Indiana Wesleyan University

Elementary Education (Children’s Literature) Lesson

Student: Alex Yoder School: Kendall Elementary School
IWU Supervisor: Dr. Karla Karr Co-op Teacher: Mrs. Jennifer Miller
Teaching Date: Grade level: Kindergarten

Book Title and Author/Illustrator: “Enemy Pie” written by Derek Munson, illustrated by Tara Calahan King

LESSON RATIONALE/INJUSTICE CONFRONTED

This lesson is important because it teaches my students that it is destructive to be an enemy and constructive to be a
friend to others and how when we all try to get along, we have a greater sense of belonging.
READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)— Students will be able to apply the skills we learned to know the difference between being an enemy
and being a friend to those around them
B. Objective(s)—

- Students will be able to identify what it means to be an enemy

- Students will be able to explain why it’s destructive to be an enemy
- Students will be able to display the characteristics of being a friend
- Students will be able to apply and practice the characteristics of being a good friend

C. Standard(s): K.RL.1 Actively engage in group reading activities with purpose and understanding.

D. Management Plan- Materials: “Enemy Pie” book, a “pie” made out of paper or drawn out with
markers/pens/pencils, scrap paper or PostIt Notes.
A. Time per Element:
Anticipatory Set- 5-10 minutes
Reading- 15 minutes
Instruction- 15 minutes
Assessment- 5-10 minutes
B. Space: Students will be at the carpet and at the board for this activity.
C. Behavior: Students will be expected to sit still and listen to the story while it is being read. Students will be
expected to participate in the activity following the reading. Students will listen to peers when they are talking.
D. Procedure: The anticipatory set will be discussion based and will be from their spots on the carpet. During
instruction, the teacher will be at the front in the big reading rocking chair. Students will each contribute a
response during the activity. Afterwards, students will answer questions about the book and activity.
II. Anticipatory Set
Teacher: “Alright class, I have a great book to read to you guys today! This book is called “Enemy Pie” written by
Derek Munson with pictures by Tara Calahan King. This book is about enemies and friends. When I was in
Elementary school, there was this girl named Kelsie. She was mean, bragged, didn’t let people join her activities
and she would always try to be better than me in everything from grades, to music, and all kinds of other things.
I didn’t hate her because I knew I wasn’t supposed to hate, but I guess in this story you could call her an enemy.
However when we got to high school, we were in a lot of the same clubs and activities together at school and
turns out we realized we had a lot in common and became friends. Now in this book do you think the characters
will be enemies forever, or do you think they will become friends? I don’t know, let’s read and find out!
III.Purpose:
Students will learn characteristics of enemies and good friends and explain how the two are different
PLAN FOR INSTRUCTION
IV. Adaptation to Individual Differences and Diverse Learners—If a student is often fairly nonverbal, I could have them
draw their thoughts, interpret it, and put it into words for them.

V.Lesson Presentation (Input/Output)

Teacher: “Alright class, I am going to read through the book and while I am reading, I want you all to think of at
least one “ingredient” to put in our friendship pie. An enemy ingredient is something mean that is done towards
someone else. Do you think we want those? (NO!!!) Good! On the other hand, a friendship ingredient is
something nice you can do for someone else. This means you should think of one way you can be a good friend to
someone else here at school or at home. An example of a friendship ingredient might be pushing in your chair, or
sharing your toys or school supplies; something like that. When you think of that thing, make sure you hold onto
it really hard in your head so you don’t forget it because you are going to tell it to me at the end. In fact, let’s
practice that really quick! Turn to the person next to you and tell them one way you can be a good friend to
 someone else. (Allow students to discuss). Alright, ‘Class, class; Yes! Yes!” Thanks for getting quiet! Alright, now
I am going to read the book and you are going to listen to the book. Remember, as I am reading think of at least
one way you can be a friend to someone else and remember it so you can tell me at the end. (Read book; I will
read with “harsh” inflection when an enemy characteristic is being presented and a “kind” inflection when
friendship characteristics are being presented to make the differences obvious to the students.) Okay, now that
we have finished the book, do you all have a friendship ingredient to add to our pie? Ok, I want you to raise your
hand and tell me and the class what you think a good friendship ingredient is and I’ll write it down and let you
put it on our pie on the board here! (I am going to do my check for understanding now, then start calling on
students one by one and writing down their thoughts.)

VI. Check for Understanding

“Okay students, now to make sure we know the difference between good friendship ingredients and bad enemy
ingredients, I have made some ingredients of my own. I have a few friendship ingredients and a few enemy
ingredients and you guys are going to tell me if I should put them on our pie or not. Remember, only friendship
ingredients can go onto our pie! Give me a thumbs up if you think it should go on the pie, or a thumbs down if
you think it shouldn’t go on the pie.

VIII. Review learning outcomes / Closure

“Wow, look at our beautiful pie! I bet it would be a very tasty pie if it were real! You guys did a great job at telling
me which of my ingredients belonged on the pie and which ones didn’t and you guys came up with so many
great ingredients to our friendship pie! I can tell that you guys really know the difference between mean enemy
ingredients and good friendship ingredients and how enemy ingredients can hurt people but how friendship
ingredients help our friends feel loved and appreciated. Great job class! Now lets go practice what we learned
every day, everywhere we go!”

PLAN FOR ASSESSMENT

I will go from student to student throughout the day and ask them what was one way they were a friend to someone else
at school that day? I could draw these one on one conferences out over the span of a week after the lesson to make sure
students still know and are practicing what it means to be a good friend.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. Do students clearly know the difference between an enemy and a friend?
3. Are students actively practicing and applying what I taught them?
4. What were my strengths and weaknesses?
5. How should I alter this lesson?
6. How would I pace it differently?
7. Were all students actively participating? If not, why not?
8. What adjustments did I make to reach varied learning styles and ability levels?