Lesson Plan

Name: Kelsey Douglas

Grade: Kindergarten

Topic/Concept: Being a Good Friend to Others

Materials/Resources: The Fruit Salad Friend: a Recipe for a True Friend by Maria Dismondy,

Paper sample with lines each child will need one (whatever format the children are most familiar

with will work), pencils, crayons/colored pencils

Teaching Behavior Focus:

The behavior focus list for the teacher will be “promote collaboration” and “orchestrate

discussions”. This lesson is about how we treat others so it is only appropriate that we learn from

each other in discussions and supporting collaborative thinking. Personally, I will strive to be

less strict with my students. I would like to let some things slide and not focus so much on

myself that I miss a student saying something that is indirectly right. It may be that the student

just started their statement off in a way that it did not sound relevant, but it could be. I would like

to ask clear questions and focus on collaborative answers and good attempts, not just the right

answer.

Learning Objectives:

● Students will be able to demonstrate how to be a good friend in classroom discussions

● Students will illustrate with drawings how, in their own words, to be a good friend.

● Students will write a sentence, with scaffolding, to support that they know how to be a

good friend.

● Students will write using their knowledge of upper and lowercase lettering as well as

periods and how they are proportional.

 ● Students will write on the given lines proportionally, with scaffolding as necessary.

Standards:

Reading-ELA

● CCR Anchor Standard RL.2 –Determine central ideas or themes of a text and analyze

their development; summarize the key supporting details and ideas.

● CCR Anchor Standard RL.3 –Analyze how and why individuals, events, and ideas

develop and interact over the course of a text.

● CCR Anchor Standard RL.6 Assess how point of view, perspective, or purpose shapes

the content and style of a text.

Writing-ELA

● RF.K.2 Print upper- and lowercase letters.

● RF.1.2 Print all upper- and lowercase letters legibly.

● RF.2.2 Print all upper- and lowercase letters legibly and proportionally.

Assessment Plan:

Students will be able to explain and provide examples of what it means to be a good

friend to others and what that means to them. Students will be able to retell the read aloud and

understand what it means to be a good friend and how to react when others are not good friends

to us. The teacher will listen to the think-pair-share discussions as well as facilitate the classroom

share out to measure and formatively assess students’ thinking.

Students will write a complete sentence adhering to being a good friend and the drawing

will match the complete sentence that the student will write. Early finishers will be checked by

the teacher and can add more detail to their drawings.

New Vocabulary:
 ● Ingredients: these are the things that make up a bigger picture, you often see this for

recipes

● Trembling: some people do this before they cry

● Courageously: to be brave

● Cure: to have the solution for

Lesson Development:

Launch (5 mins):

“Good Morning, my friends! Today for our read aloud we will be going over the text The Fruit

Salad Friend: a Recipe for a True Friend by Maria Dismondy. In this book, we are going to

meet Chloe. Chloe thought she had a lot of friends at school, but when she goes, it just seems

that everybody is not being a good friend to her. Has anyone ever not been a good friend? You

can share that or you can share a time when someone else wasn’t a good friend to you.

Chloe doesn’t let everyone being mean to her get her down and she knows exactly what to do if

someone hurts her feelings. What do you think you should do when someone hurts your

feelings? Turn and talk with a partner about what you should do when someone isn’t a good

friend.

We are going to talk about how to be a good friend in this book so your job at the end of the read

aloud is going to be to tell me how we all can be good friends to one another.

I Do (10 mins):

The teacher will ask the students what is the cover of the book, the spine of the book, and what is

the back of the book. The teacher will also ask students what an author does while telling the

students who wrote the book that will be read out loud. The teacher should point out the pictures

and ask the students questions.

Pg. 11: What did Chloe just do when the bullies were being mean to her and saying that she

could not play with them? What should we do when someone is being mean?

Pg. 13: Why was Chloe’s face getting hot?

Pg. 15: what does Chloe mean by some of her friends had been sour and some had been sweet?

Pg. 19: Why is Chloe’s face tingling this time?

Pg. 21: Chloe looked past her friend’s flaws and they changed to be nicer to her. Class, look

closely at the words on each friends’ fruit salad; these words are some characteristics of being a

good friend.

End of book: Ok class, what happened to Chloe at the beginning? The middle? The end?

How did she solve her problem of her classmates being mean?

Does Chloe actually mean that her friends are like fruit salads literally? Or does she mean that

her friends are all different and unique like pieces of fruit in a fruit salad and some are sweet all

the time and others can be sour sometimes?

Chloe’s main point is that some friends are sweet all the time and others are sour sometimes, but

they are all her friends. She just doesn’t play with the sour friends when they are being sour.

We Do (10 mins):

After the read aloud, the teacher will write a sample sentence on the overhead projector, the

teacher will write “I am a good friend when I…”. The teacher will let the students think pair and

share about what they could finish the complete sentence with. After the think pair share, the

students can be called on by the teacher to share out what they talked about. After this reflection

period, the teacher will finish the sentence out with what a student says. Then the teacher will

instruct the students to do the same at their seat. The teacher will say that the students will copy

down “I am a good friend when I” and then the students will finish the rest of the sentence with
what they think should fit there. The teacher will walk around during this time to help students

write and think about what they could write down. After this, the students will draw what they

wrote about in the space above the lines. Early finishers can color and add more detail to their

drawings.

You Do (5 mins):

The teacher will show exemplar samples on the overhead projector to encourage other students

to write their sentences and draw as detailed as possible. The teacher should encourage students

to take their time with the assignments. The teacher will tell the students that they only have five

more minutes to finish up. The teacher should still be walking around at this time helping and

scaffolding students who might need the help.

Closure (5 mins):

The teacher will collect the drawings and will hang them in the hallway so that others can see

what good friends are inside the classroom. The teacher will conclude the lesson by thanking the

students for their hard work and encouraging them to practice the ideas that were talked about

during class. The teacher will say, “I hope we will all continue to be fruit salad friends and treat

others how we would want to be treated.”