What Does It Mean To Be a Friend?

Teacher: O'Connor Week: 2 Lesson #: 1

FIVE-STEP LESSON PLAN

OBJECTIVE.
What is your objective? *

KEY POINTS.

What knowledge and skills are embedded in the objective?

NJCCC 3.3.K A.1 - Share experiences and express ideas. 3.3.K A.2 - Participate in conversations with peers and adults. VISION-SETTING: KNOW, SO, SHOW

After being introduced to How To Lose All Your Friends by Nancy L. Carlson, TLWBAT contribute items to a classroom chart about things you can do to lose your friends.
ASSESSMENT.

Introspection - Considering how others actions make them feel. Empathy - Considering how their actions make others feel. Feeling words.

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.

Teacher will take anecdotal notes as students contribute ideas to a classroom chart about How To Lose All Your Friends. Students will be expected to offer thoughtful responses and include some explanation. For example, Tattling on your classmates will help you lose your friends because nobody likes to be tattled on, Calling people names will make you lose friends because you might hurt someones feelings, are responses that show thoughtful consideration to what the student identifies as negative actions and how they can make people feel.
CONNECTION TO THE END OF THE YEAR ACHIEVEMENT GOAL.
How does the objective connect to the end of the year achievement goal? *

This lesson introduces the idea of empathy by encouraging the students to think about the external implications of their actions. By thinking about how things their friends and classmates do, and how those actions make them feel, the students will begin to reflect on how their actions effect others.
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.

Begin with students seated facing the class whiteboard. Display feeling word chart from the previous week. Last week we spent a lot of time talking about feelings and how to use feeling words. Who can remind me what some of those words are? (Call on a few students.) Awesome. Why do you think people have these feelings? What kinds of things can make you or someone else feel like any of these things? (Call on students.)
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? *

Feeling word chart.

What Does It Mean To Be a Friend?

Display How To Lose Your Friends so all of the students can see it from where they are How To Lose seated. All Your Friends. Today, were going to think a little bit about how things we say and do can make other people feel. Tomorrow, we are going to read a book called How To Lose All Your Friends. Before we read, though, I want to know what you think this story is going to be about... How CAN you lose all of your friends?!
2. GUIDED PRACTICE DETERMINING METHODS: GO REINFORCEMENT
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? *

Teacher will guide class in a discussion about how someone might lose their friends. Blank chart For this portion, I use a minute-long turn-and-talk to give the students time to discuss paper, markers. with a partner before sharing with the class. During the turn-and-talk, the teacher should listen to snippets of conversation and encourage students with good thoughts to share. When the students share, the teacher can write responses on the piece of chart paper. Later, it can be hung in the classroom next to the feeling words chart.
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 use this chart as a classroom reference tool when interacting with their classmates. Once it is hung up, the teacher should listen for evidence of it being used (for example, one of my students heard a child calling another student a name and said, That is how you lose your friends!). Students can revisit this chart as the project continues, addind examples to it.
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? *

You ladies and gentleman have had some great thoughts about how to lose your friends. Tomorrow, well read the book and you can see if any of your thoughts are in the story. Then, maybe we can take some of your ideas, and make our own book!
Notes