Grade 2, Unit 4
Following Through
Lesson 17: Solving Problems, Part 1
Lesson Concepts
Home Link Reminder
• Calming down helps you think so you can solve
problems.
• Following steps can help you solve problems.
• Saying the problem without blame is respectful.
Email or send home copies of the
Lesson 17 Home Link.
Key Words
Using Skills Every Day
Problem, stuck, fed up, exasperated, blame/blaming
Have students ANTICIPATE when they might have
problems.
Why This Lesson Matters
Students who are more skilled problem solvers get
along better with peers and have fewer conflicts and
problems with aggression. Students can escalate
conflicts by failing to consider the situation from the
other person’s perspective. The perspective-taking
skills learned earlier are an important part of the first
of the Problem-Solving Steps, S: Say the problem. It is
important for students to see a problem in a neutral
way that does not blame the other person.
Notice when students calmly say a problem without
blame, and REINFORCE the behavior with specific
feedback: I saw you calm down and tell your
partner the problem is you need a fair way to
decide who goes first.
• Model restating problems in non-blaming
language.
• Remind students that using blaming language
can make the other person angry and the
problem more difficult to solve.
Have students REFLECT on how calming down
helped them say a problem without blame.
Daily Practice
Day 1
Day 3
Day 4
Day 5
L17
Day 2
Teach the lesson.
Play Sentence Switcheroo with Problem Statements.
Play the “Step Up” song before recess. Have students brainstorm common playground problems, then
create blaming problem statements.
Play Sentence Switcheroo with Problem Statements. Transform students’ Day 3 playground problem
statements into non-blaming problem statements.
Have students complete the Weekly Skill Check. Sample check-in statements:
• The first Problem-Solving Step is S: Say the problem.
• Saying the problem without blame is respectful.
© 2011 Committee for Children
Second Step: Skills for Social and Academic Success
Page 59
Grade 2, Unit 4
Following Through
Lesson 17: Solving Problems, Part 1
Sentence Switcheroo with Problem Statements
Preparation
Have students stand, leaving enough room to move.
Rules
I will read a problem statement that has blaming words in it. Then I will read a second statement.
• Rule 1 is, if there are blaming words in the second statement, stay standing.
• Rule 2 is, if there are no blaming words in the second statement, sit down.
Steps
1. Read one of the problem statements from below once, slowly and clearly.
2. Read the other statement with blaming words, or read the statement without blaming words.
3. Students stay standing if there are still blaming words the second time, or sit down if there are none.
4. Play two or three rounds.
Problem Statements
• He never gives us a turn. Blaming: You always hog the ball. Not blaming: We need a fair way to
take turns.
• She made me tear the book! Blaming: I tore the book because of you. Not blaming: The book is torn.
• I can’t see the board because of you. Blaming: You’re always blocking the board.
Not blaming: I can’t see the board.
• You always get that game first. Blaming: You never let anyone else play that game.
Not blaming: We need to share the games fairly.
Increasing the Challenge
Attention (A), Working Memory (WM), and Inhibitory Control (IC)
• Have students name the blaming words. (A, WM)
• Switch movement rules after two rounds. (A, WM, IC)
• Have students cross their arms if you read an entirely different statement. (A, WM, IC)
• Have students turn around if you read the statement backward. (A, WM, IC)
Page 60
Second Step: Skills for Social and Academic Success
© 2011 Committee for Children