Beruflich Dokumente
Kultur Dokumente
Table of Contents
Overview
2-3
Conceptual Map
Informational Letter
Vocabulary Page
8-9
Lesson 1: Friendship
10-22
23-31
32-50
51-62
63-82
Friendship Quilt
83-85
Appendix of Materials
86-87
Bibliography
88-89
Overview
Essential Questions
Enduring Understandings
Overview Continued
Objectives
- Lesson 1- Friendship
TSW: Define friendship and show it.
TSW: Identify an issue in the classroom.
-Lesson 2 - Diversity Among friends
TSW: Discover details and information about classmates.
TSW: Categorize and count details and information into groups
- Lesson 3 - A Helping Hand
TSW: Explain the Earth materials.
TSW: Construct a list of what they will do to help the Earth and draw their ideas.
- Lesson 4 - It's Hard to Fix A Wrinkled Heart
TSW: Compare their views with another classmate
TSW: Discuss problems in large groups
- Lesson 5- How to be a Friend in Many Ways
1. TSW: Participate in a project that informs the class about a how to be a good friend
in different ways
C.C.S.S. Math:
C.C.S.S.MATH.CONTENT.KMD.B.3: Classify objects into given categories; count the
numbers of objects in each category and sort the categories by count.
G.L.C.E. Science:
E.SE.00.11: Identify Earth materials that occur in nature (sand, rocks, soil, water).
Objectives
- Lesson 1- Friendship
TSW: Define friendship and show it.
TSW: Identify an issue in the classroom.
-Lesson 2 - Diversity Among friends
TSW: Discover details and information about
classmates.
TSW: Categorize and count details and
information into groups
- Lesson 3 - A Helping Hand
TSW: Explain the Earth materials.
TSW: Construct a list of what they will do to
help the Earth and draw their ideas.
- Lesson 4 - It's Hard to Fix A Wrinkled Heart
TSW: Compare their views with another
classmate
TSW: Discuss problems in large groups
- Lesson 5- How to be a Friend in Many Ways
1. TSW: Participate in a project that informs the
class about a how to be a good friend in different
ways
GLCE'S
Vocabulary
Friendship
- Post words on an
alphabetized word wall in the
back of the classroom.
- Every word will be taught
throughout the lessons
explicitly.
- Words are repeated
throughout the lessons to
ensure comprehension of
meaning
Word Wall
-differences
-expectation
-forgiveness
-friendship
-issue
-loyalty
-similarities
C.C.S.S
- C.C.S.S.ELA-Literacy.W.K.2: Use a combination of
drawing, dictating, and writing to compose
informative/explanatory texts in which they name
what they are writing about and supply some
information about the topic.
- C.C.S.S.ELA-Literacy.SL.K.4: Describe familiar
people, places, things and events and, with prompting
and support, provide additional detail.
- C.C.S.S.MATH.CONTENT.KMD.B.3: Classify
objects into given categories; count the numbers of
objects in each category and sort the categories by
count.
- C.C.S.S.ELA-Literacy.SL.K.5:Add drawings or other
visual displays to descriptions as desire to provide
additional detail.
- C.C.S.S.ELA-Literacy.SLK.1: Participate in
collaborative conversations with diverse partners
about kindergarten topics and texts with peers and
adults in small and large groups.
- C.C.S.S.ELA-Literacy.SL.K.6: Speak audibly and
express thoughts, feelings and ideas clearly
Sincerely,
Vocabulary Page
These vocabulary terms will be integrated throughout the lessons.
Differences:
(noun.)
something else.
This will be taught in the first lesson, as well as reinforced in
the fifth lesson. In the first lesson the word will be explicitly
taught and it will ask to be recalled by the students in the
fifth lesson.
Expectation:
(noun.)
certain setting
This is being taught in each lesson with the behavior
expectations. It will be done before each lesson starts so the
students know what the teacher wants them to do throughout
the lesson.
Friendship:
(noun.)
Issue:
(noun.)
(noun.)
something or someone.
This will be taught in lesson 5. There will be a picture of loyalty
through a soldier as well as through pets. This will be
understood through viewing.
Pollution: (noun.)
is harmful.
This will be taught in lesson 3. The teacher will be telling the
students on how to be a friend to the environment, and how
when we pollute, we are not being a friend.
Similarities: (noun.) One or more things that are resemble one
another
This will be taught in lesson 2 and lesson 5. The teacher will be
teaching the students on how they are alike with their friends
in the class.
10
11
Lesson 1: Friendship
Name(s) : Rachelle, Jacki & Hayley
Grade Level:
Kindergarten
Studies
Materials Required:
Assessments:
12
Formative:
Solving an Issue worksheet. The teacher will model this, and then the students will cut and
paste the pictures under a good friend or a bad friend.
Proficient: Student has correctly placed all the pictures under the indicated side.
Summative:
Think, Write and Draw, Being a Friend worksheet: Write a sentence about a classroom issue
and draw a picture of how to fix it.
Proficient: Student is able to write a sentence with proper punctuation and capitalization
and draw a picture to match.
Instructional Procedure:
1.
Anticipatory Set:
Ask the students what they think a good friend is. What kinds of things show that they
are a friend. Once you get several ideas from the students, ask them if they will help
you make a definition for what a friend is. If the students struggle with coming up with
ideas, refer to picture below. Facilitate the defining of the word and make sure they
come up with a working definition that can be used for the rest of the unit.
We are going to start learning about what a friend is and how to be a good friend!
Have the students put everything away on their desks and gather on the carpet. This
puts them in a good position to listen quietly to The Recess Queen while the teacher
1.
2.
3.
reads it aloud.
Behavior Expectations:
Voice level 1 or 0
Dont talk when it is not your turn
Follow directions
13
2.
I want you all to learn what it really means to be a friend. Along with being a good friend,
you all are going to also learn how to solve issues between you and your friends. Being
a good friend means you are able to resolve conflicts or arguments you might have.
It is important to know what a friend is and how to be a good friend because you are
going to be making friends your entire life! There are also many problems and issues
that are going to come up between you and your friends, and you need to know how to
fix those problems.
3.
Have the students sit down at the carpet and ready to listen to a story, The Recess
Queen. Before reading the story explain the expectations for the students behavior
during the lesson. Tell the students that expectation means this is what you are wanting
to happen while the lesson is taking place. After the story ask the students what the
issue is in the story? (Mean Jean is mean.) Make sure to define what an issue is if
necessary. This can be related back to the book to help the students make a connection
between the book and the definition of an issue. An issue is when someone has a
problem about something going on. Then ask the students how Mean Jeans actions
and feelings changed from the beginning of the story to the end. (She went from being
angry and mean, to happy and friendly.) Ask the students why her attitude changed?
(She became friends with Katie Sue). Explain to the students that issues can be fixed
through our actions and words and being a friend. Say, Raise your hand quietly if you
have ever had an issue in the classroom. Okay, now put your hands down. Who can
think of a current issue in the classroom? Remind students to not use names. Call on
one or two students to tell about a current issue. If a student tries to defend themselves
14
because they think the issue is about them, remind the students to not talk over each
other and when it is not their turn. Being a good friend to our classmates is very
important. When you are having an issue like the ones we just said, there are different
ways you can react to them. Some ways are good and helpful, and some can be hurtful.
Now we are going to go back to our seats and work quietly on a worksheet of good and
bad ways to solve an issue.
The students will go back to their desk and get out a glue stick and scissors while they
wait for the worksheet to be passed out. The student will write and draw about being a
friend as well as identify an issue in the classroom.
4.
Modeling:
After the two worksheets are handed out, the teacher will go on the Elmo and show the
students one example. The students are going to watch and wait to start working on it
until the teacher is done showing them. The teacher will tell them to look at all the
pictures, and see how they are supposed to cut out the squares and glue them in the
appropriate column. The picture will either fit under the good solutions or bad
solutions. The teacher will cut out the first square and explain what is going on in the
picture (i.e.: the two children in this picture are sharing popsicles). She will then proceed
to put glue on the back of the square and glue it on the separate sheet.
Ask the students what is happening in each of the pictures so they understand what the
pictures are depicting. Point to a picture and ask the students if someone can raise their
hand and guess at what the picture is showing. They will not say whether it is a good or
bad solution, just have them explain the picture. In this way, everyone will know what
the pictures mean and they will just need to decide which column they belong in.
15
5.
Guided Practice:
After they have seen the teachers example worksheet, the student will each work on
their own. They can talk to other classmates around them in a level 1 voice. If the
students have a question they are to ask three then me. If their classmates cannot
help them understand, then they may ask the teacher.
The teacher will be walking around helping the students decide which column the
pictures belong in. They will be checking that the students are understanding what they
are expected to be doing.
6.
The students will receive the worksheet, Being a Friend. Remind the students of their
behavior expectations before they start their summative assessment. For the
assessment explain to the students that they need to write about an issue in the
classroom. They can use an issue that was used earlier in the lesson. Say, Remember,
an issue is when there is a problem with someone, or something being done. When
they write their sentence, then they are to draw a picture of the issue being fixed.
If the students are able to work on the worksheet without asking many questions to
their classmates, or to the teacher it will demonstrate that the student understands what
they are to do for the worksheet. When the students turn in the assessment, the teacher
will be able to ask the student what the picture is of if the picture is not very clear. At this
point the student is able to explain their resolution to the issue.
7.
Differentiated Consideration
For the students that finish quickly, they can come up with a different solution than the
one already depicted on their worksheet. They can draw a picture of this additional
solution on the back of their worksheet.
16
For the students who are struggling, assist them in any way possible. Make sure to give
students more time to cut and glue if they have trouble with their motor skills.
8.
Closure:
Today we learned what a friend is and how to see problems that we could have in our
class. *Have students say the I can statements back to you so they know what they
learned.
I can share what it means to be a friend and how to be a friend
I can tell you a problem in my class.
Have the students raise their hand to share their sentence and picture. When the
student shares their resolution to the problem, ask them why they chose that to fix it.
Encourage with leading questions or elaborate upon their responses as necessary.
i.e.:. What did we talk about today that was similar to your drawing/sentence?
9.
References:
Beck, A. (2013, February 23). The Inspired Apple. The Inspired Apple. Retrieved
April 23, 2014, from http://theinspiredapple.blogspot.com/search?updatedmax=2011-03-09T21:49:00-08:00&max-results=7
Oneill, A., & Beith, L. (2002). The Recess Queen. New York: Scholastic.
17
18
19
Being a Friend
Grading Rubric
Grading
Rubric
Proficient
3 points
Average
2 points
Needs
Improvement
1 point
Capital
Punctuation
Sentence
Picture
The picture
relates to the
students
sentence.
There is no
capital letter at
the beginning of
the sentence.
.
20
21
22
23
24
25
Kindergarten
Materials Required:
Tape
Small size sticky notes in 2 colors
Pencils
Counting Friends chart
White board
Dry erase markers
Erasers
Standards:
C.C.S.S.ELA-Literacy.SL.K.4: Describe familiar people, places, things and events and, with
prompting and support, provide additional detail.
C.C.S.S.MATH.CONTENT.KMD.B.3: Classify objects into given categories; count the numbers
of objects in each category and sort the categories by count.
Objectives:
TSW: Discover details and information about classmates.
TSW: Categorize and count details and information into groups
Formative:
Informal:
I am Special: Watch the students during the I am Special.. game. Listen to the
things that each student states that makes them special to check for
understanding of things that make them unique
Counting Friends: Walk around and check the students charts to see if the
students are filling in the chart properly.
Formal:
Finding Differences: Worksheet and Rubric are attached. This is a homework
assignment that the students will complete with the help of their parents.
Summative:
Counting Friends: Worksheet and Rubric are attached. This is an in-class
assignment that will be turned in to assess their learning.
Instructional Procedure: What information do students need to accomplish the
objective?
1. Anticipatory Set/Grabber: Young lady or Old Lady(4 minutes)
A.) Project the picture of the two piece drawing to the class onto the board. Ask
students to quietly look at the picture. When the students see an image, tell them
to quietly raise their hand.
B.) When everyone has their hand up, ask: What do they see? Give the students
only a 30 seconds to look at the picture. If one student says they see an old lady,
ask who else saw that and have students raise their hands. (trace around the old
lady)
27
C.) Now ask if anyone saw anything else. Hopefully someone saw the young lady
faced away. If not, show the students where the two are in the picture. Explain to
the students that people see things differently, and that is great! Although you are
in the same grade and go to the same school, we are all a little different than one
another.
b. Can anyone tell me what we learned about yesterday? (friends!) Yes, we learned
about what a friend in is the story The Recess Queen right? Well today we are going to
learn about friends and how we may be different, but we also have similarities.
Similarities are things that makes two people alike. If two people are wearing the same
color shirt, they are wearing similar colored shirts. If you and your friend both love pizza,
then you like similar food and you both are alike in that way!
c. Students will be given a sticky note to write their name on. The students will be
asked to get out their pencils so they are able to follow along with the teachers.
d. - After preparing the students for the learning, we are going to clearly go over these
behavior expectations. They will be posted on a poster board and kept behind us on the
board throughout the entire lesson.
Behavior Expectations
1. Voice level 1 or 0
2. Raise your hand and dont talk over your classmates
3. Follow Directions
2.
a.
TTW
The teacher will call all the students over to the carpet area. With all the students
sitting down the teachers will go over the rules for their expected behavior.
Rachelle will start off by asking the students if they know what diversity means?
(allow a few students to answer) If students do not come up with it, or only
partially do, explain what it is. Tell the students that each one of us are similar
and different. Just like a teacher has (say your hair color here) hair and (a
students name) has (another hair color different than yours) but we both have
(something similar; i.e.: eye color, shirt). Each one of us has something special
about us that a friend in this class does not have, and some of us have things
that are special about us that we all have! Now we are going to an activity to see
what makes each of our classmates different than us, or the same as us.
Remember, something that makes you special is something that not many others
have. Have the students get into the circle and the teacher will go into the middle.
So the students know the person in the middle is the only one to be talking. The
person in the middle is to tell the class something that they like to do, or wear
that not a lot of people like in their class. The teacher will give an example.
29
The teacher will say, I am special because ... Then explain why they are
special in that way so the students understand the directions clearly. This can be
something that they like to do or wear. (i.e.: play the flute, have 4 brothers, have
been to Europe)
b.
TSW
The students will get into a circle and play What Makes me Special One
student will get in the middle of the circle as say, What makes me special is
that I have red hair. Then they will go back into the circle and the next student
will go into the circle and say what makes them special. It does not have to be
something physical, it can be sports or reading, or traveling.
4.
Modeling: (5 minutes)
a. The teacher is going to model with their own name. Then the teacher will write
out their name on the sticky under the Elmo, and show them what to write. Jacki
will use her name as an example first, explaining while she is writing. I will print
one letter one each sticky note so I can count how many letters there are in my
name. Now count with the class how many letter are in my name(5). Then,
Rachelle will use her name as an additional example. We will also fill in our first
squares on the chart with our names and have the students do it along with us.
Jacki will fill hers in first. There are 5 letters in my name, so I fill in the spot for
the 5 letters. Then we will ask the class to raise their hand if they can tell us
where Rachelle should fill in her box for her name?
b. We will be doing this in front of the class under the Elmo.
5.
30
a. Instruct the students to do it on their own. Be sure to remind the students that
each letter has its own sticky note. When the student finishes writing their name
on their sticky notes, then they are to raise their hand and the teacher will bring
them a sticky note that they can write their entire name on. On that sticky note,
as well, they will write the number of letters their name contains.
b. The teacher will walk around and check the students sticky notes to make
sure the students counted the correct number of letters in their name. Once they
have been okayed by the teacher, the student is able to go up to the white
board and put their sticky note of their name on the chart that has been projected
up there in the correct column.
6.
31
-They will turn in their charts that they filled in. It will be obvious to see whether
they understood what they were supposed to do and what boxes needed to be
filled in by looking at their worksheet.
7.
8.
Closure: (5 minutes)
a.
Today we learned more about our classmates and learned how they are similar
and different than us. Now we can go to our families and do the same! You can
now use charts to put things into categories! (Have students say the I can
statements back to you so they know what they learned.)
I can put things into groups and count them.
I can...find out what makes my friends special
b.
me, Show me, Signal responses, choral responses, ticket out the door.)
For the end the teacher will ask the students to write on their whiteboard
something that makes them special. The students will raise their boards to show
the teacher. Then the students will erase their boards and write what is
something they share with someone. The teacher will call on one or two students
to share who they share something with.
c.
Wrap up.
At the end we will explain how all of our differences are what make us
unique and special. If we were all the same, the world would be a pretty boring
place. Having differences is like all of the colors in the world. There are so many
different shades of green and blue etc. that living in a world of only black and
white would be boring. We need to make sure we learn about our friends and
what makes them special so that our world can be more colorful with differences!
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34
Kindergarten
Materials Required:
Day 1
32 graham crackers
blue frosting
white frosting
32 spoons
6 baggies with crushed up graham
crackers
32 paper plates
35
Making the Earth- as the students are building the earth with their materials, the
teacher will walk around and ask the students what does this represent and
make sure they are comprehending why each food item is representing a piece
of the Earth.
When the students are finished with their Earth, they will then have to tell the
picture represents.
Saving the World- The students will make an action plan on how they can help
the environment. It will be a picture with a sentence of what they are going to do.
The worksheet and the rubric are attached.
Summative:
Earth materials- The students will be matching the Earth materials to the correct
picture and drawing a picture of them being a friend to the earth.
Instructional Procedure:
1.
To start off the lesson have the students sit in their seats and show them a
picture of pollution in the environment (picture is attached). Make sure the picture
is under the ELMO so the entire class is able to see it. Now ask the students
what the issue is with the picture? (It may be needed to ask what is in the picture
that should not be there) What can we do to make it better? Let the students
observe the picture and have them quietly raise their hands when they know
what they can do to fix the picture. Call on different students until all the pollution
is taken care of. When a student points out pollution, circle it and put a X
through the picture. Now explain to the students what pollution is; pollution is
when something is being put on Earth that is harmful to use and the Earth.
For the past few days we have been talking about what? (how to be a good
friend). Yes! The past few days we have been talking about how The Recess
Queen has showed us how important it is to be a good friend. In the book we
saw that being a good friend helped change her attitude. Being a good friend can
also help the environment. We need to be good friends to the Earth because we
student, a bag with sprinkles that are grey for the rocks, a bag with crushed up
1. Voice level 1 or 0
2. Dont talk when it is not your turn
3. Follow directions
2.
Today I want you to learn what the Earth is made of and how we can help keep
The teacher will address the students who are sitting at their seats. First the
teacher will remind the students of the behavior expectations. Now that the
students are ready to learn, the teacher will have sand, rock, soil, and water at
the front of the class. (the graham crackers, blue frosting, sprinkles and crushed
graham crackers)
The teacher will then ask the students if they know what each material on their
table represents? Explain each item and its importance. Allow the students to
come up with an answer for why these materials are important.
A.
B.
C.
D.
Rocks: Make up Earths crust and create a foundation for us to live on.
Plants: Give us oxygen and takes away CO2
Sand/ Soil: Allows plants to root and get nutrients to live. That is their food.
Water: Just like humans, any life needs water to live. It hydrates them.
All of these materials come together to create the Earth, so that we can live on it.
They all work together and create this beautiful place. That is why it is important
to make sure that we are keeping it cleaned. Just like how we did the cleaning up
the lake from pollution picture. We need to make sure we are not the ones
Modeling: (5 minutes)
The teacher will grab the graham cracker and explain that this is the rock. On top
of the rock we need to have water, and soil and dirt. Now say to the students, If I
need water on my Earth, which item on your table should I use? (the blue
frosting) The blue frosting is the water! So it will go on my graham cracker. But
only half way because the other part will be land. Now the white needs to be
added to the graham cracker so that the sand, rocks and plants can be added to
it.
Now the students can put the sand, rocks and plants on any way they want.
Ticket out the door is when the students are finished; they need to quietly raise
their hand. The teacher will come around and ask the children what each item on
their graham cracker represents. When they explain each item, they are now
allowed eat their Earth.
Day 2: (40 minutes)
Anticipatory: (5 minutes)
The teacher will start by asking the students to join him/her at the carpet area to
read the book The Greening Book by Ellen Sabin. First, ask the students about
what materials make up the world? (Soil, Water, Rock and Sand!)
The teacher will only be reading the chapter YOU and Your FRIEND Planet
Earth on page 26. This book will refresh the students on the previous days
lesson on the different material the Earth is made of.
Instructional Input/Direct Instruction: (10-15 minutes)
When the book is over, ask the students a way that the book said they can help
the Earth. (drive to places with multiple people instead of everyone driving, using
We are going to work on a worksheet called Saving the World. You are going to
write a sentence on one thing you can do at home to help the Earth. It can be
anything from turning off the water while brushing your teeth, turning off the lights
when you walk out of a room, pick up trash on sidewalks or on a playground.
4.
Modeling: (5 minutes)
What can I do in the classroom to be a friend to Earth? (turn off the lights!) I am
going to finish the sentence by writing, I will help the earth by turning off the
lights. Ask the students what goes at the end of my sentence? (an end mark!)
Yes! I will put a period at the end of my sentence because it is a telling sentence.
Now I am going to draw a picture of me turning off the light.
5.
The students will go back to their seat and work on the worksheet Saving the
World. They are allowed to work with the kids at their table using a level 1 voice.
The students are to recall the information in the book that was read earlier on
The students will then be giving the summative assessment Earth Materials.
They will be reminded of the behavior expectations before they do their
assessment. Tell the students that they will be matching the picture with the earth
material by placing the correct letter. After they finish, the students are to color a
picture of what they are going to do to help the Earth. If a student finishes early
tell them to write a sentence about their picture.
The proof the students have arrived is showing the student has followed the
directions, and completed their assignment in a proficient manner.
7.
Differentiated Consideration
Day 1
Students who are allergic to the food may color their earth instead.
Students who finish early will be able to eat their Earth as a snack.
Students who need more time can finish their Earth during snack time.
Day 2
For students who are struggling with the worksheet, they are to ask three
students and then ask the teacher if their classmates could not help them, they
Closure: (5 minutes)
Okay class, now that we have learned about what the Earth is made up of, and
what we can do to help, let us go back and look at our I can statements. Have
together to help the earth because it will take everyone in the world trying their
hardest to keep it clean for it to work!
9.
References:
Sabin, E. (2008). YOU and Your FRIEND Planet Earth. The Greening Book (). :
Watering Can
Name:
Directions: Write a sentence of how you will help the Earth.
Then draw a picture of you helping the Earth.
Grading
Rubric
Capital
Punctu
ation
Profici
ent
3
points
Averag
e
2
points
The
capital
letter is in
the
beginning
of the
sentence.
The
student
uses the
proper
punctuation
at the end
The
capital letter
is in the
beginning of
the
sentence.
The
student did
not use the
proper
punctuation.
Need
s
Improvem
ent
1
point
There
is no
capital
letter at
the
beginning
of the
sentence.
.
There
is no
punctuatio
n at the
end of the
students
of the
sentence.
sentence.
Senten
The
student
used a
complete
sentence
The
student
used a
complete
sentence.
Picture
The
picture
relates to
the
students
sentence.
The
picture
relates to
the
students
sentence.
ce
The
student
attempted
a
sentence,
but it is not
complete.
The
student
attempts to
connect
the picture
with the
sentence.
Name:
Name:
2.
A.
Plant
3.
B.
Soil
C.
Rock
4.
D. Water
Earth Materials
Name:
Answer Key
2.
A.
Plant
3.
B.
Soil
C.
Rock
4.
D. Water
Time Allotted: 40
minutes
Social Studies
Materials Required:
Help/Hurt worksheet
Glue Sticks
Behavior sheet
Scissors
Standards:
with diverse partners about kindergarten topics and texts with peers and adults in
small and large groups.
Objectives:
I can Tell my friend what I think and listen to what they think.
Assessments:
Formative:
Informal:
Summative:
Help/Hurt worksheet. At the end of the lesson each student will get two
pieces of paper. One has a chart that has two columns and the other has an
assortment of words that describe things that either help or hurt a friendship.
There will only be 6 words total; 3 for each side. The students will cut out the
words and use their glue sticks to glue them into the correct categories. They will
be graded on how many they get in the correct category.
proficient. Correct would simply mean they put the word in the right category.
Instructional Procedure:
A.) Ask the question, when have you been hurt by someones words or actions?
Pick on a few students who raise their hand and answer. Make sure to clarify that we
dont want any tattling and that we do not want them to use their friends names. Give an
example like, I was teased for being little. After they give their example, ask them how
it made them feel.
B.) What did we talk about yesterday? Allow a little time for speculation and
encourage their attempts either with a yes or a kind of. Do not discourage the
students who are trying to remember and not quite getting it. After you give them a small
chance, say Yeah, we have been learning about friends. How we can be friends, how
we are special, and how we can help the environment. Today, we will learn how to talk
about how we feel when we get hurt by someone or we hurt them.
C.) Make sure to go over the behavior expectations and put the attached
Behavior Expectations
1. Voice level 0 or 1
2.
a. Today you will be learning how to talk about a problem with big and
small groups.
b. It is important to be able to listen to our friends and how they feel
3.
a. TTW
The teacher will call all the students over to the carpet area. With all the
students sitting down the teacher will go over the rules for their expected
behavior. Start off by asking the students if they have ever read the book
Chrysanthemum by Kevin Henkes. If they say yes just make sure to tell them not to spoil
it for their friends. Proceed to look through the book and point out some pictures. Ask the
students what they see and if they have never read it, what they think it is about. Before
the teacher reads the book, the teacher needs to pull out the paper hearts. Show it to the
class and be sure to point out how pretty and perfect it looks. (It is not bent or torn or
crumpled). Explain that as they are listening to the story, you want them to crumple up
the heart each time Chrysanthemum is teased because of her name. Every time
someone did something nice to her, we will try our best to smooth it out and pass it to
the next friend. Proceed then to read the book and if necessary, give little reminders to
crumple or smooth out the heart. When you are finished reading ask for the heart back
from whichever student has it. Ask the students what they see. Point out how sad and
hurt it looks and compare it to our hearts when we do something to hurt our friends.
b. TSW
The students will be listening intently while the teacher reads the book.
Each time the main character, Chrysanthemum, is teased about her name, the
students crumple their heart and each time someone does something nice to her,
they try their best to smooth it out. At the end of the story and discussion, the
students will go back to their seats to prepare for their worksheet.
4.
Modeling: (5 minutes)
a. The teacher will show the students the Help/Hurt worksheet on the Elmo
and explain what is supposed to be done. They are to cut out each of the words
and put it in the correct box. If it helps a friendship, we put it in the help box. If it
hurts a friendship, we put it in the hurt box.
b. The teacher will do one along with the class as an example and explain
why they put it there. What box do you think high-five belongs in? Let the class
answer to check for understanding of the worksheet.
5.
a. Instruct the students to finish it on their own and tell them if they need
help, they need to ask a friend or two before coming to the teacher.
b. The teacher will walk around and check the students worksheet to
see whether they understood what they were supposed to do by looking at their
worksheet and if they have all the words in the right place. They will be graded
based on the rubric attached.
7.
Differentiated Consideration
For students who finish quickly, they can see if they can come up with
more examples for either side and use their sounds to write them in or around
the box.
For students who need extra help, they can use their level 1 voice to
ask a friend at their table, or raise their hand. The teacher will walk around the
room to check for students finishing the worksheet. If they seem to not
understand what they need to do, we will ask a friend to explain it in student
friendly terms.
8.
Closure: (5 minutes)
how we feel about something. *Have students say the I can statements back to
you so they know what they learned.
I can Tell my friend what I think and listen to what they think.
b. For the end the teacher will ask a couple simple questions such as.
What do we do when we have a problem with our friends? Is it okay to tell them
how we feel? Etc. Pick on students to answer the question or have them answer
the questions aloud.
c. At the end the teacher will restate the importance of being able to tell
our friends how we feel and talk about problems with our friends. Just like we did
on the carpet when we were talking about Chrysanthemum.
9.
Oneill, A., & Beith, L. (2002). The Recess Queen. New York: Scholastic.
References:
Help
Hurt
Push
High-Five
Hit
Tease
Play
Smile
Help
Hurt
GOT IT!
The student was
able to put 5 or 6 of
the words in the
correct boxes.
GETTING
IT!
The
student was able
to put 4 of the
words in the
correct boxes.
Lets try
again
The student
was able to put
three or less of the
words in the
correct boxes.
Grade Level:
Kindergarten
Language Arts
Materials Required:
Objective(s):
Assessments:
Formal: The formal assessment will be the presentation of the students speaking
loud and clear and presenting a solution in their charade. The rubric is attached
and will be used to grade the students on their project.
(Formal) Summative: The summative assessment will be the matching worksheet at the
end. This will tell me whether they understood the words and definitions through their
peers presentations as well as the teachers explanations.
Instructional Procedure:
1.
Have the students gather on the carpet in a circle and read A Circle of
Friends poem. Talk about how to be a friend, ways that were mentioned in
the poem and ways that were not. Let the students come up with some
ideas of what makes a good friend. If they get stuck the teacher can give
them a situation or scenario in which someone needs to be a good friend.
For example, what would you do if you saw your friend outside at recess
by themselves looking really sad?. The students might say something
like, I would give them a hug! I would ask them what is wrong. After the
students come up with five or six ways to be a good friend, grab the ways
d. Behavioral Expectations
1) Voice level 1 or 0
3) Follow directions
2.
During this time together I want you to learn different ways to be a friend
to others. You are also going to create a small project with a friend telling
the rest of the class one way to be a good friend. You are going to get up
in front of the class with your partner and clearly tell us the way that you
chose to explain.
Everyone in this world is different, and so you are going to need to know
different ways to show friendship towards them. I want you to get up in
front of the class because it is important to be able to express the great
thoughts and ideas you have to others clearly. I also want to make sure
everyone understands the different ways to be a friend, so I want to go
over them a few times!
3.
TTW
o
In my hand, I have some cards that have some really good ideas on how
to be a good friend. I am going to show you a card and say the word on it,
and if someone thinks they know what it means, they can raise their hand
TSW
o
After the teacher goes through all of the pictures on the cards and
explains their meanings in detail, the student will go back to their seats. At
their seat, there will be one card in the middle of their table.
4.
Modeling: (3 minutes)
The teacher will pick up a card for loyalty and show them the picture. She
will stand there and say the pledge of allegiance. The teacher will then ask
the students what word that they just learned about how to be a friend fits
with the picture as well as the act. Students will raise their hand and she
then decided to show loyalty to the United States of America by saying the
national anthem. There are a lot of different ways to show loyalty.
5.
The teacher will then have the students look at the picture that is on their
table. They need to first figure out what word that picture represents (that
they just learned). After that, they need to come up with a way to act out
the picture. Explain to the students that every member of the group needs
to say something, even if it is just one word like help! They are going to
be graded on being clear and loud enough for the entire class to hear
them.
As the class is coming up with ideas, the teacher will walk around the
classroom and help any groups that seem stuck. Some words are harder
to act out than others. After all of the groups seem to be ready, they will
each take turns presenting. The teacher will be formally assessing the
students based on the rubric attached. After the students present their
charade, they will ask the class which word they think it is. Once a student
raises their hand and gets it right, the students in the group will raise up
their original picture.
6.
For the independent practice, I will be handing out these worksheets below and
have them fill them out by matching the correct word with the picture. The
teacher will be walking around the classroom helping any student that is stuck on
a word or what a certain picture is depicting. This is their summative
assessment, making sure they understand the words and their meaning through
the matching.
Sheet Number 1
Sheet Number 2
If the students get 6 out of the 8 words correct, then that is proficient.
7.
The teachers will walk around the room to check for talking to each other in a
level one voice. If there seems to be a problem or students are stuck, the teacher
will ask them what they dont understand and try and define the word for them in
a different way. In this way, they will be able to figure out which picture matches
the correct word. If they seem to not understand what they need to do, they will
8.
Closure: (3 minutes)
You all did a very good job today! You all spoke so loud and clear to us so
that we could hear your skit. You also created a project together that
explained very good ways and ideas on how to be a good friend to others!
Can someone raise their hand and tell me one way that they can be a
good friend? Have the students raise their hands and call on five or six.
Congratulate them on all of their hard work this past week and a half and
get them excited for the friendship celebration the next day!
c.
I Can..
with your friends. Remind them to bring 2 cups of any ingredient to add to
our friendship snack the next day!
A Circle Of Friends
everything that has been taught in the past week and a half. During this
time, parents and volunteers are going to come into the classroom and help
make a friendship quilt with the students.
Materials Needed:
- Glitter
- Glue
What to do:
Begin by having
name on the front of it so we can see who drew which square. Have
volunteers ready and standing by the wall where you want to display the
quilt. In order to give it that quilted feel, have the volunteers staple the
three sides of the square to another square behind it. Then, stuff the two
squares with bits of shredded paper and then staple the last side shut.
Finally, staple the squares to the large piece of paper you have for the
background of the quilt.
Differentiation:
The students that finish early can either work on another
square to be put up if there is room, or they can write out some qualities of
a good friend. After everyone is finished and the quilt is up, the volunteers
can help pass out the friendship snack. For the students that need more
time, they can continue to work on it while eating their snack and just have
the teacher put it up when they are done. While the students are eating the
snack, the teacher can go through and point to everyones square and either
read what it says or have the student explain their drawing or depiction.
Friendship Snack!
For the friendship snack, the students should have brought in 2 cups
of some sort of ingredient for the trail mix.
This was mentioned in the parent letter that
went home at the beginning of the unit and
the students were reminded at the end of
the unit as well to bring it in the next day.
They could bring in anything to put in the
trail mix; marshmallows, chocolate chips,
raisins, pretzels, banana chips, etc. While a
few parents are mixing up the trail mix
during the quilt making, explain to the
students that the more ingredients that
were brought the better tasting the trail mix. This correlates to friendships
and differences among each other; it adds flavor and richness to the
friendship!
* Connection to Learning:
throughout the week. They learned how to be a friend not just in one way,
but many ways and that will be depicted on the quilt. Also, why diversity and
differences among their friends are important (i.e. the friendship snack).
These activities are important to show how everything we learned fits
together. They also have to work with each other to come up with ideas for
the quilt and to help each other with their squares. The teacher can also
explain why we are using cut-up squares and not entire sheets of paper, to
be a friend to the environment!
Appendix of Materials
Lesson 1:
Think, Write and Draw worksheet
The Recess Queen by Alexis Oneill
Solving an Issue Worksheet
Scissors
Glue
Pencil
Elmo
Lesson 2:
Tape
Small size sticky notes in 2 colors
Pencils
Counting Friends chart
White board
Dry erase markers
Erasers
Lesson 3:
Day 1
32 graham crackers
blue frosting
32 spoons
6 baggies with crushed up graham crackers
32 paper plates
6 baggies with grey pebble sprinkles
Day 2
Pencils
Saving the World Worksheet
Lesson 4:
Chrysanthemum by Kevin Henkes
Help/Hurt worksheet
Glue Sticks
Behavior sheet
Scissors
Lesson 5:
Celebration of Learning:
Large sheet of paper or construction paper to use as a background
Markers, crayons, or colored pencils
Glitter
Glue
Shredded paper and stapler
Squares of drawing paper or construction paper
Bibliography
Books
Berenstain, S., & Berenstain, J. (1986). The Berenstain bears and the trouble with
Pictures
Beck, A. (2013, February 23). The Inspired Apple. The Inspired Apple. Retrieved
April 23, 2014, from http://theinspiredapple.blogspot.com/search?updatedmax=2011-03-09T21:49:00-08:00&max-results=7
Halcyon Days. (2012, May 24). : Optical Illusions. Retrieved April 26, 2014, from
http://sanda-halcyondays.blogspot.com/2012/05/optical-illusions.html
Reaching Out to Individuals with ASD. (2014, April 14). ICare4Autism. Retrieved
May 6, 2014, from http://www.icare4autism.org/news/2014/04/reaching-out-toindividuals-with-asd/
Websites
DLTK's Crafts for KidsFriendship Crafts. (n.d.). Friendship Crafts. Retrieved May
2, 2014, from http://www.dltk-kids.com/crafts/friendship/
Friendship activities. (n.d.). Pinterest. Retrieved May 5, 2014, from
http://www.pinterest.com/dyeates/friendship-activities/
It's My Life . Friends | PBS Kids GO!. (2005, January 1). It's My Life . Friends |