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Grade 5, Unit 1 Lesson 1: Empathy and Respect Handout 1 1.Directions Take turns interviewing each other using the following questions about the lyrics of the song “Walk, Walk, Walk.” 2. Write your partner’s responses in the spaces below the questions. 3. Compare your partner’s responses with responses from another pair of students. You see she’s getting angry, you’ve felt that feeling too Describe a time when you’ve felt really angry: What did you do? Embarrassed, jealous, scared: strong emotions through and through Describe a time when you’ve felt embarrassed, jealous, or scared: What did you do? Empathy’s the pathway to recognize and walk So you can dish out some compassion and really walk the talk. Describe a time when you’ve helped another person or shown empathy: How did that make you feel? © 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 21 Grade 5, Unit 1 Lesson 2: Listening with Attention Handout 2 1.Directions Decide with your partner who will be the speaker first and who will be the listener. Then read the scenario out loud. 2. The listener listens with attention while the speaker describes three things about him- or herself. 3. After the speaker is finished, the listener checks off the skills he or she used. Then the speaker checks off the skills the listener used. 4. Did you and your partner check off the same skills? Discuss the differences, and practice again if any skills were missed. 5. Switch parts and repeat. PretendScenario that you are going to meet a relative from another town for the first time next week. Describe three things about yourself that you would like this relative to know before you meet. You can include things such as your hobbies and interests, your personality, and some of your favorite things. Listening-with-Attention Skills Listener’s Check Speaker’s Check Focus on the person’s words n n Don’t interrupt n n Ask questions to find out more n n Repeat what you heard to show you understand n n Listening-with-Attention Skills Listener’s Check Speaker’s Check Focus on the person’s words n n Don’t interrupt n n Ask questions to find out more n n Repeat what you heard to show you understand n n © 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 29 Grade 5, Unit 1 Lesson 3: Being Assertive Handout 3 1.Directions If you are Partner A, read the first scenario out loud. 2. If you are Partner B, respond assertively to the scenario while Partner A checks the skills you used. 3. Switch parts for the next scenario. Repeat until you finish the handout. 1.Scenarios You are having trouble understanding a test question. Assertively ask your teacher to clarify what it means. Assertiveness Skills Yes Face the person you’re talking to n Keep your head up and shoulders back n Use a calm, firm voice n Use respectful words n 2. Somebody tries to push in front of you to get on the bus. Assertively tell the person to go to the back of the line. Assertiveness Skills Yes Face the person you’re talking to n Keep your head up and shoulders back n Use a calm, firm voice n Use respectful words n 3. There is a new girl in your class. Your friend is saying mean things about the way she dresses. Assertively tell your friend to stop saying mean things. Assertiveness Skills Yes Face the person you’re talking to n Keep your head up and shoulders back n Use a calm, firm voice n Use respectful words n 4. A classmate keeps interrupting you when you are trying to answer questions in a small-group discussion. Assertively tell your classmate to stop interrupting and that it is your turn to answer. Assertiveness Skills Yes Face the person you’re talking to n Keep your head up and shoulders back n Use a calm, firm voice n Use respectful words n © 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 37 Grade 5, Unit 1 Lesson 4: Predicting Feelings Handout 4A CopyDirections this page and cut it into strips along the dotted lines. Make enough for one strip per pair of students. WhenDirections the teacher says “Go,” start laughing in a loud, silly way. Predict what your partner will do (check one): ■ Start laughing with you. ■ Ask, “What’s so funny?” ■ Look confused. ■ Other: WhenDirections the teacher says “Go,” start laughing in a loud, silly way. Predict what your partner will do (check one): ■ Start laughing with you. ■ Ask, “What’s so funny?” ■ Look confused. ■ Other: WhenDirections the teacher says “Go,” start laughing in a loud, silly way. Predict what your partner will do (check one): ■ Start laughing with you. ■ Ask, “What’s so funny?” ■ Look confused. ■ Other: © 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 45 Grade 5, Unit 1 Handout 4B Lesson 4: Predicting Feelings 1.Directions For Part 1, ask your partner which descriptions best suit him or her and put a check next to each description that fits. 2. For Part 2, fill in the blanks at the end of each sentence with words from the list of feelings words or words you think of on your own. 3. Have your partner check off how many feelings you predicted accurately. Part 1 My partner: is easily embarrassed never gets embarrassed likes to play with one good friend likes to play with lots of people likes working with others likes to work alone is serious likes to joke around a lot is talkative is quiet gets angry easily usually remains calm Part 2 Write your Partner If I . feelings word check complimented my partner on writing a good poem, then he or she might feel... n asked my partner to play soccer with a big group of kids at recess, then he or she might feel... n made a funny face while my partner was giving a serious report, then he or she might feel... n worked with my partner on a difficult math problem, then he or she might feel... n made a joke about my partner’s new shoes, then he or she might feel... n invited my partner to a big birthday party, then he or she might feel... n joined in a conversation my partner was having with one other person, then he or she might feel... n talked to my partner during silent reading time, then he or she might feel... n Feelings Words happy, sad, glad, mad, angry, frustrated, annoyed, amused, grateful, respected, nervous, uncomfortable, disrespected Page 46 Second Step: Skills for Social and Academic Success © 2011 Committee for Children Grade 5, Unit 1 Lesson 5: Taking Others’ Perspectives Handout 5 Instructions 1. Read the story below. 2. With your partner, answer to the following questions. Scenario During silent reading time in class, the teacher asked Garrett to close the window shade by his desk. When he pulled on the string, the entire shade tumbled down. The class laughed. The teacher said to leave it. Garrett was really embarrassed. Later, as everyone was going to recess, Dylan walked up to Garrett and said in a friendly way, “Hey…that was so funny when you pulled on the window shade and the whole thing came down!” Garrett snarled back, “Shut up!” and stomped away. Dylan didn’t understand why Garrett sounded so angry. Questions How do you think Garrett feels about what just happened? How can you tell? How do you think Dylan feels about what just happened? How can you tell? How might Garrett act differently if he understood Dylan’s perspective? How might Dylan act differently if he understood Garrett’s perspective? © 2011 Committee for Children Second Step: Skills for Social and Academic Success Page 39 Grade 5, Unit 1 Home Link Lesson 5: Taking Others’ Perspectives Name: What do adults and kids really know about what the other thinks? Let’s find out! You and an adult family member are going to try understanding each other’s perspective. First, answer the questions on the left side of the page. Try to identify the other person’s perspective and the reasons he or she has that perspective. When you’re done, fold the page in half so your answers can’t be seen. Next, have your adult answer the same questions on the right side of the page. Then open the page and compare your answers to find out how well you understand each other’s perspective! Student’s Perspective Adult’s Perspective How many household chores should I do each week? My How many household chores should my student should do perspective is: each week? My perspective is: My reason(s) are: My reason(s) are: I think my adult’s perspective is: I think my student’s perspective is: I think my adult’s reason(s) are: I think my student’s reason(s) are: Were you right about each other’s perspective? What did you learn about the other person’s perspective? This homework assignment was completed on | (DATE) (ADULT SIGNATURE) Page 52 Second Step: Skills for Social and Academic Success © 2011 Committee for Children Grade 5, Unit 1 Lesson 6: Accepting Differences Handout 6 1.Directions Complete the handout by yourself. Then, follow your teacher’s directions to get into two circles. 2. Ask the person facing you one question from the handout.

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