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Integrated Lesson

Dinah Rice and Emily Smiddy

Time required: 30 minutes (~5 min. for review/pretest, 2:56 min for video, ~5 min. for discussion, ~10
min. for individual work, ~10 min. for posttest and sharing.

Materials and or technology needed: Easel with paper attached, Friendship Worksheet,
Markers/crayons, Smartboard or projector to play video How to Lose All Your Friends

Set-up or preparation needed: Find the video on YouTube and let it load, tailor discussion questions to
meet the specific needs of the class after consulting with the teachers (if needed, general questions are
included).

Format presented in: Review of the last lesson, Pretest, Movie time, Discussion time, Individual work,
Posttest, and Class sharing

Academic topic/lesson: English Language Arts

State academic standard(s) addressed:


English Language Arts Standards
Kindergarten
From http://www.corestandards.org/ELA-Literacy/SL/K/

Strand: Speaking and Listening


Topic: Comprehension and Collaboration
2. Recount or describe key ideas from a text read aloud or information presented orally or through other
media.
3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.

Strand: Language
Topic: Knowledge of Language
3. Use of knowledge and its conventions when writing, speaking, reading, or listening.
Instructional strategies and resources: Messages- students create message for different audiences using an
appropriate format (formal or informal), e.g. text message, friendly letter, business letter, email.

Strand: Literature
Topic: Craft and Structure
2. Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.
3. Describe how characters in a story respond to major events and challenges.
5. Describe the overall structure of a story, including describing how the beginning introduces the story
and the ending concludes the action.
6. Acknowledge differences in the points of view of characters, including by speaking in a different voice
for each character when reading dialogue aloud.

Academic (subject) knowledge needed by counselor: No prior knowledge except to have watched
How to Lose All Your Friends on YouTube

Campus critical data elements indicating personal/social, academic or career (campus safety, state
requirements, discipline referrals, tardies, drop out, conflict, etc.): Classroom issue of students having
conflict with their classmates

Counseling core curriculum standard(s), competencies & indicators being addressed (IE: A:A1.1,
A:A2.1):
Personal/Social Development
Standard A: Students will acquire the knowledge, attitudes and interpersonal skill to help them
understand and respect self and others.

PS: A1.5 Identify and express feelings


PS: A1.6 Distinguish between appropriate and inappropriate behavior
PS: A1.7 Recognize personal boundaries, rights and privacy needs
PS: A1.9 Demonstrate cooperative behavior in groups
PS: A2.3 Recognize, accept and appreciate individual differences
PS: A2.4 Recognize, accept and appreciate ethnic and cultural diversity
PS: A2.6 Use effective communication skills
PS: A2.7 Know that communication involves speaking, listening and nonverbal behavior
PS: A2.8 Learn how to make and keep friends
PS: B1.2 Understand consequences of decisions and choices

Counseling lesson/topic, if applicable: Friendship

Synopsis of how guidance and academic lesson are related and integrated: The English and Language
Arts Standards are related to the guidance lesson because the lesson will help students understand how to
be a friend and how to treat others. This will include how they speak to classmates as well as appropriate
behavior to exhibit in order to gain friendships. This lesson will integrate the speaking and listening
aspect of friendship along with other behaviors students should look for in a friend in order to have
positive relationships with others. Students will use the literature standards during our discussion of the
story that is read in the YouTube video. Students will use the language strand as they fill out and share the
Friendship Worksheet.

Similar student experiences to connect to the content/topic (relevance): We will begin the lesson by
connecting the friendship topic to the previous guidance lesson about tattling and reporting. Student
experiences that can be connected to the current lessons content are students personal experiences with
friends.

Procedure (include teacher and counselor role in the lesson):


1. Review the previous guidance lesson about the difference between tattling and reporting. Ask students to
provide examples of what tattling is and what reporting is.
2. Pretest: Ask students to place their heads down on the desks, and tell them that you are going to ask them
a few questions. Have them raise their hand if they answer yes, keep it down for no. Some of the
questions that could be asked to assess the students prior knowledge of the material are:
a. If youre playing with toys, it's best to keep all the good ones for yourself, so that somebody else doesn't
ruin them.
b. Cheating during a game will make everyone like you.
c. Bullies are someone who is nice to everyone.
d. Tattling is a good way to make friends.
i. ***Make sure to record student answers***
3. Share with students that tattling is one way that they may lose friends and the YouTube video we are
going to watch will share more ways of what not to do if they want to have friends.
4. Watch the YouTube video entitled How to Lose All Your Friends https://www.youtube.com/watch?
v=kL4arYstzlo
5. Discuss the story. Examples of questions to ask:
a. What did the girl do during the video that caused her not to have friends?
b. How do you think the other children felt when she did those actions?
c. How did she feel at the end when she was inside and everyone else was playing outside? How do you
know she felt that way?
d. What did she do differently to gain friends?
e. What lesson did she learn at the end?
6. Write on the easel What is a friend?
7. Have students brainstorm and provide examples as a class of what they look for in a friend. This could be
the way their friend talks, the way they act, etc.
8. Once this is completed, have students go to their desk and complete the worksheet about what they look
for in a friend.
9. Posttest: Ask students to place their heads down on their desks again and remind them that hand up means
they answer yes, and hand down means they answer no. Some questions that can be asked to see how
well the lesson worked and if the students understood the objectives are:
a. Being a good listener is a good way to make friends.
b. Someone who pushes you down on the playground is called nice friend.
c. Cheating at soccer will help you to make friends.
d. Someone who tattles a lot would be a really good friend to have.
i. ***Remember to record and compare to pretest data***
10. At the end of the allowed time, have a few students get up in front of the class and share what they drew
and wrote.

Attach a copy of lesson, any handouts, power points or additional materials:

Worksheet: https://drive.google.com/open?
id=0Bw44LVzyY3kOTS1veWU0QlhidnM0aUtfY0F4QUo5VXhFWUw0

For story time, use the video from YouTube.


YouTube link: https://www.youtube.com/watch?v=eBCUkdd57qc