the students a reward' As
a

class, discuss Steve's problem, feelings, and goals'

Encourage students to think of creative ideas because the goal of the game
is to come up with as many good and different strategies as possible. Give
stu-
dents 10 minutes or so to complete the worksheet'
Once the allotted time is up, have each group share one strategy. Discuss
the merits of each strategy and add it to the grouP list if appropriate' Continue
until all pairs have given all of their ideas. Dispense the appropriate number of
rewards to each student.

Wrap-Up
As a closing activity, have the students pick their favorite strategy and explain to
the group why they feel that strategy would be the best one for Steve to try.

ALTERNATIVE P RES E NTATIONS

Fundamental
. tn addition to the materials already listed, you may need a blank audiotape
and a tape recorder.

\)) Unit 4: Generating Multiple Strategies

 lf this is not
pair students with writing difficulties with more advanced students'
possible,allowsludents-torecordtheirideasonataPerecorder,orassistthem
with the writing task.

Challenging
strategies, Challenge students to
think
Extend the discussion about appropriate
throughtheirideasandto.o*",pwiththepossibleconsequ.encesresulting
list. Encourage students to modify
from each strategy before adding it to the
their ideas according to the possible consequences'
HavestudentsComeupwithanadditionalproblem,runthroughSteps
#4-6, and rePeat the activitY'

THROUGHOUT THE DAY

r steps and emphasize their uses

Continue to practice the problem-solving
throughout the school daY'

. game. Role play steve's problem and

During recess, have a group basketball
problem'
the stiategies he might use to solve his

Unit 4: Generating Multiple Strategies

 LESSON REPRODfi.,FCI B LE5

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STEVE AND THE BASKETBALL GAME

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Unit 4: Generating Multiple Strategies
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 Basketball Game

Name Date

ln the space provided, write down as many strategies as you can that Steve can
use to solve his problem.

The problem is: Steve wants to play basketball with the other kids.

Steve feels lonely and left out.

The other kids feel excited.

steve's goals are to join the game and feel like he is paft of the 9rouP.

One strategy is

Another strategY is

Another strategy is

Steve

Another strategy is

Write sorne other ideas on the back of this Paper.

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Assertive
Problem-Solving Strategies

PI.JRPOSE

To practice assertive probl em-solvin g strategies

STUDENTS WILL

G"n"r.t" assertive statements within role-play situations

MATERIALS

r Chart paPer and a marker or chalkboard and chalk

. Role-play footprints

. Tape

r Assertive Problem-Solving Strategies Role-Play Situations list

' StoPlight poster #2

PRESENTATION OF LESSON

Discussion
students that
write the word assertiye on the chalkboard or chart paper. Remind
Tell them
you have been talking about what people can do to solve problems.
solve a problem'
ihat being assertive i, one thing we can do to reach a goal and
Explain that being assertive
Ask if anyone knows what it means to be asseftive.
meansyoustandupforyourself.Yousaywhatyouwantusinggoodmanners.
Using the role-play activity that follows, show your
students an example of being I
assertive.

I
)27
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Role-Play ActivitY
Role play the following situation: A group of students is eating lunch, and you
would like to join them. An unasseftive strategy is to stand by the table and wait
for one of the students to notice you. An assertive strategy is to ask the students
directly, perhaps using their names, if you can sit with them'
Discuss the role play with the students. Key questions might include

o What strategy did I use to get what I wanted?

. Was I being polite?

Role play the rest of the situations on the Asseftive Problem-Solving Strategies
Role-Play Situations list. Encourage students to state what they would
for what they want in a polite manner'
like or ask
Ms
Wrap-Up
Review with students Steps #1-6 on Stoplight poster #2' o
o
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-
0,

ALTE RNIATIVE P RES E NTATIO N S

Fundamental
Give the students more guidance in the role play. Have them complete the sen-
tence, "Excuse me, I would like ' . .," or "Excuse me, could you please ' ' '?"

Challenging
Discuss with students situations in which assertive strategies are inappropriate
or
do not work. What could you have done if the students at the lunch table did
not want you to sit down?

THROUGHOUT THE DAY

. Encourage students to use assertive strategies when appropriate.

328 Unit 4: Assertive Problem'Solving Strategies

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 Role-PIay Situations

Role Play #1:

You are at a Pafty, and you want to ask someone to dance.

Role Play #2:

Your teacher is busy talking to another teacher, and you want to tell her it! time for you to go to music
class.

Role Play #3:

Your teacher is explaining a math problem to the class, and you don't understand, so you want to ask her
to explain it again.

Role Play #4:

i You need to use the computer, but another student is using it.

E Role Play #5:

You are at a restaurant, and you want to order food.

F
h
Role Play #5:

At recess, you want to join in the kickball game.

L
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Role Play #7:

You want to invite someone to go swimming after school.

It Role Play #8:

A student is teasing another student, and you want him or her to stoP.

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Using Compromise as a Strategy

PURPOSE

To introduce compromise as a problem-solving strategy

To practice generating problem-solving strategies that involve compromise

STUDENTS WILL

Generate at least one appropriate compromise for the confiict situations pre-
sented

MATERIALS

Balance scale and weights

Worksheets fl-he Swing, The Computer, Where to Play?, The Line Leader, and
The Class Party) or overheads of worksheets and overhead markers

PRESENTATION OF I.ESSON

Discussion
Begin by introducing the concept of compromfse as one strategy that is often
successful in solving problems. Ask students what they know about compromise,
and define the term (a way to solve problems in which each person gives in a
little bit).
Describe the following situation to your students: There is only one piece of
cake left, and two peopie want it. Explain to students that the people who want
the cake might have to compromise in order for each of them to have some. ln a
compromise, both people might decide io divide the piece of cake in two. Each
person gives in a little so that they can each have some cake instead of no cake
at all. Explain to students that this way to solve problems, in which each person
gives in a little bit, is a compromise.
 Use the balance scale to visually represent compromise. This can be done in
several ways. When the scale has all of the weights in place, taking a few off
each side can represent "giving up a little bit." When each side gives up a cer-
tain amount, things are still balanced and fair: A more literal demonstration in-
volves thinking of each side of the scale as a person who wants allthe markers
(weights). Giving one person all the markers makes things unbalanced and un-
fair. A compromise would be for the two sides to share the markers, thus creat-
ing a balanced scale.

Worksheet Activity
Show the first worksheet (The Swing). Describe the problem that is occurring and ro
tJ)
ask the students to come up with a compromise in which each side gives up a a
o
little but which is satisfactory to both. Write their solutions in the space marked l
"Compromise." lf several suggestions are given, you might want to decide on
the best one as a group, or acknowledge that all of them would be appropriate.
Repeat this procedure with the next three worksheets fl-he Computer, Where to
Play?, and The Line Leader).
Ask students to fill out the final worksheet Cfhe Class Party) themselves.

Wrap-Up
Have students share their answers for The Class Party worksheet with the class.

ALTERNATIVE P RES ENTATI O N5

Fundamental
. ln addition to the materials already listed, you will need drawing paper and
crayons/markers.

Students who are unable to complete the worksheet on their own with a written
description can draw a picture depictinE the selected compromise, lf students
are unabie to come up with appropriate compromises on their own, ask them to
pick from possible solutions below and on the next page for each worksheet (the
appropriate compromises are in italics).

The Swing
Melissa runs and tells the teacher.
Juan pushes Melissa offthe swing.
Me/issa swings for 10 minutes, then Juan swings for 10 minutes.

The Computer
John tells Tannika that he won't be her friend if he can't use the computer.
Tannika and John share the computer.
Tannika walks away crying.

Unit 4: Using Compromise as a Strategy

Where to Play?
Justin goes to Rebb house today, and Rob will go to JustinS house
tomorrow'
The boys botlr plaY alone"
Rob plays at Justin's house.

The Line Leader

Nina gets to be the line leader this time, Ju/ie gets to be the
line leader next time'
Both students go to the back of the line'
Julie gets to be the line leader.

The Class PartY

The class cancels the PartY'
less of each.
The girls and boys ag,ree to get both pizza and ice cream, but
The teacher decides to get PoPcorn.

Challenging
. ln addition to the materials already listed, you will need role-play footprints

and tape.

Break the students

Have students role play a situation that involves compromise.
lf pos-
into groups and give them a problem they must solve with a compromise.
sible, use problems that your students have encountered in the
past' Encourage
students to discuss possibilities, suPPoft the ideas of others, and
to make sure
that all parties are satisfied with the compromise'

THROUGFICUT THE DAY

conflicts
Be aware that students may have the toois to solve interpersonal
teachers should give stu-
without the input of an adult. At every opportunity,
together, or
dents the chance to come up with an acceptable compromise
the teacher should coach/guide students in this Process'

Have students come up with compromises concerning the

sharing of group
of group resources such as markers, crayons, and so
chores and the sharing
forth.

Hold a problem-solving meeting.

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Unit 4: Using Compromise as a Strategy
 LESSON REPRODUCIBLES

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Name Date

In the space provided, write a compromise for the characters in the picture.

Problem:

Melissa wants to use the swing. Juan wants to use the swing.

Cornpromise:

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Name Date

ln the space provided, write a compromise for the characters in the picture.

(oo a
l4 l

Problenn:

John wants to use the computer, Tannika wants to use the computer.

Compromise:

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Date
Name

In the space provided, write a compromise

for the characters in the picture'

Problem:
Rob wants Justin to come
Justin wants Rob to come
over to his house.
over to his house.

Compromise:

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 Name Date

ln the space provided, write a compronnise for the characters in the picture"

Problen'r:

Nina and Julie reached the door at the same time.

Nina wants to be first. Julie wants to be first.

Compromise:

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 Date
Name

ln the space provided, write a compromise for

the characters in the picture'

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Problenn:

The boys want to have ice

The girls want to have Pizza
cream at the class PartY.
at the class PartY.

Compromise:

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Predlcting Consequences

FURPOSE
con-
To introduce the question, "What
happens if ' ' '?" as a way to understand
sequences
for a variety of situations
To practice the prediction of consequences

STUDEN]'S W[LI.
if to strategies for a hypothetical
Apply the question, "What happens ' ' '?"
problem
for a situation
Offer at least one plausible outcome

MATERIAtS

oListofstrategiesfromtheGeneratingstrategiestoSolveaProblemlessonin
this unit
to Solve a Problem lesson in this unit
a Pictures from the Generating Strategies

e Roie-plaY footPrints

a Tape

and chalk
a Chart paper and a marker or chalkboard

a Drawing PaPer

a Crayons/markers

14r
 PRESENTATION OF LESSON

Discussion
Review the list of strategies and the pictures from the Generating Strategies to
Solve a Problem lesson.
Ask your students if they remember Shauna, the girl in the pictures. Remind
students that when you talked about Shauna before, you came up with a lot
of
great ideas to solve her problem. Tell students that today they are going to try
io help Shauna more by asking a new question, "What happens iI . . .?" to de-
termine which idea to solve her problem is best. One way to figure out which
idea is best is to think about what might happen if you did a certain thing.

Role-Flay Activity
For each strategy on the list from the Generating Strategies to Solve a Problem
lesson, ask students what might happen if Shauna tried that strategy. Role play
the situation. Role play Shauna using the strategy and role play the conse-
quences of that strategY.

Strategy Selection
Begin the process of strategy selection by picking the best strategy based on
the.consequences of each. Have students vote for the strategy that had the
most favorable outcome.
Repeat this process with the picture of Randal and his friend. Remind stu-
dents that Randal had an argument with his friend and because he was upset, he
said some mean things to her. After using the three steps for calming down,
Randal began thinking more clearly and felt badly about how he acted.

Wrap-Up
As a closing activity, have students draw a picture of Shauna or Randal using the
best strategy to solve their problems.

ALTE RNATIVE P RES E NTATI O N 5

Fundarnental
Role play two possible strategies for the characters to use. Have students pick
the best strategy from only those two possibilities'

Challenging

" tn addition to the materials listed, you will need a WNCR and the Toy Story
video clip {rom the ldentifying lntention lesson'

142 Unit 4: Predicting Consequences

l
Discuss with students the idea that sometimes our actions have
unexpected con-
you
sequences. Perhaps use as an example the video clip from Toy storythat
showed in the ldentifying lntention lesson. ln this clip, woody
wanted to knock
Buzz Lightyear but ended up knocking him out the window by
mistake' Key
over
questions might include

. as a result of
can you tell me about a time something unexpected happened
something You did?

. How can we remind ourselves to think about what might

happen?

THROUGI.IOUT THE DAY

ouestion students about the consequences of their actions.

in regard to a
Have students answer the question, "What happens i{ ' ' '?"
group problem.

Unit 4: Predicting Consequences )43

Practicing Strategy Selection

PURPOSE
possible
To practice the evaluation and
selection of strategies based on
consequences

STUDENTS WILL

solve a problem
Generate at least one strategy to
of using a particular strategy
Predict at least one possible consequence

MATERIALS

. Role-plaY footPrints

o -rape

Situations list
Practicing Strategy Selection Role-Play
and chalk
Chart paper and a marker or chalkboard

PRESEI\TATION OF LESSON

Discussion
Reviewwithstudentswhatyoucoveredinthepreviouslesson,Studentswere about
if a particular strategy is used. Thlnking
asked to predict *hut'nufp"ns
consequences helps us choose
the best way to solve a problem'

Role-PlaY ActivitY
Explaintostudentsthattodayyouaregoingtobecloingsorneroleplays.The
good strategies to soive a problem'
role plays have to ao *lth pitfing Role- E-'lt;-
from the Fracticing strategv selection
Read the first-rore pray situation the prob-
think of three possible *uy, to
soive q
play situations list. H*L ,ird"nts M
lem, and write them on the chalkboard or charl paper under the heading
"Strategies." Students will act out each of these strategies. Before beginning the
role play, explain that the rest of the students' job is to watch what happens
when each strategy is used and to decide if the strategy solved the problem.
Have students discuss what happened when the student used each strategy.
Write down the consequences next to the strategy (make a separate list of
"Consequences"). Repeat this process for each role play. Conclude by having
students pick the strategy with the best consequence (the strategy that best
solved the problem), and mark it on the chalkboard with a star or smiley face.

Wrap-Up
As a closing activity, review with students the importance of thinking about con-
sequences. Key questions might include

. Why is it important to think about what might happen before you do

something?

. Why. is it important to pick the best strategy?

o What can you do if the strategy you picked does not work?

A!.TE RNATIVE P RES E NTATI O N S

Fundamental
Compare two strategies-one successful and one unsuccessful-instead of
three.

Challenging
Have students come up with their own role-play situations. After generating
three possible strategies, have students predict ahead of time the consequences
of using each one. Role play the strategy and the consequences"

TI{ROUGHOI..'T TI.I E DAY

Verbally coach students to think through the consequences of their actions

using versions of the following questions: "What are you going to do?" or
"What do you think will happen if you do that?"

Discuss with students the consequences of their lunch room or recess

behavior.

346 Unit 4: Practicing Strategy Selection

LESSONI REFRODUCIBLH
Role-PIay Situations

Role Play #1:

The teacher is busy talking to another student, but you need help with your work. How can you solve this
problem?

Role Play #2:

You don't have anyone to play with at recess, and you are feeling lonely and left out. How can you solve
this problem?

Role Play #3:

You want a drink of water, but someone is hogging the water fountain. How can you solve this problem?

Role PIay #4:

Someone is teasing you because you got a bad grade on a math test. How can you solve this problem?

Role Play #5:

Your best friend always wants to play with someone else. Your feelings are hurt. How can you solve this
problem?

Role Flay #6:

The student next to you is always getting you in trouble by being noisy and talking to you when you are
trying to wofk. How can you solve this problem?

Ro!e Play'#7:

Someone is playing too roughly out at recess, and you are not having fun anymore. How can you solve tl-
problem?

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lntroducing the
Green Light Action StePs

PIJRPOSE

#7 and #B of
To introduce the concepts of evaluation and revision through steps
Stoplight poster #2

STUDENTS WILI-

Evaluate the outcome of several problem-solving plans

MATERIALS

. Stoplight poster #2

" Role-play footprints

. Tape

. lntroducing the Green Light Role-Play Situations list

PRESENTATION OF LESSON

Discussion
Tell students that you are moving on to Steps #7 and #B on Stoplight
poster #2' o
o
:,
Show students Stoplight Poster #2, and point out Steps #7 and #8' o
1
("What can o)
Tell your students that once they have picked the best strategy
I

do?"),they need to try their plan and see how it goes' They need to ask them-
reach their
selves if things worked out the way they wanted them to. Did they
goals?

)49
 Role-Play Activity
Explain to studsnts that today you will be doing some role plays. Each group of
students will role play a problem and three possible strategies to solve the prob-
lem from the lntroducing the Green Light Role-Play Situations list. One of the
strategies will successfully solve the problem. The rest of the class will answer
the question, "How did it go?" concerning the outcome of each plan. The class
will vote for the best outcome (one in which the person reached his or her goal)
Mg
using a "thumbs up" or "thumbs down" resPonse.
Remember, a good strategy is a strategy that solves one problem without
creating another (fighting might solve the problem, but it can create others such
as getting in trouble, getting arrested, having to pay for hospital bills, making an
enemy, and so forth).

Wrap-Up
Review with students Steps #'l-B on Stoplight poster #2'

ALTER NATIVE P R ES E NTAT; O N S

I Fundamental
Compare one successful and one unsuccessful strategy for each problem.

I Challenging

I
Ask students to predict the outcome of using the strategy prior to the role play.

THROUGHOUT THE DAY

I Reinforce the concepts of evaluation and revision by encouraging students to

make repeated attempts to reach their goals using a variety of strategies' The

I question, "How did it go?" can act as a PromPt for students to reflect on
their strategy and its results.

I Have students evaluate the outcome of a group problem they have tried
solve.
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LESSO gU RE PRO D I.JCI B LH
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Role-Play Situations
Role Play #1:
What is going on? I have lost rny best friend's new toy. I feel upset and guilty. My friend feels
angry.
What do I want to happen? I want to make up with my friend.
What can I do?
" Talk to my {riend and aplogize.
. Blame it on someone else.
my friend forgets about the toy.
" Talk about something else and hope that

Role Play #2:

What is going on? A student is making fun of me because of the clothes that I wear. I am feeling
anory and embarrassed. The other student is laughing.
What do I want to happen? I want her to stoP laughing at me and be nice.
What can I do?
. Make fu.n of her, too.
. Teii the teacher and get her in irouble.
' Ask her to stop teasing me, then walk away.

Role Play #3:

What is going on? I am in a bad mood because my mom yelled at me this morning. I do not
want to do my work. I am feeling angry and upset. The teacher'is getting frustrated with my
behavior.
What do I want to happen? I want to feel better'
What can I do?
'n Yell at the person next to me.
Crunrpie up my work.
. Tell the teacher how I feel and ask for heip.

Role Flay #4:

What is going on? I keep getting in trouble out at recess because we play a rough game of
football. I am {eeling frustrated, and I am not having fun anymore.
What do I want to happen? I want to have fun at recess.
What can I do?
. Tell my friends that I want to play something else.
'o Yell at my friends.
KeeP playing the game and hope that we don't get in trouble.

Role Play #5:

What is going on? My friend always hogs all the magic markers. I am feeling upset. She is feeling
happy that she has all the colors.
What do I want to happen? I want to draw with the markers.
What can I do?
' . Grab the markers from her.
. Ask her to share half the markers with me.
. Tell on her to the teacher.
pmmriry Sociel Strat: A C*ricalw for Cbildler uitb Sluial Needt bv G:n \. Srxrsrein & Emily Paige Rickards
Co lnc '\ii r::i:-' rs<ned
@ 2004 by Paul H. Brookes Publishing
ww.brookespublishing.com l'3i!r"' :'- --r
 .r::r,:ii: :.i:fj t'.:ti::li,i;...! i,
(]re dd1E-f$ffi1r

Role-Play Situations, continued

Role Play #6:
What isgoing on? My friend took my ruler without asking to borrow it. I am feeling upset and angry. He is using it to
do his work.
What do I want to happen? I want my ruler back'
What can I do?
c Let him have the ruler.
. Grab it back from him.
. Tell him that I want the ruler back and that he should ask to borrow it next time'

P rontot ittg S oci<l Succer: A Ctricultn for Childten uith Specia I l'--r :r Gir. \ ' S iperste in & Em ily Paige Rickards
O 2004 by Paul H. Brookes Publishin.c Co lr- iil :';h:: :esen'ed'
ww.brookespublishiogcom l-\1r''''--r
How Did it Go?

PURPOSE

To evaluate the success of problem-solving plans based

on outcomes

STUDENIT's WII.I-

Answer the question, "How did it go?" as it pertains to several Poems

MATEI?IALS

. Stoplight poster #2

. Chart paPer and a marker or chalkboard and chalk

o Shel Silverstein's Where the Sidewalk Ends and Falling Up

. Problem Solving and Consequences worksheet

PRESENTATION OF LEsSON

Discussion
Review with students steps #7 and #8 on Stoplight poster #2 along with the
content of the Previous lesson.
Remind your students that once they have picked the best strategy
canldo?,,),theyneedtotrytheirplanandseehowitgoes.Theyneedtoask
("What Mfl
themselves if things worked out the way they wanted them
to? Did they reach
their goals? lf not, they need to ask themselves what to do next'
Writethe categories, "Goal," "How Did it Go?" and "New Plan" on the
some Poems
chalkboard or chart PaPer. Tell students that you will be reading
the poems.
out loud in order to see how things work out for the people in

it5
Poems Activity
Set the stage for each poem by identifying the goal for each character-write
these underthe "Goal" column. For example, the first poem is about a little boy
named Jimmy. Jimmyl goal is to have fun watching a lot of TV. Read each poem
aloud to your students and tell them to listen to see if things work out for each
character.

Goals

r "Jimroy Jet and his W Set," page 28, Where the Sidewalk Ends
Goal: To have fun watching a lot of TV

o "Headphone Harold," pug" 161, Falling Up

Goal: To have fun listening to music

. "Melinda Mae," page 1 54, Where the Sidewalk Ends

Goal: To eat a whale

. "Yuck," page 1 51, Falling Up

Goal: To clean offthe "yuck"

Keep in mind that these are general goals, not necessa rily goals in a problem-
solving contexf these examples are meantto {amiliarize students with the ideas
of evaluation and revision in a general way.
After you read each Poem, ask students to identify what happened in
the poem.

o Jimmy turned into a TV set because he watched so much W-people

watched him instead of him watching TV.

" Harold may have gotten run over by the train.

. Melinda ate the whale.

. The boy got stuck to everything.

Encourage students to identify these outcomes as either positive or negative.

Ask the students

c Do you think that things worked out the way [the character] wanted them to?

. Did [the character] reach his or her goal?

Draw either a smiling face or a frowning face under the category "How Did it
Go?" on the chalkboard or chart paper depending on whether the character
reached his or her goal.

. Jimmy did not reach his Eoal. (frowning face)

3t6 Unit 4: How Did it Go?

. Harold did not reach his goal. (frowning face)

. Melinda reached her goal' (smiling face)

. The boy did not reach his goal' (frowning face)

Focus the discussion on what the characters who

did not reach their goals couid
on the chalkboard or
do now (new strategy selection)' Write this new strategy
chart paper under "New Plan." Possibilities include

o watch only shows after

Jimmy could just pick some of his favorite shows,
school, watch only on weekends, and so {orth'
use a radio without head.
Harold could listen while in one place, listen inside,
so forth'
phones, be more careful to look around him' and
wipe it with a
The boy could wait until it dries, wash it off in the shower'
towel, and so forth.

SJrap-t!p
#2'
Review with students Steps #1-8 on Stoplight poster

ALTE RNATIVE P REs E NTATI O N 5

Fundamental
with a successful out-
Limit the number of poems used in the lesson to two-one
two outcomes'
come and one with an unsuccessful outcome' Compare the

Challenging
have failed to solve a problem'
Discuss with students times when their strategies
What did theY do next?

THROUGHOUT THE DAY

. encouraging students to
Reinforce the concepts of evaluation and revision by
make repeated attempts to reach their goals using a
variety of strategies' The
question,"Howdiditgo?"canactasapromPtforstudentstoreflecton
their strategies and their results'

o worksheet
Have students complete the Problem solving and consequences
as morning work or homework'
Ms
i51
Unit 4: How Did it Go?
 LHSSON REPRODUCItsLE

Wh dL
(rl

358
 Name Date

Think of a problem you have had or are having right now' Draw a
picture or
write a few sentences describing this problem in the box labeled "Problem'"
Follow the arrows until you have completed each box'

ffii
IJii:1W

ffid
-tK-/

ffikB
\'.:1:w-lrl
\Lainz
Problem What lwanted to haPPen
(write or draw) (write or draw)

What happened Good or

What I did
(write or draw) (write or draw) bad?

F+
.8 .,

Something I could have done What would have haPPened

(write or draw) (write or draw)

Ctricil*n fot Childrut with Spa'i'tt '\

Promoting Social Succus: A
*; : ' (ir. \ S:;<rtein.t Emily Paige Rickards
O 2004 by Paul H Brookes Publishin-: (l i: - .... ::-'i_.:s :tsr1ed.
www.brookesPublishing com

I
What to Do lf We
Don't Reach Our Goal

PURPOSE

to evaluate the outcome of a plan and decide

To develop the students' ability
how they should proceed if they have failed to reach a goal

STUDENTS WII-I.

Choose an appropriaie course of action when a problem-solving plan fails

Give appropriate rationale for the chosen course of action

MATERIALS

Chart paper and a marker or chalkboard and chalk

Give Up/Try Again signs (cut in half before handing out to students)

Pictures ("Can I Play Basketball?" "Can I Go to the Circus?" "Can My Friend

Ccme Over?" "Can We Be Friends?")

Role-play footprints

Tape

PRESENTATION OF LESSON

Discussion
Review with students the work they have done so far on selecting strategies to
achieve goals and on evaluating the outcome of problem-soiving plans.
Remind your students that once they have picked the best strategy ("What
can I do?"), they need to try their plan and see how it goes. They need to ask
themselves if things worked out the way they wanteC them to? Did they reach
their goal? lf not, what should they do then? Give up? Try again? Change
their plan?
Write the words give up and try again on the chalkboard or chart paper.
Explain to students that sometimes the best thing to do when your strategy
doesn't work is to give up. Other times it is better to try again.
Explain to students the following examples:

. lf Ming asks her father for permission to go to her friendt house and her fa-
ther says no because the family is all going to Mingt grandmother's house, it
is probably best to glve up. Ming probably can't change her familyt plans.
Asking again later won't help.

. lf Juan asks his mother to drive him to the store and she says no because she
is washing the car right now, it might be a good idea to try asking her again
iater when she is not so busy.

Tell your students that the reasons for saying no should give them a clue as to
whether they should give up or try again.

Fictures
Give each student one Give t-.lp sign and one Try Again sign' Explain that you
will be showing them pictures of someone who has gone through Steps #1-7
on Stoplight poster #2 and now they are asking themselves, "How did it go?"
Unfortunately, their strategies didn't work, and they must figure out what to
Mg
do now.
Explain to students that they will be deciding whether the person in the pic-
ture should give up or try again by holding up the appropriate sign.
Show and explain the pictures. After each picture, ask students, "What ro
a
should she or he do? Give up? Or try again?" Be sure to discuss student re- @
o
sponses. There are a variety of correct answers, but the key is for their answers f

to be socially adaptive and for the students to provide a reasonable rationale for A

their answer. c
a
Picture Explanations

c Can I Play Basketball?

What is going on? Larry doesn't have anything to do out at recess. He feels
ieft out.
What do t want to happen? Larry wants to play basketball with the other kids.
C
What can I do? Larry decides that he should go uP to one of the boys and
:^
ask if he can play.
m
Try my plan: He goes up to one of the players and says, "Can I play basket-
ball with you guys?"
C
How did it go? The player responds, "We're playing 3-on-3 right now, so if
you play the teams will be uneven. Sorry." H
What should he do? Give up? Try again? (try again late)

Unit 4: What to Do lf We Don't Reach Our Goal

 Can I Go to the Circus?
what is going on? Marvin doesn't know if he has enough money to buy tick-
ets to the circus that is in town. He is feeling confused'
what do t want to happen? Marvin really wants to 90 see the tigers.
What can I do? He decides to call the circus and find out how much the tick-
ets cost.
Try my plan: Marvin calls the circus.
How did it go? When he calls, he is told that the tickets are sold out-there
are no tickets left.
What should he do? Give up? Try again? (give up)

Can My Friend Come Over?

What is going on? Julie is bored and lonely.
What do I want to happen? She wants to have someone to play with'
what can I do? she decides to ask her friend cathy to come over.
Try my plan: She dials CathY's number.
How did it go? The phone is busY.
What should she do? Give up? Try again? (tn1 again later)

Can We Be Friends?
what is going on? A new boy has moved into Malik's neighborhood.
What do I want to happen? Malik wants to become friends with John.
what can I do? He decides to ask John if he wants to go swimming after
school at the pool.
Try my plan: He talks to John and shows him the pool'
How did it go? John tells Malik that he can't go because he doesn't know
how to swim.
what should he do? Give up? Try again? (try again-suggest different activity)

Wrap-Up
situations. En-
As a closing activity, have students role play one of the previous
steps as they
courage students to calm down and verbalize the problem-solving
act out the situation and decide to either give up or try again'

AI.TE RNATIVE P RES E NTAT! O N S

Fundamental
in which the best
compare and contrast two situations, Discuss one situation
is to try again' what
idea is to give up and one situation in which the best idea
makes these situations different from each other? Role
play the situations'

Challenging
Have students choose between three options instead
of two. lf they choose try
again,they will have to decide if the person should try
the sarne strategy again

)6i
Unit 4: What to Do lf We Don't Reach Our Goal
or whether they should try a different strategy. Have students explain why the
same strategy or a different strategy would most likeiy work,

THROUGI-IOUT TI-IE DAY

Encourage students to revise their plans when they are unsuccessful in reach-
ing their goais.

Have students make and display posters that remind them to "Try, try, againl"

Unit 4: What to Do lf We Don't Reach Our Goal

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Applying the
Problem-Solving Steps
w

PI,IRPOSE

To apply the eight problem-solving steps to a problem situation

STUDENTS WILL

Demonstrate their ability to apply the problem-solving stePs to a situation by

completing a worksheet

IUATERIALS

. Stoplight poster #2

c Cutting in Line worksheet

, Role-play footprints

. Tape

n Teasing Nicole worksheet

PRESEN]ATION OF LEsSON

Discussion
Review with students the problem-solving stePs on Stoplight Poster #2 and ex- o
o
plain that today they are going to practice using all eight of the steps. =
o
-
o

Worksheet Activity
Show the picture at the top of the Cutting in Line worksheet, and tell students
that you want them to pretend that they are Joei.
 to be calm
Tell them that before they can solve their problem, they need
enough to think Have students show you the three steps they would use to
calm down.
Then, together answer the questions on the worksheet about Joel! problem
(he was first in line, but Peter cut in front of him). At the question next to Step #5
("What does Joel want to happen?"), disctrss multiple goals but decide on one
main goal as a group. At the question next to Step #6 ("What can Joel do?"),
discuss multiple strategies. Encourage students to list as many ideas as
they can
about what Joel could do to solve his problem'

Role-Play ActivitY
Explain to students that In order to fill out question #B ("How did it go?"),
the
group will have to role play the problem situatlon. Emphasize that the
job of the
student pretending to be Joel is to follow the problem sheet as closely as he or
she can (e.g., acting out the problem, using the steps for calming down' figuring
out feelings, enacting a strategy).
Once the role play has ended, the group will need to decide if the strategy
("How did it
used effectively solved the problem. T,ogether, fill cut questicn #B
go?,,). lf the strategy was unsuccessful, rePeat the role play using a new strategy
and then evaluate its success.

Wrap-Up
Have students repeat this process again independently on the Teasing Nicole
worl<sheet (Amanda is teasing Nicole because she has trouble reading). Then
come together to share answers and enact the role play' Mc
ALTERNATIVE PRES E NTATION 5

Fundamental
Complete both worksheets as a grouP or do away with the writing activity and
practice the problem-solving steps using the role plays only'

Challenging
Have students come up with their own problem situations and repeat the
Process.

THROUGHOUT THE DAY

. Have students fill out a similar worksheet for a group problem'

. Hold a problem-solving meeting.

372 Unit 4: Applying the Problem'Solving Steps

LESSON REPRODUCIBLES
Is
I*
h Name

Answer the questions about Joel and his friends and the problem they are
Date

I
E
t
h ffim w
I l- Step #4: What is going on?

Ih r,jr,: iienitS..sliiriijiiiir,,r, !, i

+
T Peter feels Joel feels Rachel feels Manny feels

Jr Step # 5: What does Joel want to happen?

-_ -

II
II Step i16: What can ioei do?

II Step #7: Try my plan

T Step #8: How did it go?

I
I
Protnotixg Srial Succas: A Cunicalun fu Childru with Sprial N*:!i a': (': )
@ 2004 by Paul H' Brookes Publishing Cc' i:. -
www.brookesPublishing.com .'-

I
Name Date

they are
Answer the questions about Nicole and her friend and the problem
having.

tifrl#$iiiililli lx:ii;i.tiii:iilit

ALPH A}IT

Step #4: What is going on?

Nicole feels Amanda feels

Step # 5: What does Nicole want to happen?

Step #6: What can Nicole do?

Step #7: Try my plan

Step #B: How did it go?

\ :.rr, .t Emilt'Paige Rickards

Prontoting Social Succet: A Cunialzm for Cbildm uitb Sptia: "
O 2004 by Paul H' Brookes Publishia3 r
.:r-i
www brookesPublishing com
Reviewing Problem-solving Skills

PURPOSE

To identify problems encountered by students

To practice applying the problem-soiving stePs to real-life situations

STUDENTS WILL

ldentify personal probiem situations

Complete a problem-solving worksheet

MATERIALS

Stoplight poster #2

Chart paper and a marker or chalkboard and chalk

A Problem I Had worksheet

Role-play footprints

Tape

PRESENTATION OF LESSON

Discussion
Review with students the problem-solving steps that you have covered
on Stop-
light poster #2 (Steps #1-B). Explain that today you are going to talk about
o
o
f
problems in school that make students upset or angry' o
-
Explain to students that everyone experiences problems that get them
o)

upset, and today they are going to use the problem-solving steps to
help them
with these problems. Tell students that you have problems, too. For example,
you were
you may tell them there was a time you went to lunch and the people

i,--
going to eat with didn't save you a seat. Explain that this hurt your feelings and
that you were a little angry with them.
Ask students to identify times when they had a problem at school and write
their responses on the chalkboard or chart paper.

Worksheet Activity
Once multiple situations have been identified, have each student pick one prob-
lem that they have experienced. Each student will be filling out an A Problem I

Mg
Had worksheet about their problem. Model this process yourself first with the
problem that you described previously. Assist students in filling out their problem-
solving sheets through Step #6 (encourage students to generate multiple strate-
gies to solve their problems, to think through the consequences of each one,
and to select the best strategy).

Role Flay Activity

Explain to students that in order to fill out question #8 ("How did it go?"), the
groLrp will have to role play the problem situations. Have each student act out
his or her problem situation, with you and the other students playing important
roles. Emphasize that the students' jobs are to follow the problem sheet as
closely as they can (e.g., acting out the problem, using the steps for calming
down, figuring out feelings, enacting a strategy). Model this process yourself first
with the problem on your own worksheet.
Once the role play has ended, the group will need to decide if the strategy
they used effectively solved the problem. Together, fill out question #B ("How
did it go?"). lf the strategy was unsuccessful, repeat the role play using a new
strategy and then evaluate its success.

Wrap-tlp
After each student has acted out his or her problem situation, discuss how he or
she felt and how well the problem-solving steps worked. Encourage the students
to use the same strategy in the classroom when the situation actually arises.

A!.TE RNATIVE P RES E NITA.TI ONS

Fundamental
Instead of having the students do the writing activity, have the group work on
each problem together verbally, focusing on one student at a time.

178 Unit 4: Reveiwing Problem-Solving Skills

Challenging
the problem-solving steps
Discuss with students ways for them to remember
activities. Together, generate ideas
during recess, lunch, unjdrrlng other school
steps'
for helping students remember to use the problem-solving

THROUGHOUT THE DAY

o stePs, and the Particular

Encourage students to use the problem-solving
strategy practiced in today's lesson' when
the problem they chose arises dur-
ing the school daY.

oAsahomeworkassignment,havestudentsfilloutasimilarworksheetfora
problem that occurs outside of school'

. Hold a Problem-solving meeting'

)-9
Unit 4: Reveiwing Problem'Sotving Skills
LE55ON REPRODUCIBLH
 ,Wffi

Name Date

Think of a problem you had and complete the following questions'

Situation

RED LIGF.IT

1. Stop

2. Keep Hands to Yourself

3. Take a DeeP Breath

YELI-OW I-IGHT

4. What is going on?

How am I feeling?

How are other peoPle feeling?

5. What do I want to haPPen?

6. What can I do?

GREEN LIGHT

7 . Try your Plan!

8. How did it go?

Prmotirg Social Srccas: A Caticilum for Cbildten uith S7':'''' -. \ .:r.-:str'in ct Emily Paige Rickards
@ 2OO4bY Paul H. Brookes Publrs::': ' - 1:. :.!ril id.
ww.brookesPublishing''' :
Making and Keeping Friends
SOCIAI. KNOWLEDGE
What [Vlakes a Good Friend?

PURPOSE

To identify the qualities that make a Person a good friend

To identify those qualities in oneself

To identify ways to improve those qualities in oneself

S"TUDENTS WItt
Contribute at least one suggestion to the discussion

Apply the ideas to him- or herself using the Ways I Am a Good Friend worksheet

MATER!AI-5

Chart paper and marker or chalkboard and chalk

The Giving Tree by Shel Silverstein

Ways lAm a Good Friend worksheet

Friendship worksheet

e Fromoting SocialSuccess Parent Newsletter: Friendship

PRESENTATION OF LESSON

Discussion
Brainstorm with students the qualities that make a good friend and write these
on the chalkboard or chart PaPer. Examples of these qualities may include being
honest, being trustworthy, being kind, and having shared interests. Focus on
helping and sharing as two important asPects of friendship'

18,
Story ActivitY
Read The Giving Tree. When f|nished, ask the following
two key questions:

. How was the tree a good {riend to the boy?

. How was the boy a good friend to the tree?

vary. The discussion may touch

Answers to the second question especially may
back to the tree, but he did
on the fact that the boy did not give concrete things
give his time and friendshiP.

Worksheet ActivitY
worksheet'
Have students fill out both columns of the ways I Am a Good Friend
Use the initial brainstorm list as a guide. Make sure to fill
one out yourself"
Mc
Wrap-Up
share their answers with
share your worksheet with students and have students
the group.

ALTERNATIVE P RES E NTATI O N S

Fundamental
, ln addition to the materials already listed, you will need a tape recorder and a
blank audiotaPe.

on a taPe recorder'
Allow students to record their answers for the worksheet
This is an adaptation of
conclude with a game that focuses on helping behavior.
theHot/ColdgameinwhichonePersonleavestheroomwhileanotherhidesan
object. students who remained in the room wili help
the individualfind the ob-
the room' Clapping should be soft
i".t Uy clapping as he or she moves around (cold)
and should become louder
when the student is far away from the object
(hot)'
as the student moves closer to the object

ChallenginE
each other' Have students identify
Discuss with students ways in which they help
timesduringtheschooldaywhentheycanmakeanextraefforttohelpeach
other.Havestudentsincorporatehelpingandsharingbehaviorsintothelistof
group rules and the group schedule'

)86 Unit 5: What Makes a Good Friend?

 rI

T'HROUGHOI-'T TF{E DAY

Use the students'Ways I am a Good Friend worksheets to help you provide

positive reinforcement when students demonstrate ways they are good
friends. Reward any improvements in friendly behavior that you observe.
ro
@
Have students complete the Friendship worksheet as morning work or a
o
l
homework.

. Send home the Promoting Socialsuccess Parent Newsletter: Friendship. C)

o
:,
o
a
0)

Unit 5: What Makes a Good Friend? 387

 LESSON REFRODUCIBLES

II
I
I
I
I

388
Name Date

Fill out the columns below.

Ways I am a good friend Things I need to work on

Pmmoting Swial S*cat: A Cuticilmfr Cbildm pith Soad \*: :. (L-. \ -i:!=srein sr Emity Paige Rickards

@ 2004 by Paul H
Brookcs Publish:rt
( ' r-: r-. : .:::i :&-ned.
www'brookcpublishing cor
t:'.:tii:..

Name Date

From the choices below, circle all of the ways you were a good friend, and
draw a picture of yourself being a good friend.

I was a good friend today. I

gave a compliment told my friend how I feit knew how my friend was feeling

Iistened to my friend shared forgave my friend

other

Here is a picture of me being a good friend.

Pa rent/Teacher in itia ls Date

PrumotingSocialsacceu:ACunicrltnfrChildretwithSpdalN@h bvGan \ Srxrtern*EmilyPaigeRickards
@ 2004 by Paul H. Brmkes Publishing Co. Inc. Ail :r;i:i: ::r::rti.
ww.brookespublishing.com l-80()-r'"'--'
The Ups and Downs of FriendshiP

PURPOSE

Torecognizethatfriendshipssometimesinvolvebothhappyandsademotions

STUDENTS WILL

caused either huPPy or sad emotions

ldentify at least one event in the book that

MATERIAI.S

We Are Best Friends bY Aliki

Chartpaperandamarkerorchalkboardandchalk(writealinedownthecen-
face on one side and sad
ter of the chalkboard or chart PaPer with a huPPy
face on the other)

Drawing PaPer

Crayons/markers

PRESENTATIOI{ OF LEssON

Discussion
friendships. Explain to
Te, students that today,s lesson is going to be about
a very good thing. Most of the
them that being friends with someone is usually
timepeopieu,"huppywhentheyarewiththeirfriends,butsometimesbeing
For example, fighting with a
friends with others.un ,uk" p"opl" sad, too.
people feelvery sad and lonely'
friend or having a friend move away might make
Explainthatintodaytlesson,youaregoingtoreadastoryaboutfriendsnamed
RobertandPeterandwhathappenswhenRobertmovesawaytoanewhouse,

t91
 Story Activity
Read the story to the students. Ask the students to categorize different events in
the story that involved happy or sad emotions. Write the events under the ap-
propriate column on the chalkboard or charl paper.

Drawing Activity
Have students pick either a happy or sad thing that they have experienced
within a friendship and draw a picture of it.

Wrap-Up
Have students share their drawings with the group.

ALTE RNATIVE PRES ENTATI O NS

Fundamental

" ln addition to the materials already listed, you will need index cards with
hrppy and sad eyents from the book drawn on them (you will need to draw
theseJ and tape.

Rather than asking for the students to spontaneously generate happy and sad
events from the book, have index cards with main events drawn on them that
the students can tape in the correct column on the chart paper.

Challenging
. ln addition to the materials already listed, you will need role-play footprints
and tape.

Role play some of the students' experiences with the ups and downs of friend-
ship. Discuss and role play strategies for dealing with these ups and downs.

THROUGHOUT THE DAY

Remind students whose friendships are experiencing periods of trouble that
these ups and downs are normal. Discuss with them ways in which both stu-
dents can {eel better about the friendship.

Remind students to use their set of small feeling faces to show you how they
are feeling.

192 Unit 5: The Ups and Downs of Friendship

The lmportance of Trust

PURPOSE

To build on the What Makes a Good Friend? lesson

To discuss the importance of intimacy and trust within friendships

STUDENTS WILL

Participate in the discussion on frienCships

Determine whether a particular act would strengthen or weaken a friendship

MATERIALS

Brainstorm list from the What Makes a Good Friend? lesson

We Are Best Friends by Aliki (optional)

Multiple lengths of string

The lmportance of Trust cards

PRESENTATIOT{ OF LEssON

Discussion
Review with students the brainstorm list from the What Makes a Good Friend?
lesson" lf ideas such as talking or sharing personal information are not on the list,
make a point of adding them. Discuss the fact that many friendships are based
on knowing things about each other, and mutual sharing of personal information
can strengthen the bond between friends. You might want to use examples from
We Are Best Friends by Aliki, or you can generate your own.
Ask students if they ever fight with their brothers or sisters. Remind students
that if they tell their friend about their problems with their brothers or sisters,
their friend could maybe help them with the problem or at least try to make

39i
ChallenEing
Discuss with students their own friendship experiences along with the issue of
trust. Key questions might include

. What are some of the things ycu look for in a friend?

c What kinds of things have happened to make your friendships stronger or

weaker?

o How does it make you feel when a friendship becomes weaker?

THROUGHOUT THE DAV

Check in with students to see if they have implemented their strategies to

strengthen their friendship.

Students may be unaware of the consequences of their behavior. Assist stu-

dents by pointing out the consequences of ceftain actions on the students'
friendships. This can include positive feedback ("1 noticed that you were
being extra nice to [group member]today because he is having a hard time.
You're being a good friend."), as well as negative feedback ("1 noticed that
you were teasing [group member] again. You know that she might not want
to be your friend anymore if you keep teasing her'").

Unit 5: The lmportance of Trust )95

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Give and Take

PURPOSE
i

a friendship
To understand the importance of equality and reciprocity within
I
I
I

STUDENTS WILL

Participate in the discussion on friendships

ldentify at least one relevant example from the book as it pertains

to the
discussion

MATERIALS

. Chart paPer and a marker or chalkboard and chalk

. Balance scale and weights

. Ihe Giving Tree by shel silverstein, Let3 Be Enemies by Janice Udry, or The
Rat and the Tiger bY Keiko Kasza

PRESENTATION OF I-ESSON

Discussion
Discuss with students the importance of both giving and taking
within a friend-
equal'
ship. Ask students what kinds of things friends do to make a friendship
create a list on the chalkboard or chart paper. ldeas might include

. Taking turns during a game

. Using compromise as a strategy

. Making sure one Person isn't always "the boss"

. Playing at each other! houses

t99
Scale Activity
Using the scale and weights, visually demonstrate the importance of balance in
friendships in terms of sharing things, doing favors, being "the boss" (making
decisions), and so forth. Show that when one Person is doing more for the other,
or when one person is bossing the other around, the friendship becomes un-
balancedand unstab/e. When the friends give in equal amounts, or get to make
decisions with equal frequency, the friendship scale is more balanced and fair'

Story Activity
Read the book you feel is most aPproPriate for your grouP'
For The Giving lree, make a list of the ways each character was either a
good or bad friend to'the other. Be sure to include concrete (shared apples) as
well as more abstract (spending time together) demonstrations of friendship'
Read the book again, and allow students to put weights on either end of the
scale as the boy and the tree demonstrate their friendship, and discuss whether
the friendship was balanced.
For Let',s Be Enemies or The Rat and the Tiger, make a iist of the reasons
one character gets mad at the other (incidences of being too "bossy"). Read the
story a second time, allowing the students to place a weight on either end of the
scale every time one of the characters got to make a decision (or each time a char-
acter was too bossy) in the story. Discuss whether the friendship was balanced'

ALTE RNATIVE P RES E NTATI O NS

Fundamental
. ln addition to the materials already listed, you will need role-play footprints
and tape.

Role play the characters in the story. Have students in the audience use the scale
as the role play progresses.

Challenging
t ln addition to the materials already listed, you will need role-play {ootprints
and tape.

Discuss the idea that although it is important that friendships be balanced, keep-
ing score can also be a problem. Role play a situation in which one friend be-
rates another for not having an equal score ("Last week you got to be first twice'
This week I need to be first twice," or "You don't come over to my house as

400 Unit 5: Give and Take

much as I go to yours. You owe me at least two times.")' Discuss the situation
and the problems that might arise from keeping score'

THROUGHOI.'T TI.IE DAY

o Point out and discuss areas of inequality within friendships or instances

of
score keeping that you observe during the school day'

401
Unit 5: Give and Take
Encouraging EmpathY

PU RPOSE

To encourage empathetic thinking

STUDENTS WILL

ldentify possible feelings and thoughts of characters in the book

MATERIALS

Chart paper and a marker or chalkboard and chalk

Huge Harold by Bill Peet

Role-play footprints

Tape

PRESENTATION OF LESSON

Discussion
Write the phrase, "Put yourself in his or her shoes" on the chalkboard or chart
paper. Ask students if they have ever heard this expression before or if anyone
has ever told them to put themselves in someone else's shoes' Discuss with stu-
dents the fact that we don't literally put on a pair of shoes, but the expression
asks us to try and figure out how the other person might feel or what he or she
might be thinking. For example, if Paul is teasing Johnny, the teacher might ask
Paul to "put himself in Johnny's shoes" to see how much Paui liked being teased
that way. Explain to students that Paul would need to imagine what he would
feel Iike if he were in Johnnyl place.

-l() i
Story Activity
Tell students that you will be reading a book then asking them to put themselves
in the characters' shoes. They will be doing this by physically stepping on the
role-play footprints.
Read Huge Harold. When you are finished reading the book from beginning
to end, focus on page 7 and the picture of Harold in the woods. Ask a volunteer
from the group to put him- or herself in Harold's shoes by stepping on the foot-
prints and answering questions about how he or she might feel if he or she were
in the same situation as Harold. Also ask the student what kinds of things he or
she might be thinking. The key is to focus on how the student would feel or
think (based on personality, previous experience, and so forth) as a way to
understand the feelings and thoughts of others.
Continue this exercise with different students and different situations in the
book. Remember to ask students to stand on the footprints as they answer the
questions.

. Page 14: How would you feel if you were in the cows' shoes and found a big
rabbit on your food?

. Page 1B: How would you feel if you were in Howardt shoes and had been
running away from people all day?

. Page 22: How would you feel if you were in Howardt shoes and there was a
big thunderstorm?

. Page 26: How would you feel if you were in the boys' shoes and came across
a giant rabbit?

. Page 36: How would you feel if you were in Howardt shoes and finally saw a
big warm barn?

. Page 46: How would you feel if you were in Howard s shoes and you found
out you were really good at something?

. Page 47: How would you feel if you were in Howardt shoes and everyone
was being nice to you?

ALTE RNATIVE P RES ENTATI O N S

Fundamental
Figurative language may be a difficult concept for some students. lf so, present
the lesson in different terms using phrases such as, "How would you feel if . . .?"
instead of "Put yourself in his or her shoes."

404 Unit 5: Encouraging Empathy

Challenging
Have students answer questions about situations that
occur in school in which
someone else'
empathetic thinking would be appropriate (e'g', teasing' ignoring
of the person being
having few friends). Have them put themselves in the shoes
be feeling'
teased or ignored, and discuss how the Person might

THROUGHOUT THE DAY

Have students design and post signs reminding each

other to "Put yourself in
"
hisorhershoes"todiscourageteasingandunfriendlybehavior'
let you know how
. Remind students to use their set of small feeling faces to
they are feeling.

l0i
Unit 5: Encouraging EmPathY
Communicating with Friends

PURPOSE

To identify and discuss conflicts that result from miscommunication

To discuss ways to prevent similar conflicts from arising in real-life situations

5TI.'DENTS WIL!.

ldentify at ieast one action that coulcj have avoided a conflict or resolvecj a con-
flict sooner

MATERIALS

. The Hating Eook by Chariotte Zoiotow

r Chart paPer and a marker or chalkboard and chalk

n Telephone Game cards

PRESENTATION OF LESSON

Discussion
Explain to students that today you are going to be talking about misunderstand-
ings that happen between friends. Explain to students that misunderstandings
are when one person doesn't understand what is going on. Sometimes people
hurt their friends' feelings by mistake because they aren't communicating or talk-
ing to each other very clearlY.

Story Activity
Read lhe Hating Book and then ask the students what happened to make the
friends stop talking to each other. Discuss the feelings o{ the different characters
during the argument and how it hurts when friends are not there for you or when
they change their behavior toward you.

iCt-
 to each give an idea of what either girl in the story could
Ask the students
have done to pre-vent the conflict (e.g., only tell the girl to her face that she
looked neat, make sure their message is understood, trust that a friend wouldn't
say something mean) and resolve the conflict sooner (e.g., follow the mother's
advice and ask what the problem was, ask another friend if she knows what!
wrong). Write the list on the chalkboard or chart PaPer'

Game Activity
Have students sit in a circle. The first student picks a Telephone Game card
and ro
a
reads itto him- or herself. The first Person whispers the message to the second ut
o
it :l
person, and each person whispers the message to the next Person in line until
ieaches the last person. The last person says the (now probably distorted) mes-
sage out loud. Compare the message on the card to the message heard by the
last person.

Wrap-Up
Discuss.with students how the message became distorted as it got passed down
the line. Make the connection between the problem in the book and the distorted
telephone message in the game. Both are examples of miscommunication.

ALTE RNATIVE P RES E NTATI O N S

Fundamental
. ln addition to the materials already listed, you will need role-play footprints
and tape.

Role play with students a scene from the story in which the main character
says her friend looks neat. Other students relay the conversation incorrectly
and the conflict arises. Role play the same situation again but with clearer
communication.

Challenging
mix-
Have students give examples of real-life situations in which communication
ups have happened to them. Have students make up their own Telephone
Game messages.

THROUGHOI.'T THE DAY

r Encourage students to communicate clearly with one another' Model this

and
clear communication yourself in ierms of your expectations, reactions,
student aPPreciation.

408 Unit 5: Communicating with Friends

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Dealing with Rejection

PURPOSE

or friend
To identify strategies for dealing with rejection by Peer
a

STUDENTS WILL

Generate at least one possible strategy to Pursue

when rejected by a peer

identify areas of personal strength

MATERIALS

Role-play footPrints

Tape

Chart paper and a marker or chalkboard and chalk

Dealing with Rejection Role-Play Situations list

My Good Oualities worksheet

Crayons/markers

PRESENTATION OF I.ESSON

Discussion
not want to be a friend'
Discuss with students how it feels when someone does
a situation that every-
Explain to students that today you're going to talk about
you ask someone to do
one has to deal with at some point: sometimes when
he or she
something, they say no. or, someone that you like will tell you that
can really hurt our feelings
doesn't want to be your friend. Tell students that thls
But today you're going to
and can make us feel very sad or bad about ourselves.
talk about how to feel better about it'

-.ttl
 Role-Play Activity
With a volunteer, role play the following situation: You ask a person in your class
to play at your house after school. The person laughs and says, "No way!"
Have students brainstorm a list of things the student can do if someone
does not want to play or does not want to be a friend. Discuss with students
what the person can do to make him- or herself feel better and where he or she
might be able to find support or friendship. Write these strategies on the chalk-
board or chart paper. Possible answers include

. Asking someone else to play

. Asking the other person to do a different activity

o Finding a fun activity and inviting others to participate

. Asking an adult for advice

Role play the situations on the Dealing with Rejection Role-Play Situations list, ro
and use the strategies generated by students to determine what the characters a
t,
o
can do. f

Drawing Activity
Ask students to think of good qualities in themselves (e.g., being kind, having a r
o
t,
big smile, being a good artist). Have students decorate the figure on the My @
o
Good Oualities worksheet in a way that depicts the positive qualities in them- =
selves.

Wrap-Up
Discuss with students the idea that even if someone does not want to play with
them or be their friend, their good qualities don't change and they are still good
and interesting people. Have students share their drawings with the group.

ALI-E RNATIVE PRES ENTATIONS

Fundamental
Discuss appropriate responses to rejection. Generate verbal responses that are
asseftive without being hostile ("|'m sorry that I bothered you," "My feelings are
a little hurt by what you said," or "Okay, maybe some other time then").

412 Unit 5: Dealing with Rejection

Challenging
Discuss with students how the group can become more friendly. what can
the
students do as a group to make sure that members do not feel rejected?

THROUGHOUT THE DAY

. Acknowledge situations when students said no in an appropriate way or

when someone handled rejection well'

Unit 5: Dealing with Rejection 111

LESSON REPRODUCIBLHS
 |:!iiifri;'f;ig;f:fn1.,';!.]

Role-Play Situations
Role Play #1:
Characteis: teacher, Ana, Martha, Jonelle

and Martha are best friends' During math time' the

Ana, l/lartha, and Jonelle are all in the same class, Ana Ana
chooses Joneile. Martha feers angry and sad that
teacher asks Ana to pick a par.ner to work with. Ana
didn't choose her' What can Martha do?

Role Play #2:

Characteis: teacher, Leah, Carla, Andy, Ricardo
just learning to speak English' ln his new class' none
Andy recently moved here from another country. He is
hirn a {uestion and he answe!'s her' Leah' Car'!a'
of the students speak his language. When the teacher asks
and hurt' What can Andy do?
and Ricardo laugh at the way he talks. Andy feels embarrassed

Role Fiay #3:

Characters: JoYce, Patrick, Donald

Patrick and Donald play checkers together almost every

day during snack tim.e' One day during snack time'
patrick is playing ch.ckers with Joyce. Donald asks if he can join tliem. Patrick says,
"sorry only two people
do?
can play at a time." Donald feels left out' What can Donald

Role Play #4:

Characters: Mickey, Carlos, Alex, Martin

every day after school to play soccer in the

Mickey, Carlos, Martin, and Alex are good friends. They meet
park. one afternoon, carlos and Mic[ey are waiting for
al.x. Alex arrives wearing a new shirt that is bright
,,Oooh, what an ugly colorl I lr"ate yellow!" Carlos and Martin start to laugh' Alex's feel-
yeliow. Mickey says,
ing. hurt,-and he feels left out' What can Alex do?
"r"

Role Play #5:

Characters: Rebecca, Jessie, Amanda

Jessie and Rebecca are best friends. They play together

a lot, but Amanda is constantly asking if she can
them alone'
mind it sometimes,-but other times she wants Amanda to leave
;i;; ffi;il.*. i"rr'" doesn,tleave them alone without hurting Amandat feelings? What can
Jessie do?
How can she get Amanda to

bv Garv N Sipersrein e Emily Paige Rickards

Promotirg Social Sucett: A Caniwlan for CbAm wit! SlyiilNe!
" Pd
@ 2004 by H. Brookes Publishiog Co lnc All righrs resened'
www'brookespublishinS'com l-800-6-is-i--'
Name Date

Color and label the figure below to show your good qualities.

Pmmotitg srial srccxs: A ctricahm childftn u,itb s?4i41 Needi by Gan N. Siperstein & Emily Paige Rickards
fr
@ 2004by PaulH. BrookesPublishingCo lnc All rrghrs rtsened'
www.brookespublishing com 1-800-6iS-:--'
Sharing Flurt Feelings with Friends

P[JRPOSE

To help students understand the importance of sharing feelings with their

friends, especially when uPset

STUDENTS WII.L

Generaite effective strategies for communicating with a friend when their feel-
ings are hurt

Communicate their feelings to the grouP

MIATERIALS

. Jamaica and Brianna by Juanita Havill

PRESENTATION OF LESsON

Discussion
Discuss with the students the idea that sometimes people's feelings are hurt and
we don't know it. We can try to pay attention to how they look and to what is
happening, but sometimes we won't know that their feelings are hurt. This
means that sometimes people won't know that our feelings are hurt' So, it is im-
portant to share our feelings with people to be sure they know how we feel.

Story Activity
Tell the students you are going to read a book about two friends who find out
how important it is to share their feelings with each other. Read Jamaica and Bri-
anna. Turn to page 16. Discuss with students why Brianna said that cowboy
boots weren't "in" and why Jamaica said that pink boots were ugly'
Explain to students that sometimes when we are upset and our feelings are
hurt, we say mean things. We might try to hurt someone else's feelings to make
ourselves feel better. But that usually doesn't work. lnstead of feeling better,
we've just made someone else feel bad, too.
Turn to pages 21 and 22. Discuss with students how it helped both girls
when they were honest with each other about their feelings.

Wrap-tlp
Have each child share how he or she is feeling by showing a feeling face to the
group.

ALTE R NATIVE P RES E T{TATI O N 5

Fundamental

" ln addition to the materials already listed, you will need role-play footprints
and tape.

the situation on
H.ave students practice communicating their feelings. Role play
page i 5 of the story and have students communicate iamaica and Brianna!
feelings in a clear and direct way.

Challenging
Discuss with students the importance of trying to understand someone else's
point of view when they are lashing out. Often, the person who is being mean
feels badly about him- or herself and, therefore, is putting all those feelings onto
someone else. How can students handle someone who lashes out?

THROUGHOUT THE DAY

Model appropriate sharing of feelings by displaying your own feeling faces.

Encourage students to vocalize their hurt feelings during conflicts.

Remind students to use their set of small feeling faces to show how they are
feeling.

418 Unit 5: Sharing Hurt Feelings with Friends

Coping with Teasing

PURPOSE

To identify emotional reactions to teasing

To generate coping strategies for dealing with teasing

STUDENTS WILL

Generate at least one strategy for dealing with teasing

MATERIALS

Chart paper and a marker or chalkboard and chalk

Video clips (Suggested videos: Hercules, Cinderella, The Big Green,

The Pebble and the Penguin, Space Jam)

ryIVCR

Drawing paper

Crayons/markers

PRESENTATION OF LESSON

Discussion
Review the content of the last few lessons with students. Remind students that
you have been talking about what makes a good friend and how people can
communicate and share their hurt feelings with friends. Tell students that today
you are going to talk about teasing and how it can make people feel. Some teas-
ing can be friendly, but a lot of teasing is mean and can hurt people's feelings'

1t9
 Ask students for examples of times they have been teased. Discuss how
teasing can make people feel. Key questions might include

. Why do you think people tease each other?

o How does it make you feel when someone is teasing you?

o What can you do when someone is teasing you?

On the chalkboard or chart paPer, write a list of strategies that students can use
to deal with teasing.

...... c ot
a
a
TEASINGVIDEOCLIPS
oo
"" " o" ' ' " " "
a
Movie Title Description of Clip CIip Location :
a
I
o Hercules A group of boys teases Hercules' 22:48-23:18 :
a The boys do not ailow him to play, make :
a
excuses, and call him names'
o '
a
.o cinderella The step-sisters tease cinderella about 35:37-36:17 :
going to the bali. :
They mimic her and use a sarcastic tone
o
C '
a of voice. :
a
o The Big Green One team teases the other" 31:19-32:21 :
t
o The well-dressed team laughs at the other o
o
a
o
team and calls them names. o
a The Pebble and A group of penguins tease another 8:01-1
1 8:25 ;
a
a the Penguin penguin who is uncoordinated' o
c
o
TheY laugh and Point at him. :
a
Space Jam Bugs Bunny teases aliens. 16.49-17.29 :
aliens by pretending not to
a
Bugs teases the o
a -Args
a be Bunny (this is a good example of :
a
a teasing that is more humorous than hurrful, '
o but it L also a more subtle kind of teasing :
o
than the other examPles).
o
o
:
C caeaaoaaaaoaoaaaaaSaoaec'oc'oo"'ce'o"oo'o'

Video Activity
Show arrd discuss each of the video clips. Key questions might include

o How did (the charactert name)feel when she or he was being teased?

e How can you tell?

. What do you think (the character's name) should do to handle the situation?

Have students refer to the iist of strategies they created for an appropriate
strategy.

420 Unit 5: Coping with Teasing

Wrap-Up
As a closing activity, have students draw a picture of a time
they were being
teased made them
teased. Encourage them to show in the picture how being
feelandwhattheydid,orcouldhavedone,tohandlethesituation'

AI.TE R NATVE F REs E NTATI O N 5

Fundamental
. ln addition to the materials already listed, you will need role'play footprints
and tape.

Focus on how that Person

Role play situations in which a person is being teased.
and practice using the strategies from the list to handle
the
might be feeling,
situation.

Challenging
Key questions might
Discuss the role of teasing in friendships with students.
inciude

. ls teasing always mean?

. Do you ever tease Your friends?

. Will people want to be your friend if you tease them?

THROUGHOUT THE DAY

Have students make posters to hang in the classroom as

reminders not to
tease each other; the posters might also display the class
rule about teasing'

l-1old a problem-solving meeting.

la1
Unit 5: CoPing with Teasing
The lmportance of Forgiveness

PURPOSE

To recognize forgiveness as an important characteristic of friendship

STUDENTS WILL

ldentify reasons why forgiveness is an impor'cant asPect of friendship

Generate examples from their own life when they have forgiven someone

MATERIALS

Chart paper and a marker or chalkboard and chalk

Matthew and Tilly by Rebecca C. Jones

PRESENTATIOI\ OF I.ESSON

Discussion
Write the word {orgive on the chalkboard. Ask students if they know what the
word means. Explain to students that today you're going to talk about forgive-
ness. when you forgive someone, you stoP biaming him or her for something
he or she did. Sometimes, in order to keep a friend, you have to forgive
him or
her for something that has happened. Tell your students that you are going to
read a story about two friends, Matthew and Tilly, and see what happened
that
made Tilly forgive Matthew.

Story Activity
Read the story to students and discuss the role of forgiveness. Key questions
might include

. Why was Tilly angry? (Matthew broke her purple crayon')

 What happened next? (They played alone, both kids missed each other, they
were lone-ly, and so forth.)

What did Matthew do to try to make things better? (He said he was sorry')

What did Tilly do then? (She said she was sorry too, and she forgave
Matthew.)

Why do you think Tilly wanted to forgive Matthew? (She wanted to be his
friend, she was lonely/sad, and so forth.)

Why do you think it is imPortant to forgive your friends sometimes?

Wnap-Up
Have students share a time when they have had to forgive someone and how
they felt about it.

ALTE RNIATIVE PR ES E NTATI O N S

Fundannental
lf students have difficulty cominE up with situations in which they had to forgive
someone, use the following examples: "Your brother eats the last piece of your
birthday cake" and "Your friend loses your favorite book." Ask each student if he
or she thinks he or she could forgive someone for that action and how it might
make him or her feel.

Cha!lenging
Discuss the issue of whether something happens on purPose or by accident and
if that changes how easy it is to forgive someone. For example, would Tilly have
been so quick to forgive Matthew if he had broken the crayon on purpose?

THROUGHOUT THE DAY

. Help students identify situations when forgiveness is warranted.

424 Unit 5: The lmportance of Forgiveness

Keeping Friends

PI.IRPOSE

To generate ideas about how to sustain friendships

STUDENTS WILL

ldentify ways to actively participate in and maintain friendships

MATERIALS

Best Friends Together Again by Aliki

Drawing paper

Crayons/markers

PRESENTI\TION OF I.ESSON

Discussion
Explain to students that today you're going to talk about friends and how to
keep friends, especially if you are now separated. Key guestions might inciude

. Have any of you had a friend that moved away to a new place?

lf yes: Did you see him or her again?

lf no: What do you think you could do to let him or her know you would still
like to be his or her friend?

Story Activity
(We
Ask students if they remember the story you read about Robert and Peter
Are Best Friends in The Ups and Downs of Friendship lesson in this unit)? Re-
mind students that Peter moved away, and Robert was very sad that he ieft. Tell
them that today they'll find out what happens when Peter comes back to visit.
Read students Best Friends Together Again. Ask students what both Robert
and
peter did to gtay friencis (e.g., wrote letters, visited). Ask students to think of
things that they could do to keep their friends. Possible resPonses for friends
who are far away include

n Calling them on the telephone

. Planning a visit

. E-mailinE

c Writing a letter

Possible resPonses for friends who are close by include

. Playing with them after school

. Having a sleep-over

. Playing with them at recess

" Going to the movies together

Writing/Drawing ActivitY
Have students write or e-mail a letter to a friend or draw a picture to
give or
send to a friend"

Wnap-Up
Have students share their letters or drawings with the group'

ALTERNAT'VE PRES ENTATIO N5

Fundannenta!
. tn addition to the materials already listed, you will need role-play footprints
and tape.

Role play the different ways Robert and Peter can keep in touch with each other.

Challenging
Discuss with students the idea of making new friends while keeping the old
ones. Key questions might include

. How did Peter feel about Robertt new friend Will?

426 Unit 5: Keeping Friends

. What did Robert mean when he said that, "Will is just like a best friend . . .

But het not an oldest best friend, like us?"

TI.{ROUGHOUT THE DAY

o Create a group mailbox in which students can Put letters or cards for each
other.

Unit 5: Keeping Friends

The lrnportance of Compliments

PI,,IRPOSE

To understand the importance of compliments within social interactions

To develop compliments for others in the group

STL'DENTs WILL

Evaluate a iist of statements and choose which ones are compiiments

Verbalize the reasons for their choices

Formulate compliments and deliver them to others in the group

IVIATERiALS

Compliments Role-Play Situations list

Role-play footprints

Tape

Pen and paper

Chart paper and a marker or chalkboard and chalk

PRESENTATION OF LESSON

Discussion
Begin the lesson by complimenting one of the students in the group. Then ask
students to describe what you did. Have the student identify how the compli-
ment made him or her feel, and relay to the students how you felt when you
gave the person the compliment (it made you feel good, too). Tell students that
this is called a compliment. A compliment is when we say something about an-
other person that makes him or her feel good.
 Tell the students that they are going to learn how to compliment others
really well. lt- is first important to figure out what makes a good compliment.
A good compliment acknowledges effort or achievement, is specific, and should
create positive feelings in the person receiving the compliment. Either read or
write out (on the chalkboard or charl paPer) the following pairs of statements,
and have students choose which one is a compliment and then explain why.

1. I know that you worked really hard on that drawing. lt looks great'
(compliment)
2. You drew a picture.

1. Your shirt is purple and gray.

2. I like the colors on your shirt; they are very Pretty. (compliment)

1. You shared your pencil with me.

2. You are really good at sharing. (compliment)

Role-Play Activity
Explain to students that you will be role playing situations from the Compliments
Role-Play Situations list that involve complimenting another Person. Have the
students take turns being the one to come uP with an appropriate compliment.
You may want to have the students generate the compliment before they start
Mg
the role play to ensure that the compliment is appropriate and that students do
not have to come up with compliments on the spot.

Wrap-tlp
Explain to students that they are going to practice giving compliments to each
other. Gather students in a circle. Have each Student pick a person in the grouP
to compliment (be sure that the compliments are distributed evenly)' Go around
the circle and share the compliments. The individual speaking should talk di-
rectly to the person he or she is complimenting, and the person receiving the
compliment should thank him or her.

ALTERNATIVE P REs ENTATI O N S

Fundamental
Students may have difficulty with the discussion about what makes a
good com-
pliment, Begin, ratherthan end, the lesson with the complimenting of each
other. Refine the definition of a compliment as you go through this activity'

410 Unit 5: The lmportance of Compliments

Challenging
. ln addition to the materials already listed, you will need one list of everyone's
name in the group for every student and penslpencils'
(ones that acknowledge appearance or
Discuss with students good compliments
effort or
material possessions; Jnd great compliments (ones that acknowledge
achievement). Why is one lpe better than the other? Distribute the list with the
namesofeverystudentinthegroup.Havestudentswritedownonecompliment
foreachstudentinthegroup.Re,iewthecomplimentstohelpstudentstomake
them as strong pos.ill". Have the students take turns sharing their compli-
"s
ments with each other.

THROUGHOUT THE DAY

. Have students compliment each other at

the end of every day'

c in the group can mail each

Havg students make a mailbox in which members
other comPiiments.

. Hoid a problem-solving meeting'

4il
Unit 5: The lmportance of Compliments
LE55ON REPRODIJCIBLE
Role-PIaY Situations
friends'
Role Play #1: Compliments can help us make new
student is
You are in a new after-school grouP, and you
do not know anyone there' You,notice that one
to that student to make him or her
wearing the same kind of shoes that yo, lr". What
could you
"y
feel good?

Role Play #2: Compliments can help someone

feel better'
that
her she had to stay inside to do her work but
one of your friends is upset because the teacher told
over. what couid you say t; her to make her
feel gooci?
she will be able to come oui before ,"."=, i.

and let them know that we care about

Role play #3: compliments help us keep our friends
them.
courd you say to make him
your friend just won a gord medar for getting the highest bowring score. what
feei good?

us feel better, too'

Role play #4: Giving a compliment can often help
cool pictures' What can
you are in a bad mood. you feel left out and angry. The other students are drawing
you say to one of the students?

Role Play #5: compliments make other people

feel good about themselves'

oneofyourclassmatesgotalOO%onhermathtest.Whatcouldyousaytohertomakeherfeelgood?

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Farent Newsletters
 PROMOTING SOCIAL SUCCESS PARENT NEWSLETTER

llelping your child be successfu//

The Prom oting Social Success The First Unit
Program
After several introductory lessons, students
Your child is beginning a new program ar will begin working on lessons about emo_
school. The Promoting Social Success program tions and behavior. Lessons ask srudents to
teaches children the social skills they need in identify avariety of emotions (e.g., happy,
order to be successful at school and at home. sad, angry, frustrated, excited, confused) in
Teaching children social skills is very impor_ both rhemseives and in others.
tanr. Social skills are essential for both aca_
demic success and healthy self-esteem. Being au,arc of their own emotions, and
the emotions of others, helps children con_
Many children have difficulty making trol their behavior. The first srep to calm-
riends and rnay act our in ways that inter_ ing down is recognizing when you are
fere with their learning. However, the upset! Studenrs are caught three steps ro
roruoting Social Success program can help help them calm down. The next newsletter
r child get along wirh others and con_ will discuss each step.
rrol his or her behavior.
Parenrs are a child's most important
This program reaches children to teachers! Your support of this program will
benefit your child and his or her social
Better understand and deal with their development in countless ways. Thank you
emotions
for your cooperation!
2. Calm down when upset or overexcited
. Accurarely "read" social situations
What Can You Do?

4. Problem solve independently $7ith your child...

Be a good friend
. Find picture of someone who looks
a
excited (or sad, angry, and so forth).
You will receive updates abour what your
ild is learning and what you can do wirh
. Make a list of things to do when you are
lonely.
child to reinforce these skills at home.
. Read a book and identify the feelings of
all the different characrers.
Draw a picture of something you love.

Play Feeling Charades. Act out emodons

and have the other person guess which
one you are showing.
f+ lS {' 0 fa hqr'c
&Bna-r

Promotng sotial sucer: A cmicilan fr,cbildw uitb spuiar Ned: by Gary N. sipeatein & Emiry paiee ni{.-.&
@ 2004 by paul H. Brookes publishing Co_ Inc. Ail righc rcenei-
www.brookespublishing.com 1-800-$g_l1l S
 NEWSLETTER
PROMOTING SOC'AL succESS PARENT

Calming down steps help kids think clearly!

\7e believe that these three steps are a
The Three StePs for Calming Down
good tool for kids who need help calming
to
Children often act in impulsive ways' themselves. The steps are simple, easy
remember, and can be done as easily in the
Feelings of anger or excitement can be
overwhelming. Teaching children to moni- mall as they can in math class'
tor their emotions and to calm down when
practice, students can become pro-
\flith
these emotions are running high can help
ficient at recognizing when they need to
them to controtr' their behavior and make
calm down and at performing the three
better choices.
steps indePendentlY.
'\7ith this goal in rnind, Promoting Social

Successlessons teach children three steps to Practicing at h{ome

help them calm down. Using a red traffic
You are your child's most imPortant
light symbol to cue our students, we ask is an
teacher. Reinforcing skills at home
them to: And
essential part of your child's learning'
learning io crlm down is a skill that will
1. Stop
benefit your child both academically and
2. Keep hands to Yourself socially.

3. Take a deeP breath What Can You Do?

\With your child."
People use many methods to help them-
selves relax. Some people count to 10'
and
. Post the Stoplight Poster #L on the
some picture themselves ofl a deserted
refrigerator.
beach.

. Coach your child to perform the three

steps when he or she is uPset'

. Play an exciting game, then practice

calming down using the three steps'

. IJse the wordsrfeeling, anru, ar,d caln

It is {u0fa hq/c in a sentence'
&hn6.

SIr<r':r:r'tEmilyPaigeRickuds
promotingsrialsucus:ACarkilmfrchil*nwitbspialNrfibyGaryN
All riril:i -:'ja:J
@ by prut H Brookes Ptblishing Co
2004 -lnc
wwbrookespublishing'com 1-800-6i8-:--'
 PROMOTING SOC/At SUCCESS PARENT
NEWSLETTER

llelping kids " !'ead" social situations!

Faying Attention to Cues Noticing social cues is not enough. The
Your child is learning how to betrer interact nexr step is to interpret these cues accurarely.
with other people. S7hen we talk ro some_
Promoting Social Surcas lessons are reaching
one, we norice rhe facial expression and
body children how to
language of the other person. $0t pay arren_
tion to rheir rone ofvoice. \7e look around 1. Decide if something was an accident or if
us and modi$, our behavior according
to the it was done on purpose
environment. Many kids, however, have
dif_ 2. Figure out when a person
ficulty "reading" these kinds of social is being
cues rnean
and adapting their behavior accordingly.
J. Decide when and how to approach a
Promoting Social Success lessons are ceaching
person who appears busy
children ro pay attention to rhe details of
social inreracrions. Specifically, lessons
ask 4. Deal wirh teasing
students ro notice:
What Can You Do?
1. Facial expressions
\S7ith your child...
2. Body language
. Find a picture of someone who looks busy.
3. Tone ofvoice
o Think of a time you hurt someone by
4. Environmental cues accident.

Learning ro pay attention ro social situa_ . Go "people watching.,,SThat might other

tions helps children behave in more appro_ people be feeling? How can you tell?
priate ways,
. Suy something in an excited (or sad,
terpreting Social Cues angry, and so forrh) tone ofvoice.

ow many rimes have you heard c Make faces in the mirror.

He pushed me!"

's being mean ro

me!,,

Many children have difficulty inrerpreting

:ial situations. They are likely ro
suy th"t
eone is being mean, when in facr
rhe
r inrentions were innocent. Ihey are
33rs:"
y to rnrerpret an accident as being done
prrfpose. {1 6furlt hq/e
+YRnd.

Pruototi'g sociar srrcan: A curielw fr9_bdm uitb spqi*t Ned! b' Gurr. N. Sipersrein & Emiry paige Ribrds
@ 2004 by paul H. Brookes publishing
Co. Inc. .ftt righrs resened-
wwbrookespublishing.com 1 -Sotl-r):.-- i __ ):
 PROMOTING SOCIAL SUCCESS PARENT NEWSLETTER

Helping your child become a problem solver!

Solving Social Problems solver. The more your child practices, the
better he or she will be able to handle
Problem-solving skills are an important part dilemmas that arise,
of a child's academic and social success. One
of the goals of the Prornoting Social Success What Can You Do?
program is to help kids become good prob-
lem solvers. Too often, children have prob- \flith your child . . .

lems that they do not know how to resolve

. Post the Stoplight Poster #2 on the refrig-
on their own. And too often, children rely
efator.
on parents and teachers to intervene in their
dilputes with other children. Fractice the problem-solving steps.

Your child's class is beginning a unit that Look up the word goal in the dictionary.
will give students the skills to resolve con-
flicts. Lessons focus on figuring out a goai, Make a goal for the week. Try to reach
coming up with a strategy, trying a plan, this goal.
and evaluating how things went.
Discuss how to handle teasing.
The Prornoting Social Success program
teaches students to ask themselves: Read a book about someone who solved a
problem.
. \7hat do I want to happen?
Make a list of all the things you could do
. SThat can I do? to solve a problem.

o How did it go? Ask someone you know how they solved a

problem.
Practicing these steps when problems
arise will help your child think through the Lgok up the word comPrornise in the
situation and become a better problem dictionary.

Ask someone for help with a problem you

have.

" Find a picture of someone who has a

problem.

I+ 6 {u0fa hqy'e
&8n6.

PrmotingSuialsacces:AClnicillnftChildrf,uithsp{i4!Nw,lbyGan\'Slx:stein*EmilyPaigeRickards
@' *"*Tlx;*'.',Tffi : : "" ^'o
,i:['::;"i..,,;;*l] -,'
 N EWS LETTER

fielping children to be good frienCs!

Malcing and Maintaining Friendships Lessons ask students ro identi$r che char-
acterisrics ofa good friend and provide
Friendships are some of the mosr important srrategies for making and maincaining rela-
relationships in our lives. They provide us tionships that are fulfilling and enjoyable.
with emotional support, companionship,
and, mosr of ali, fun! Mosr of us can't The skills addressed in this unit assisr
imagine life without our friends. But many both students who are experiencing social
children lack the social skills necessary ro difficulties and students who are experienc-
mal<e and maintain friendships. And as a ing social success.
result, they miss out on these importanr
reiarionships. Focusing on friendship helps creare a
classroom atmosphere that is accepting and
Your child's class is beginning a unit supportive. And a friendly classroom is a
that teaches students how to be a good place kids and adulrs can look forward to
friend. Below are some of the ropics dealt being in every day!
with in these lessons:
What Can You Do?
i. Helping and sharing
$7ith your child . . "

2. Empathy
. Read a book abour friendship.
3. Hurt feelings
. Look up rhe words friend and friendship
4. Forgiveness in the dictionary.

5. Dealing with rejection . Thlk about the kinds of things that make
a person a good friend.
6. Trusr
o Invite a friend ro play.
7. Give and take
. Tell how you solved a problem in one of
your friendships.

o rilTrite a letter to a
friend.

o Draw a picture for a friend.

It 6 {uQfa hqy'e
. Thlk about any problems your child
+in6. might be having making friends.
Prmoting suial srccer: A canicilan fr cbi!&et uitb spqial N@dt by Gary N. siperstein &
Emiry paige tuckards
@ 2004 by Paul H. Brookes publishing Co. Inc. All rights reserued.
ww.brookespubiishing.com l-g00-638-jlj 5
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 B IBLIOG RAPHY

Books are wonderful tools to engage students in conversations about feelings, friendship,
and problem solving. Below is a list of books, arranged by topic, that will help you
spark lively discussions and reinforce conceprs presented in the Promoting Social Success
curriculum' Many of these books can be used in place of books menrioned in specific
Promoting Social Succest lessons.

KEY
A - More advanced in length and vocabulary
E - Easier chapter book

L - Longer than the typical easy/picture book

| - lllustrations are particularly engaging

P - Parents may find these books more applicable

B - Applicable to both teachers and parents

T - Teachers may find these books more applicable
Y - More appropriate for younger students

ACCIDENT/ON PURPOSE
This subject area deals with events that happen by accident but are perceived by others
as happening on purpose, along with how rhese differences are resolved.

A Bear for Christmas by Holly Keller. Greenwillow Books; New york; 1986. (p)
Curious George by H.A. Rey. Houghton Mifflin; Boston; 1941. (8, y)

50-1
,04 Promoting Social Success

KeepingaChristmasSecretbyPhyllisReynoldsNaylor.AtheneumBooks;New
York; 1989' (B)
& co'; Boston; 1992' (B' l)
Rosie & theYellowRibbon by Paula DePaolo. Little, Brown,

A,DOPTION
this topic, the following boolcs
Although the curriculum does not specifically cover
or asking about adoption (their own
offer insight and information to children learning
or others').
& Row; New York; 1973. (1, P)
Abbyby Jeannette Franklin Caines' Harper
Girard. A. Whitman Co'; Niles, lL;
Adoption is For Always by Linda Walvoord
1e86. (P)
Warne Co'; New York; 1976. (E, P)
Somebody Etse's Childby Roberta Siiman' F

BEHAVIOR CHANGT
of the ways to change a situatron ts to
The characters of these books tealize that one
change their behavior.
James Marshall' scholastic; New York;
Miss Nelson is Missing by Harry Allard and
1977. (l,T)
MonatheVampirebySoniaHolleyman.DelacourtPress;NewYork;1991.(B,l)
SometimeslFeelLiketDon'tHaveAnyFriends(ButNotSoMuchAnymare):A
Zimmer- by Tracy
self-Esteem Book to Hetp chitdren lmproveTheir social skills
lnc.; King of Prussia'
man and Lawrence shapiro. center foiApplied Psychology
PA; 1996.
Sometimes l Like to Fight, but l Don,t Do
tt Much Anymore: A Self-Esteem Book
Lawrence shapiro'
to Hetp children with oiffrculty controlling Their Anger by
ChildsWork/ChildsPlay; Secaucus' NJ; 1995'
the Girl,s Bathroom by Louis Sachar.
Alfred Knopf Paperbacks;
There,s a Boy in
NewYork;1987'

BULLIES
how to deal with bullies'
These books give readers insight as to
ArthurbAprilFootbyMarcTolonBrown'Little,Brown,&Co.;Boston;1983.(B,Y)
KingofthePlaygroundbyPhyllisReynoldsNaylor.AtheneumBooks;NewYork;
1991. (B, l)

There,saBoyintheGirl,sBathroombyLouisSachar.AlfredKnopfPaperbacks;
New York; 1987'
WhytsEverybodyAlwaysPickingonMe:AGuidetoHandlingBulliesbyTerrence
Webster-Doyle. Atrium Socieiy; Middlebury,
W 1991' (8, especially chapters
5 and 6.)
 Bibliography ,0t

DEALING WITH DISABILITIES

The characters of the following books either have adisability or know someone with a
disability. The books offer insightful illusrrations as to what.lisabilities are and how it
feels to have one.
Arnie and the New Krd by Nancy carlson. viking; New york; 19g0. (B)
The Balancing Girlby Alexander Rabe. Duiton; New york; 1g91. (B)
Howie He/ps Himself by Joan Fassler. A. whitman co.; chicago;1974. (8,,1)
I Have a Sister: My Sister ls Deaf by Jeanne Whitehouse. Harper & Row; New york;
1977. (B)

My Buddy by Audrey Osofsky. H. Holt.; New york; 1992. g)

My Sister ls Different by Befi:y Ren Wright. Raintree Childrent Books; Milwaukee;
1e81. (P)

DEATI.{ AND I-OSS

This category covers death of a family member, death of a pet, death of a friend, divorce,
and having a Pet run away. Although, these issues are not covered in our curriculum,
these books offer insight in how ro deal with such losses and the emotions that arise.

Eleanor, Arthur and Claire by Diana Enger. Macmillan; New york; 1gg2. (1, p)

The ioundting by Carol Carrick. Seabury press; New york; 1977. (L, p)

Goodbye, Maxby Holly Keller. Greenwillow Books; New york; 1g87. (p)
Granddad Bill's song by Jane yolen. philomer Books; New york; 1gg4. (1, p)
I Had a Friend Named Peter by Janice cohn. w. Morrow; New york; 1987. (p)
Jim's Dog Muffins by Miriam cohen. Greenwilrow Books; New york; ,!9g4. (p)
Murphy and Kate by Ellen Howard. Simon & Schuster Books for young Readers;
NewYork; 1995. (P)
Mustarci by chariotte Towner Graebeer. Macmillan; New york; IgB2. (A, p)

My Mother's House, My Fatherb House by C.B. Christiansen. Atheneum Books;

New York; 1989. (8, y)

Nana Upstairs & lVana Downstairs by Tomie de Paola. Putnam's; New York; lgg7. (p)

Nonna by Jennifer Bartoli. Harvey House; New york; 1975. (L, ?)

Peteyby Tobi Tobias. Putnam; New york; 1978. (1, p)

saying Goodbye to Daddy by Judith Vigna. A. whitman; Niles, IL; i991. (p)

The Tenth Good Thing About Barney by Judith Viorst. Atheneum; New york;
1e71. (P)
 r06 Promoting Social Success

Tough Boris by Mem Fox. Harcourt, Brace & Jovanovich; San Diego; 1994.
(P)

(1, P)
lJnderthe Blackberies by Rachel Pank. Scholastic; NewYork; 1992.
(P)
When Lucy Went Away by G. Max Ross. Dutton; New York; 1976'
where is Daddy? The story of a Divorce by Beth Goff. Beacon Press;
1959. (P, Y)
(A,
Whiskers Once and Alwaysby Doris Orgel. Viking Kestrel; New York; 1986'
P)

You Hold Me and l'llHotd You by Jo carson. orchard Books; New York; 1992'
(P)

EMOTIONS

Alone/Loneliness
These books contfast the feelings of being alone and feeling lonely, emphasizin
g that
these emotions are different and are not necessarily related'
(B)
Annie and the wild Animals by Jan Brett. Houghton Miffiin; Boston; 1985'

tLike Being Alone by Betty Ren Wright. Raintree Childrent Books; Milwaukee;
1e81. (B)
(B)
Our Snowman by M.B. Goffstein. Harper & Row; New York; 1986'

Anger
These books focus on the reasons for anger and the expression ofanger.
(Y, P)
Mean Soup by Betsy Everitt. Harcoutt, Brace & Co.; San Diego; 1992.
Now Everybody Reatly Hates Me by Jane Read Martin & Patricia Max' Harper-
Collins; New York; 1993. (1, B)

1998. Par-
When l'm Angry by Jane Aaron. Golden Books;
ent Guide)

Courage
The following books focus on characters who overcome a lack of courage'
Cowardly Ctydeby Bill Peet. Houghton Mifflin; Boston; 1979'(B'l)
(8, Y)
My Brother John by Kristine Church. Tambourine Books; New York; 1991.

Curiosity
like to
Although curiosity is not an easy subject, this book addresses the idea that we
kro* *lrrt will happen neft through a story about a family that feels as though some-
thing unusual is going to haPPen.
New York;
something is Going to Happen by charolotte Zolotow. Harper & Row;
1988.

I
 Bibliography

Disappointment
The following book deals with a boy who realizes what is really important after being
greatiy disappointed"
The Luckiest Kd on the Planet by Lisa Campbell Ernst. Bradbury Press; New York;
1ee4. (B)

Embarrassment

These books show how the main characters deal with feeling embarrassed.
Jim MeetstheThing by Miriam Cohen. Greenwillow Books; NewYork; 1981. (8, Y)

A Letter to Amyby Ezra Jack Keats. Harper & Row; New York; 1968. (8, Y)

Officer Buckle and Gloria by Pebby Rathmann. Putnamt; New York; 1995.
Ouiet! Ihere's a Canary in the Library by Don Freeman. Golden Gate Junior Books;
' San Carlos, CA; 1969. (B, l)

Sabrina by Martha G. Alexander. Dial Press; NewYork; 1971.(B)

Fear
These books cover a wide range of feelings of fear, including being scared and being
nervous.
All Alone After School by Muriel Stanek. A Whitman; Niles, lL; 1985. (8, L)

Because of Lozo Brown by Larry L. King. Viking Kestrel; NewYork; 1988. (8, l, Y)
The Bravest Babysitter by Barbara Greenberg. Dial Press; New York; 1977.
Fangby Barbara Shook Hazen. Atheneum Books; NewYork;1987. (8, l)

Ghost's Hour, Spook's Hour by Eve Bunting. Clarion Books; NewYork; 1987. (B)
Goggles! by Ezra Jack Keats. Macmillan; New York; 1969. (8, Y)
Harrietb Recitalby Nancy L. Carlson. Carolrhoda Books; Minneapolis; 1982. (8, Y)

The Highest Balloon on the Common by Carol Carrick. Greenwillour Books; New
York;1977.
Huge Harold by Bill Peet. Houghton Mifflin; Boston; 1961- (8, D

Ira Sleeps Overby Bernard Waber. Houghton Mifflin; Boston; 197L (P,Y
Left Behind by Carol and Donald Carrick. Clarion Books; NwYorlc 1988. (1, T)

Lost in the Storm by Carol Carrick. Seabury Press; NewYorlq 1974-f8.,

There's a Monster Under My Bed by James Howe. Aladdfor FaPerbads; New Yo*;
1986. (1, P, Y)
,08 Promoting Social Success

Thunder Cake by Patricia Polacco. Philomel Books; New York; 1990. (8, l)

When l'm Afraid by Jane Aaron. Golden Books; New York; 1998. (P)

Frustration
These books deal with feeling frustrated with other people or about certain events.

Alexander and the Terrible, Horrible, No Good, Very Bad Dayby Judith Viorst. Al-
addin Paperbacks; NewYork; 1972. (B,l)
Everybody Knows That!by Susan Pearson. Dial Press; NewYork;1978. (B)

A Linle Touch of Monsterby Emily Lampert. Atlantic Monthly Press; Boston; 1986. (B)

Stevie by John Steptoe. Harper & Row; New York; 1969. (P)

General Emotions
These books deal with various emotions together.
The Feelings Book: Expressing Emotions Creatively: A Guide for Children and
Grownups by Caryn Frye Boddie. Cordillera Press; Evergreen, CO; 1998. (B)
Today I Feel Silly and Other Moods that Make My Day by Jamie Lee Curtis.
HarperCollins; NewYork; 1998. (B, l)

Guilt
These books deal with feeling guilt after an unfortunate incident occurs, either by acci-
dent or due to carelessness.
Lillyb Purple Plastic Purse by Kevin Henkes. Greenwillow Books; New York;
1996. (B, t)

Marvin Redpost: Alone in His Teacherb House by Louis Sachar. Random House;
New York; 1994. (A, B)
Too Many Tamales by Gary Soto. Putnam; New York; 1992. (B,l)

Jealousy
These books deal with feeling jealous of other people's situations.
Benjy and the Barking Bird by Margaret B. Graham. Harper & Row; New York;
1e71. (8, Y)
H"ppy Birthday, Crystalby Shirley Gordon. Harper & Row; New York; 1981. (8, L)

I Wish I Was Sick Too! by Franz Brandenberg. Greenwillow Books; New York;
1976. (P)
Little Monster Did /tl by Helen Cooper. Dial Books for Young Readers; New York;
1996. (P; This book is especially helpful for dealing with jealousy toward a
new baby.)
Much Bigger Than Martin by Steven Kellogg. Dial Press; New York; 1976. (B,Y
 Bibliography t09

why couldn't IBe An only Kid Like You, wigger? by Barbara shook Hazen.
Atheneum Books; NewYork; 1975' (B, l)

Pride
This book offers wonderful illustration of a child feeling proud due to a specific event.
a

Annabelle swift, Kindergaftnerby Amy schwartz. orchard Books; New York;

198B'

Sadness
These books deal with the feeling of sadness related to events other than death'
Fishing by Diana Engel. Macmillan; New York; 1993' (B, l)

Sylvester and the Magic Pebbte by William Steig' Simon & Schuster; New
York;

1969. (B, l)

Selfishness
This book deals with selfishness and greed by illustrating what can happen when a
group ofpeople allow greed to take control.
(B)
Chestnut Cove by Tim Egan. Houghton Mifflin; Boston; 1995'

Surprise
These books deal with feeling surprised.
No Jumping on the Bedby Tedd Arnold. Dial Books for Young Readers; New York;
1987" (8, l)

Thewednesday surprise by Eve Bunting. clarion Books; New York; 1989.

FRIENDSHIP
These books deal with the many of friendship, including how to be a good
asPects
friend, having a friend move away, and making new friends'
Amber Brown /s Not a Crayon by Paula Danziger. Putnam's; New York; 1994. (A, B)

Annie Bananie by Leah Komaiko. Harper & Row; New York; 1987. (8, l, Y)
(B)
Eest Friends Together Again by Aliki. Greenwillow Books; New York; 1982'
Blumpoe the Grumpoe Meets Arnold the Catby Jean Davies Okimoto' Joy Street
Books; Boston; 1990. (8, l, L)
(B)
chester,s wayby Kevin Henkes. Greenwillow Books; NewYork;1988.
crystal is My Friend by shirley Gordon. Harper & Row; New York; 1978. (B, L)
Don't be Mad, lvy by christine McDonnell. Dial Press; New York; 1981. (8, E)
EIiby Bill Peet. Houghton Mifflin; Boston; 1978. (B)
Gabrielle and $e/ena by Peter Desbarats. Harcourt, Brace & World; New York;
1968. (8, l)

I
I
1
Promoting Social Success

George and Martha by James Marshail. Houghton

Miffrin; Boston; 19r2. (B,y
The Giving ,-ree by Shel Silverstein. HarperCollins;
New york; 1964.
I

Good Friends are Hard to Find by Fred Franker. perspective pubrishing;

Los An_
geles; 1996. (P; especially chapters 2,3, 4, 6,
18,23)
Huppy Birchday, crystalby shirrey Gordon. Harper
& Row; New york; ,r9B.r. (8, L)
H"ppy Birthday, Ronard Morgan! patricia Reiry Giff. viking york;
Kestrer; New
1986. (t, T)
The Hating Bookby charrotte Zorotow. HarperTrophy;
New york; 1969. (B)
Horrible Harry in Room 28 by suzy Krine. puffin Books;
New york; r9g7. (8, E, r)
How to Be a Friend: A Guide to Making Friends and
Keeping Them by Laurie
Krasny Brown and Marc Brown. Little, Brown &
Co.; Boston; 1998. (8, l, L)
lra says Goodbye by Bernard waber. Houghton Miffrin;
Boston; 1988. (B)
Jamaica and Brianna by Juanita Haviil. Houghton
Miffrin; Boston; r993. (B, r)
Jeremy Beanb st. patrick3 Dayby Alice schertle. Lothrop,
Lee & shepard Books;
New York; 1987. (B)
Letb Be Enemies by Janice May Udry. Harper &
Row; New york; 1951.
Lillyb Purple Plastic purse by Kevin Henkes. Greenwillow
Books; New york;
1996. (8, t)
Matthew and Tilly by Rebecca c. Jones. puffin Unicorn/penguin
Group; New york;
1991. (This book gives a good exampre of forgivenesr,
in-t"r*s of friendship.)
Maude and Sally by NickiWeiss. Greenwillow Books;
New york; 1983. (B)
My Best Friend by pat Hutchins. Greenwiilow Books;
New york; ,r993. (B, y)
My Best Friend Moved Awayby Joy Zelonky. Raintree
children,s Books; Milwau-
kee; 1980. (1, p)
My outrageous Friend Charrie by Martha G. Alexander.
Dial Books for young
Readers; New york; 1989. (8, l, y)
Peach and Blue by sarah s. Kirborne. Arfred
Knopf paperbacks; New york; 1994.
rhe Rat and the Tiger by Keiko Kasza. putnam & Grosset Group; New york;
1993. (8, t)

Rosie and Michaelby Judith Viorst. Atheneum

Books; New york; 1974. (B, r)

somebody Elseb child by Roberta sirman. F. warne; New york;

1976. (8, E)
somebody Loves You, Mr. Hatch by Eireen spineili. Bradbury press;
New york;
1991. (8, t)

starcing schoolwith an Enemy by Erisa carbone. Arfred Knopf paperbacks; New

York; 1998. (A, B)
 Bibliography t11

There's a Boy in the Gir!'s Bathroom by Louis Sachar. Alfred Knopf Paperbacks;
New York; 1987.
'fhree Cheers forTacky by Helen Lester. Houghton Mifflin; Boston; 1994. (l,f)
We Are Best Friends by Aliki. Greenwillow Books; New York; 1982. (8, l)

Yo! Yes? by Chris Raschka. Orchard Books; New York; 1993' (B, l)

GOALS
These books deal with the determination, planning, and perseverance needed to reach
both long-term and short-term goals.
Amanda and the Giggling Ghost by Steven Kroll. Holiday House; New York;
1980. (B)
The Case of the Sto/en Bagels by Hila Colman. Crown Publishers; New York;
1977. (8, L)

L'lowie Helps Himse/f by Joan Fassler. A. Whitman; Chicago; 1974. (B,l)

Sometimes lt Happens by Elinor Lander Horwitz. Harper & Row; New York;
1981. (8, L)

There's a Party at Monab Tonight by Harry Allard.-Doubleday; Garden City, NY

1981. (8, l, Y)
What's the Matter, Sylvie, Can't You Ride? by Karen Born Anderson. Dial Press;
New York; 1981. (B)

N/IANNERS

These books dealwith appropriate and inappropriate manners.

The Bad Good Manners Book by Babette Cole. Dial Books forYoung Readers;
New York; 1996. (1, P)

E/bert3 Bad Word by Audrey Wood. Harcourt, Brace & Jovanovich; New York;
1988. (r, P)

PROtsI-EM SOLVING

The books in this section illustrate the different steps to solve a probiem.
Archurb April Foolby Marc Brown. Little, Brown & Co.; Boston; 1983. (8, Y)

The Bad Dreams of a Good Girlby Susan Shreve. Alfred Knopf Paperbacks; New
York; 1982. (A, B)
Bootsie Barker Bites by Barbara Bottner. G P Putnam's Sons; NewYork; 1992. (Bl
Ihe Case of the Sto/en Bagels by Hila Colman. Crown Publishers; New York;
1977. (8, L)
 ) LZ Promoting Social Success

Growing Pains: Helping Children Deal with Everyday Problems Through Reading
by Maureen Cuddigan and Mary Beth Hanson. American Library Association;
Chicago; 1988. (P)
Herbie'sTroubles by Carol Chapman' Dutton; New York; 1981' (B)
I Like Being Alone by Betty Ren Wright. Raintree Children's Books; Milwaukee;
1981. (B)
t'm Telling You Now by Judith Delton. Dutton; New York; 1983' (P, Y)

(A, B)
Josie's Troublesby Phyllis Reynolds Naylor. Atheneum Books; New York; 1992'
King of the Playground by Phyllis Reynolds Naylor. Atheneum Books; New York;
1991. (8, l)

Starting Schoo/ With an Enemy by Elisa Carbone. Alfred Knopf Paperbacks; New
York; 1998. (A, B)
There's an Alligator lJnder My Bed by Mercer Mayer. Dial Books for Young
i
Readers; New York; 1987. (B, l, Y)
{
I SELF-RELIANCE AND INDIVIDUALIry
I
i' These books give insight on the importance of being self-reliant and responsible for
i. one's self, as well as encouraging readers to enjoy who they are'
ri
rl All Alone After schoolby Muriel stanek. A. whitman; Niles, lL; 1985. (B, L)
(8,
Three CheersforTacky by Helen Lester. Houghton Mifflin; Boston; 1994' l)

TEASING
Books in this section include both playful and mean-spirited teasing for comparison
t
il pufPoses.
(B)
i
Arnie and the New Kid by Nancy carlson. Viking; New York; 1990.
i
I
BetYou Can'tby PennyDale. Lippincott; NewYork; 1987" (8, l,Y)
I
But Names Wil/ Never Hurt Me by Bernard Waber. Houghton Mifflin; Boston;
1976. (Bj

Hundred Dresses by Eleanor Estes. Harcourt, Brace & co.; san Diego. 1944.
Books;
Jeremy Bean's St. Patrickb Dayby Alice Schertle. Lothrop, Lee & Shepard
New York; 1987. (B)

Merry Christmas, Space Case by James Marshall. Dial Books for Young Readers;
New York; 1986' (B)
The Red Racer by Audrey Wood. Simon & Schuster Books for Young Readers;
New York; 1996. (1, P)
CHILDREN WITH SPECIAL NEEDS/EDUCATION

ffirmffiry?m€&mffi
SmmBmffi
ffiwffiffiffiffiffi
A Curriculum for
Children with Special Needs
By Gary N. Siperstein, Ph.D.,
& Emily Paige Rickards, M.A.
"students have become more aware of others' feelipgs'"
,,she has begun to socialize much more and initiate contactwith her peers."
"One student was being feased by others' ' '
HewasabletocomeUpwithdifferentstrategiesfordealingwithit',,
These are the voices of real-life elementary school teachers who
goal:
have used this research-based curriculum to reach a crucial
i.p-ring the social skills of students with mild to moderate disabilities
uni tn"iip"ers. Field-tested with 400 elementary school studehts, this
behind
curriculum focuses on helping children learn the cognitive skills
social behavior rlther than teaching them a set of specific
behaviors to enact. Along with a thorough overview, teachers will
"fpropriut" get 66
activity-based lessons orisocial skills, organized around topics that build
on each other. Students will learn to
E assess their own emotional states and develop new coping mechanisms
E identify and interpret social cues and other interpersonal dynamics
E set appropriate social goals, generate problem-solving strategies, and
think about the consequences of their actions
I consider characteristics of good friendships and explore ways to improve
their relationshiPs

within the 30- to 45-minute lessons, teachers will find student handouts,
helpful illustrations, and parent newsletters. This innovative, easy-to-lmple-
,"nt .rrri.ulu* will enhance children's cognitive abilities to help them
become socially successful-both inside and outside the classroom.
ABOUT THE AUTHORS: Gary N. Siperstein, Ph.D., is Director, Center for Sociai Deveiopment
-Massachusetts,
and Education, University of Boston. Emily Paige_ Rickards, M.A., is Program
officer for the oliver wendell Holmes Society, Harvard Medical school, Boston.
rsBNii *7a:t-s>zoo-
ISBN-'10 : 1-557 66- 67 4-1

A U

PUBLISHING CA
ffiIililil[ffiuffiil ililil
 them feel better if they are upset. Tell your students that these kinds of things
make friendships stronger.
Explain to students that today you are going to talk about things that can
strengthen and weaken friendships. Discuss with them the idea that although
sharing personal information with a friend can strengthen a friendship, it is im-
portant for friends to be trustworthy.
Ask students if they have ever had a friend tell others an important secret.
Tell them that this will create problems and weaken the friendship because they
won't be able to trust their friends with personal information in the future.
Ask students for other ideas of things that either strengthen or weaken
friendships.

String Activity
Using two volunteers, show students that they can visually represent friendships
by usirrg lengths of string. When friendships are strong (multiple ienEths of string
connecting the two people, twisted into a strong rope), the bond between the
two people is strong. When the friendship is weakened (take away some of the
iengths o{ string), the connection between two people is more easily broken.
While your volunteers are up front, have the rest of the students pick from a
pile of The lmportance of Trust cards and decide whether the act on the card will ro
a
strengthen or weaken the friendship. Add or take away the lengths of string de- tt
o
f
pending on their decision, Each student should have the chance to read a card
and make the decision. lf a friendship "ends" because there are no more strings
connecting the two people, continue with a new "friendship" and two new vol-
unteers.

Wrap-Up
Have students identify a "friendship goal." Each student should seiect one strat-
egy for strengthening a friendship (e,g., being a good listener, keeping a secret,
sticking up for a friend) that they can try to implement with a friend.

AI.TE R NATIVE F I?ES E NTATI O N S

Fundamental
. ln addition to the materials already listed, you will need drawing paper,
crayons/markers, and a stapler.

Have students draw a picture depicting a friendship. Staple short lengths of

string to blank sheets of paper, and ask students to draw themselves on one end
of the string and a friend on the other, Ask them to write about, or draw a pic-
ture depicting, some of the aspects of theirfriendship. What are the shared in-
terests or qualities of their friendship that tie them to that person?

394 Unit 5: The lmportance of Trust