What Does It Mean To Be a Friend?

Teacher: O'Connor Week: 3 Lesson #: 1

FIVE-STEP LESSON PLAN

OBJECTIVE.
What is your objective? *

KEY POINTS.

What knowledge and skills are embedded in the objective?

NJCCC 6.1.P.D.4 - Learn about and respect other cultures within the classroom and community. VISION-SETTING: KNOW, SO, SHOW

After a class discussion TLWBAT complete the sentence prompt, Respect is..., and attach it to the classroom Friendship Tree.
ASSESSMENT.

The foundation of friendship is respect. What respect means to everyone individually.

Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. * Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. * Indicate whether you will administer the assessment as the independent practice or during the lesson closing.

Students will complete the sentence starter, Respect is... on a sentence strip. Their response will follow a classroom discussion, and should explain what respect means to each child individually. Students might respond with examples, a proposed definition, and some might use a picture. Teacher should take anecdotal notes while the students complete the assignment and address any discrepancies or exemplary samples with the whole group. Each students sentence strip will be attached to the trunk of the classroom Friendship Tree.
CONNECTION TO THE END OF THE YEAR ACHIEVEMENT GOAL.
How does the objective connect to the end of the year achievement goal? *

This lesson is the first part of the overarching project for the Project Based Learning Unit. The big picture idea is the relate that respect is the foundation of friendship.
4. OPENING (3 min.) (+2 min transition)
How will you communicate what is about to happen? * How will you communicate how it will happen? * How will you communicate its importance? * How will you communicate connections to previous lessons? * How will you engage students and capture their interest? *

MATERIALS.

Have the tree trunk already posted on a wall of the classroom with plenty of room around it. Students will begin asking questions about it. When you reach the blocked time for the PBL, sit the class in a circle on the carpet and explain that it is a tree trunk for the friendship tree. Example: Who thinks they know what this is? (Call on one or two.) Good, its a tree trunk. What do tree trunks do? (Call on one or two more.) Wow, what great answers!
3. INTRODUCTION OF NEW MATERIAL (5 min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? * Which potential misunderstandings do you anticipate? How will you proactively mitigate them? * How/when will you check for understanding? How will you address misunderstandings? * How will you clearly state and model behavioral expectations? * Why will students be engaged? *

Posted construction paper tree trunk.

What Does It Mean To Be a Friend?

Discuss the tree trunks purpose, relating the trees metaphor to friendship. Example: The trunk is the base of the tree, it supports all the pretty leaves and branches at the top, and is rooted into the ground so it can stand up. Trees are kind of like friendships, with a strong base, they can grow into beautiful things that can last forever. What do you think is the most important part of a friendship? (Call on a few. Try to guide answers toward the word respect.) Do any of you know what respect means? (Call on one or two.) Wow, great answers.
2. GUIDED PRACTICE
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? * How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? * How/when will you monitor performance to check for understanding? How will you address misunderstandings? * How will you clearly state and model behavioral expectations? * Why will students be engaged? *

DETERMINING METHODS: GO

Engage the students in a class discussion about what they think respect is. Guide the conversation to include key terms / ideas of understanding, listening, being nice, helping, sharing, talking, etc., being sure to make sure the students are developing the ideas. When students have gained some understanding, introduce the independent practice.
1. INDEPENDENT PRACTICE
How will students attempt independent mastery of all knowledge and/or skills required of the objective, such that they solidify their internalization of the key points? * How will you provide opportunities for remediation and extension? * How will you clearly state and model behavioral expectations? * Why will students be engaged? *

Students will return to their seats and complete the sentence starter Respect is... by Sentence strip, writing the full sentence on the sentence strip. After drafting in pencil, the students can cut into 1/2 or outline their words in black marker to make it stand out. As the students finish, they 1/3. On the will approach the Friendship Tree and tape their strip to it. whiteboard, write Respect is, pencils, markers.
5. CLOSING (3 min.)
How will students summarize and state the significance of what they learned? * If the independent practice did not serve as an assessment, how will students attempt independent mastery of the knowledge and/or skills introduced and practiced above? * Why will students be engaged? *

Once all students have completed their sentence strip, the class can gather around the tree. The teacher will review what the students have just completed, and extend the learning by asking what comes next. Example: Wow! This tree is shaping up nicely. Now that we have a trunk, what do you all think should come next? (Call on some students, expecting answers of branches, leaves, and perhaps some animals.)

Completed How To Lose Your Friends classroom book.

What Does It Mean To Be a Friend?

REINFORCEMENT Notes