Overview

Essential Questions

Enduring Understandings

18

Content Area GLCEs and CCSS Page

C.C.S.S. ELA:
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.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

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. Social Studies:

K-P3.1.1 Identify classroom issues.
K-P3.1.3: Compare their viewpoint about a classroom issue with the viewpoint of
another
person.
K-P4.2.1: Participate in projects to help or inform others

G.L.C.E. Science:
E.SE.00.11: Identify Earth materials that occur in nature (sand, rocks, soil,
water).

19

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- 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

2. TSW: Present audibly and clear to the class.

GLCE'S

- K-P3.1.1 Identify classroom issues.

- K-P3.1.3: Compare their viewpoint
about a classroom issue with the
viewpoint of another
person.
- K-P4.2.1: Participate in projects to help
or inform others
E.SE.00.11: Identify Earth materials
that occur in nature (sand, rocks, soil,
water).

Resources
Halcyon Days. (2012, May 24). : Optical Illusions.
Retrieved April 26, 2014, from http://sandahalcyondays.blogspot.com/2012/05/opticalillusions.html
Henkes, K. (1991). Chrysanthemum. New York:
Greenwillow Books.
Oneill, A., & Beith, L. (2002). The Recess Queen.
New York: Scholastic.
Reaching Out to Individuals with ASD. (2014,
April 14). ICare4Autism. Retrieved May 6, 2014,
from
http://www.icare4autism.org/news/2014/04/rea
ching-out-to-individuals-with-asd/

Friendship
Word Wall

-differences
-expectation
-forgiveness
-friendship
-issue
-loyalty
-similarities

Vocabulary
- 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

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

The Lesson Titles

1. Friendship
3. A Helping Hand

2. Diversity in Friends
4. Showing I Am a Friend

20

Lesson 1: Friendship
Name(s) : Jacki
Grade Level:

Time Allotted:40 minutes

Kindergarten

Subject:Language Arts & Social

Studies
Materials Required:
Think, Write and Draw worksheet
The Recess Queen by Alexis Oneill
Solving an Issue Worksheet
Scissors
Glue
Pencil
Elmo
Leading questions: What is friendship?
How do you show friendship?
Standards:
C.C.S.S.ELA-Literacy.W.K.2: Use a combination of drawing, dictating, and writing to compose
informative texts in which they name what they are writing about and supply some information
about the topic.
K-P3.1.1 Identify classroom issues.
Objectives:
TSW: Define friendship and show it through pictures and sentences
TSW: Identify an issue in the classroom.
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.

21

Assessments:
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 reads it aloud.

22

 Behavior Expectations:
1. Voice level 1 or 0
2. Dont talk when it is not your turn
3. Follow directions

2.

State Purpose and Objective of Lesson:

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.

Instructional Input/Direct Instruction:

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.

23

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 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 draw a picture of what you thought of while listening to the book.

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. They will draw a picture of what
they saw while they listened to the story.The student will write and draw about
being a friend as well as identify an issue in the classroom. Okay now work
quietly on a worksheet of good and bad ways to solve an issue.
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

24

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.
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.

Independent Practice: (10 minutes)

25

 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.
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:

26

 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?

27

28

Being a Friend
Grading Rubric
Grading
Rubric

Proficient
3 points

Average
2 points

Needs
Improvement
1 point

Capital

The capital letter

is in the
beginning of the
sentence.

The capital letter

There is no
is in the beginning capital letter at
of the sentence.
the beginning of
the sentence.
.

Punctuation

The student uses

the proper
punctuation at
the end of the
sentence.
The student used
a complete
sentence

The student did

There is no
not use the proper punctuation at the
punctuation.
end of the
students
sentence.
The student used The student
a complete
attempted a
sentence.
sentence, but it is
not complete.
The picture
The student
relates to the
attempts to
students
connect the
sentence.
picture with the
sentence.

Sentence

Picture

The picture
relates to the
students
sentence.

29

30

31

Solving an Issue Worksheet Rubric

32

Lesson 3: A Helping Hand

Name(s) : Jacki
Grade Level:

Time Allotted: 2 Days; 40 minutes each

Kindergarten

Subject: Language Arts and Science

Materials Required:
Day 1
32 graham crackers
blue frosting
white frosting
32 spoons
6 baggies with crushed up
graham crackers
32 paper plates
6 baggies with grey pebble
sprinkles
Pencils
Day 2
Pencils
Saving the World Worksheet
Earth materials worksheet
White boards
Fishbone Paper
Dry erase markers

33

Michigan Content Expectations:

C.C.S.S.ELA-Literacy.SL.K.5:Add drawings or other visual displays to descriptions as
desire to provide additional detail.
E.SE.00.11: Identify Earth materials that occur in nature (sand, rocks, soil, water).
Objectives:
TSW: Explain the Earth materials.
TSW: Construct a list of what they will do to help the Earth and draw their ideas.
Student Friendly Objectives:
I can tell someone what the Earth is made of.
I can draw a picture and say how I help the Earth.
Assessments:
Formative:

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
teacher what each item represents.

At the end of the lesson the students will write on their white boards what each
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.

29

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.

Anticipatory Set: (6 min)

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) Turn to your neighbor and discuss what should not be in
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
need it to grow out food, and give us air.

30

The students will be sitting at their seat. Each set of desks will have a container
with blue frosting, a container of white frosting, a graham cracker for each
student, a bag with sprinkles that are grey for the rocks, a bag with crushed up
graham cracker, and spoons to spread the frosting.

Behavior Expectations:

1. Voice level 1 or 0
2. Dont talk when it is not your turn
3. Follow directions
2.

State Purpose and Objective of Lesson: (2 mins)

Today I want you to learn what the Earth is made of and how we can help keep
the Earth clean.

Being a friend does not just mean being a good friend to your classmates, or
other people. It also means that we need to be a good friend to the world around
us. We need to be a friend to the world so that we can live in the world. So today
we are going to be talking about what the Earth is made out of, and then
tomorrow we will figure out how we can be a friend to the different materials the
Earth is made out of.

3.

Instructional Input/Direct Instruction: (2 Days)

Day 1: (15 minutes)

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 give the students the fishbone
worksheet. Be sure to fill this worksheet out as we make out earth class! What

31

do you think would go in the middle? (Earth!) Yes! The outsides will be the
different types of materials that make up the Earth. The teacher will have sand,
rock, soil, and water at the front of the class. (8) (the graham crackers, blue
frosting, sprinkles and crushed graham crackers)
Sand: graham crackers
Water: blue frosting
Plants: green sprinkles
Rocks: cupcake decor

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. Rocks: Make up Earths crust and create a foundation for us to live on.
B. Plants: Give us oxygen and takes away CO2
C. Sand/ Soil: Allows plants to root and get nutrients to live. That is their food.
D. 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
adding that on the Earth.

The student will respond to the teacher asking the students questions about why
each one is important. The students will then put the paper plate down to start
doing it on their own.

32

4.

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)

33

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
reusable bags when shopping)

Today we are going to be thinking of ways we can help the Earth. Sometimes we
do things without thinking it cannot be good for the Earth. Does anyone know of
things we can do that can help the earth? (i.e.: Put our trash into a trashcan, use
water bottles instead of throw away things)

Some things we can do are easier than we think, in the classroom we can make
sure to turn the lights off when we are out of the class. As you know, we already
put our scrapes into a recycle bin. We can also make a bin to put any plastic
material in such as water bottles, or snack containers.

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? Pull from the Fairness
cup. Addi? (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? Pull from fairness cup, Nick? (22)(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.

Guided Practice: (5-10 minutes)

34

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
how they can help the earth.

The teacher will walk around to make sure the students are on task. If the
student has a question, they are to first ask the three then the teacher.

6.

Independent Practice: (10 minutes)

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

35

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
will be given extra time if they need it.

For the students who finish quickly, they are to write another sentence on the
back on things they can do in the classroom to help the Earth.

8.

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
the students read the I can statements out loud together.

I can tell someone what the Earth is made of.

I can draw a picture and say how I help the Earth.

Ticket out the door is the students will get their white board out, and when I show
them a picture of sand, dirt, rock, water, or plants they need to write what it is.
The words will be written on the board so the students do not have to guess or
struggle with the spelling

Okay students, what did we learn the last two days? (What the earth is made of,
how to be a friend to the earth!) Yes! We learned how important it is that we work
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:

Home. (n.d.). NewsTimes. Retrieved April 30, 2014, from http://ww1.hdnux.com/

Sabin, E. (2008). YOU and Your FRIEND Planet Earth. The Greening Book (). : Watering Can

36

Saving the World

Name:
Directions: Write a sentence of how you will help the Earth. Then draw
a picture of you helping the Earth.

I will help the Earth by.

37

Saving the World

Grading Rubric
Grading Rubric

Proficient
3 points

Average
2 points

Capital

The capital letter

is in the
beginning of the
sentence.

The capital letter

is in the
beginning of the
sentence.

Punctuation

The student
uses the proper
punctuation at
the end of the
sentence.
The student
used a complete
sentence

The student did

not use the
proper
punctuation.

Sentence

Picture

The picture
relates to the
students
sentence.

Needs
Improvement
1 point
There is no
capital letter at
the beginning of
the sentence.
.

There is no
punctuation at
the end of the
students
sentence.
The student used The student
a complete
attempted a
sentence.
sentence, but it
is not complete.
The picture
The student
relates to the
attempts to
students
connect the
sentence.
picture with the
sentence.

38

39

Name:

Match the Picture with the name:

1.

3.

2.

4.

A.

Plant

B.

Soil

C.

Rock

.
D. Water

Draw a picture being a friend to the Earth.

40

41

Earth Materials
Name:

Answer Key

Match the Picture with the name:

1. C

2. B

A.

Plant

3. D

4.

B.

Soil

C.

Rock

A .

.
D. Water

Draw a picture being a friend to the Earth.

42

43

Lesson 4: Showing I am a Friend

Name(s) : Jacki

Time Allotted: 45 Minutes

Grade Level:

Subject: Social Studies and Language Arts

Kindergarten

Materials Required:

Characteristics of friends list

Picture cards with descriptions

Construction paper

Scissors

Pencils

Markers

Crayons

Glue

Michigan Content Expectations :

C.C.S.S.ELA-Literacy.SL.K.6: Speak audibly and express thoughts, feelings and ideas
clearly
K-P4.2.1: Participate in projects to help or inform others
Objective(s):
1. TSW: Participate in a project that informs the class about a how to be a good friend in
different ways
2. TSW: Present audibly and clear to the class.

I can tell my classmates how to be a friend clearly

I can create a project that will tell my classmates ways to be a friend
44

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.

Anticipatory Set: ( 7 minutes)

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
to be a good friend cards.

Remind the students of the past four lessons about friendship.

Remember we have already learned a lot about friendship. At the
beginning of the week we read Recess Queen and learned how to be a
45

friend and how you can make a difference just by being a friend to
someone. We continued to learn what a friend is, how to fix friendships,
and even different ways we can be friends with the Earth! Today I want
you all to learn a lot of different ways to be a good friend!

Tell the students, While I teach you some good ways to show friendship, I
need you to not talk and stay in your spot on the carpet. You are going to
need to know and understand these ways for our next activity, so make
sure you pay close attention!

d. Behavioral Expectations
1) Voice level 1 or 0
2) Dont talk when it is not your turn
3) Follow directions
2.

State Purpose and Objective of Lesson: (3 minutes)

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 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

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everyone understands the different ways to be a friend, so I want to go

over them a few times!

3.

Instructional Input/Direct Instruction: (7 minutes)

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
and wait until I call on them to answer.

-Honesty- telling the truth and being trustworthy

-Loyalty- solid in devotion

-Sharing- letting someone use something that is yours

-Forgiveness- to stop feeling anger towards someone

-Listening- to pay attention to someone to hear what is being said

-Helpful- making it easier to do a job or action for someone else

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)

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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
will call on them until someone says the correct answer.

After the example is given, she is going to explain that that is what they
are going to do with the card in front of them. The teacher will say that she
had to think of what loyalty meant, and what the picture was saying. 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.

Guided Practice: (10 minutes)

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

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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.

Independent Practice: (10 minutes)

For the independent practice, I will have students pick two of their words and
plug them into a Venn diagram. The students will compare and contrast the
words. This will help the students to better understand a few of them (20). When
they are done 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

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What proof do you have the students have arrived?

If the students get 6 out of the 8 words correct, then that is proficient. Anything less than
6 words is not proficient.

7.

Differentiated Consideration (Adjust instruction, tools, resources or

activities for students who):

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
ask a friend to explain it in student friendly terms.

For students who have a hard time hearing, or seeing make sure they are sitting
close to the teacher during carpet time, and during the modeling so they are able
to hear better, as well as see more clearly.

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.
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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!

Ways to be a Friend Matching Rubric

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