What Does It Mean To Be a Friend?

Teacher: O'Connor Week: 3 Lesson #: 2

FIVE-STEP LESSON PLAN

OBJECTIVE.
What is your objective? *

KEY POINTS.

What knowledge and skills are embedded in the objective?

NJCCC 6.1.P.D.4 - Learn about and respect other cultures within the classroom and community. VISION-SETTING: KNOW, SO, SHOW

After acknowledging that the Friendship Tree needs branches. TLWBAT cut and add a branch to the friendship tree.
ASSESSMENT.

Tree branches reach out from the trunk, much like we do when we reach out to a friend.

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.

Students will cut their own branch to contribute to the Friendship Tree. After a conversation about what branches can do for the Friendship Tree, students will receive an exit ticket to return to their seat and begin work. The exit ticket will be an appropriate response to the question, How can you extend your branch to make a friend? Teacher will take anecdotal notes, and scaffold students toward a thoughtful response.
CONNECTION TO THE END OF THE YEAR ACHIEVEMENT GOAL.
How does the objective connect to the end of the year achievement goal? *

In the metaphor of the Friendship Tree, branches are like arms that reach out to someone else, inviting the opportunity to do something nice and friendly. Students will learn that reaching out to do nice things will help make friendships that are based on respect.
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.

Have students meet at the Friendship Tree. You all did a great job making the tree trunk. After we finished, you told me what needed to come next. Can someone remind me what you all said needed to come next? (Call on one or two.) Right! Branches! Lets see how we can add them!
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? *

Connect branches to the metaphor. Does anyone think they know what branches do that is like something we can do to make friends? (Call on a few. Listen for responses that use words like, reach, grow, arms, etc.) Navigate the conversation, being sure to make the connection that branches are like arms that reach out from the tree.

What Does It Mean To Be a Friend?

2. GUIDED PRACTICE
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? *

Show students the model tree branch, continuing the conversation... Wow, you are all very insightful! So if your arms were branches of a Friendship Tree, how might you reach out to someone else? What kinds of nice and friendly things can you do to make friends? After you answer youll go back to your seat to make your own tree branch. Be sure to provide instructions regarding the size and length of the branches. This will be their exit ticket. As each student responds, they may go back to their seat and begin working on their branch.
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? *

Model tree branch

DETERMINING METHODS: GO

Students will use brown construction paper, glue, and scissors to create a branch for the Brown friendship tree. construction paper, scissors, glue.
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? *

As students complete their branches, they can add them to the tree. After they are all added, gather the students around the tree, and ask again what is missing. Look for answers like leaves and flowers. Tell the students that at the end of next week, theyll be able to add many many leaves to the tree.
REINFORCEMENT Notes

Completed How To Lose Your Friends classroom book.