Thinking About My Choices
Students learn to name at least two different choices in a given situation, say what might happen right away for each choice, think about what might happen later, consider how a choice might affect at least one other person, and look back at a choice they made and name one thing they learned.
Lesson Overview
What students will be able to do after this lesson: Students will be able to identify at least two genuinely different choices in a given situation before deciding, say what will probably happen right away for each choice, think about what might happen later — not just in the next moment, consider how their choice might affect at least one other person, and look back at a choice they made and name one specific thing they learned from the outcome.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Seeing My Choices and What Happens Next | RDM-CHO-2-1 · RDM-CHO-2-2 |
| 2 | Thinking About Later and Thinking About Others | RDM-CHO-2-3 · RDM-CHO-2-4 |
| 3 | Looking Back at What I Chose | RDM-CHO-2-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| RDM-ETH-2-3 | Fairness is one lens for evaluating a choice — built in L28 |
| SA-VAL-2-2 | Personal values guide which choice a student reaches for — same reasoning process |
| SoA-EMP-2-2 | Thinking about how others might feel is the empathy skill behind CHO-2-4 |
Key Vocabulary
- Choice — One of the options you have in a situation — something you can decide to do or not do
- Consequence — What happens because of the choice you made — the effect that follows
- Short-term — What happens right away, in the next few moments or hours
- Long-term — What happens later — maybe the next day, next week, or even further out
- Outcome — The result — what actually happened after you made the choice
Materials
- Whiteboard or chart paper + marker
- Optional: “Choice Map” graphic organizer (Choice A / Choice B, with columns for Right Away · Later · Others)
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
How this lesson is structured: Each skill segment has an I Do (teacher models the skill) and a We Do (class practices together with your guidance). Independent practice lives in the practice resources that go alongside this lesson.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 3 quick set-ups before the I DoNaming choices is a skill — it’s not automatic · Short-term and long-term are genuinely different · “How will this affect someone else?” is a full separate step
- Rescue planIf students are significantly behind
This section opens when Grade 2 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
This section opens when Grade 2 launches.
Seeing My Choices and What Happens Next
- What’s inside
- I do: 4 teacher modelsClean example: naming two real choices + immediate consequences · Wrong version → fix: choices that aren’t really different · Varied scenario: choices in a conflict moment · Non-conflict scenario: choices in a positive moment
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Thinking About Later and Thinking About Others
- What’s inside
- I do: 4 teacher modelsClean example: long-term consequence · Wrong version → fix: later consequence that’s really still “right away” · Thinking about others: naming a specific person and effect · Non-conflict: thinking about others in a positive choice
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Looking Back at What I Chose
- What’s inside
- I do: 4 teacher modelsClean example: genuine learning from an outcome · Wrong version → fix: vague learning · Varied scenario: the outcome wasn’t what you expected · Non-conflict: look-back on a small everyday choice
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Closing the Week
- What’s inside
- 3 partner-share roundsOne for each segment, with the frame students say together
- Closing prompt
- Land the key idea
- Connect to daily life
- Optional — Quick check-in
This section opens when Grade 2 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 3 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Responsible Decision-Making resources for Grade 2, ready to use today.
