Problem Solving Identifying and Understanding Feelings Grade: First Instruction Time: 30 minutes Materials: 1.

Second Step Pictures 2. Chart Paper 3. Markers 4. Students Lesson Focus: Students will demonstrate an understanding of identifying their feelings, the feelings of others, and the using of an I-statement to solve problems. Common Core Standards: Subject: Mathematics Grade: First Area: A Childs Place in Time and Space Sub-Strand: Student describe the rights and individual responsibilities of citizenship. 1.2. Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect rules by which we live, including the meaning of the Golden Rule. ELD/SDAIE Strategies: Use of visual representation o Chart Paper with I statement o Student sharing of ideas an opportunities to work in pairs/ groups Vocabulary: happy sad angry mad/upset frustrated scared surprised disgusted hurt jealous

Introduction (on rug): Review the feelings chart we made and introduce lesson to students explaining we will be learning a way to solve problem Guided Practice (on rug): Have a student come up and demonstrate the feeling of anger. Using our Calming Yourself Down chart, have the students give me four ways that the example angry student can calm down. Chart these first two of our problem solving steps. 1. Calming down (walk away, count to ten, etc) 2. Explanation of the upset 3. Discussion of resolution 4. Some kind of acknowledgement (handshake, for example) Introduce next step to take after we are calm. This will be the I-Statement. o When you ________, I feel _________, because ____________, so what I would like is ________________. 1. Ex: When you giggle, I feel happy, because it makes me giggle too, so what I would like is for you to keep on giggling. 2. Give example of lilly wanting to show her book. 3. Give students chances to practice these statements with a partner. Give two different emotions to try. Give students example of two students having a discussion using the I-statement, and introduce the closing gesture. o Have students turn back to partners to have conversation. Choose two volunteers to come up and demonstrate.

Closure: We will all discuss the feelings we have, and the importance of handing our feelings appropriately, which is a review of our previous lessons. I will discuss with the class that we all have these feelings, but how we handle them is what is important. We will also talk about understanding and respecting other peoples feelings. We will also review tattle telling, and discuss how these problem solving steps area better way at solving problems.