What Does It Mean To Be a Friend?

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

FIVE-STEP LESSON PLAN

OBJECTIVE.
What is your objective? *

KEY POINTS.

What knowledge and skills are embedded in the objective?

NJCCC 3.2.K D.1 - Communicate personal response to literature through drawing, telling or writing. 3.3.K A.3 - React to poems, stories, and songs. VISION-SETTING: KNOW, SO, SHOW

After reading How To Lose All Your Friends by Nancy L. Carlson, TLWBAT create a page for a classroom How To Lose Your Friends book, consisting of one example of how to lose a friend with a picture to support the text.
ASSESSMENT.

Publishing student work. Imitating text used in class. Consideration of impact of own and others actions.

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 create a one-page entry for a classroom How To Lose Your Friends Book. Teacher can provide prompts for lower-level students, such as, If you want to lose your friends, you can... and, To lose your friends, you... to differentiate the assignment. Each responses should consist of at least one sentence, and a picture to support the students example of how to lose a friend.
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 How To Lose Our Friends chart. Yesterday, I introduced you to the book, How To Lose Your Friends. Today, we can see if any of your ideas of how to lose friends are in the book! Review the previous days chart.
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? *

How To Lose Our Friends classroom chart.

What Does It Mean To Be a Friend?

Display model on whiteboard. Today, ladies and gentlemen, we are going to read How To Lose All Your Friends by Nancy L. Carson. While I read, I want you make connections to the chart we made yesterday, and thinking about other things that people could do to lose their friends. When were done, were going to work on making our own How To Lose Your Friends book. Everyone will write and illustrate an original page explaining something you could do to lose your friends.
DETERMINING METHODS: GO 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? *

Model of a page for the How To Lose Your Friends book.

Teacher will read the story aloud. Students should be encouraged to raise their hands How To Lose and contribute connections to the classroom chart, as well as connections to things that All Your happen in the classroom. Stop at the beginning of each numbered section of the story Friends. and allow students to predict what it might say about the given chapter title.
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 return to their seats and work on creating their page for the classroom Picture box How To Lose Your Friends book. Students can be encouraged to use a new example, or and lined refer to the chart or the story if they are struggling with ideas. Teacher can also student book provide additional pages of lined paper, so higher level students can continue writing page template. beyond the lines on the first page. When all students have written their sentences, and drawn and colored their pictures, the pages and be laminated, punched with a 3-hole punch, and bound by rings. After the official publishing, the book can become a part of the classroom library.
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? *

Publishing: All students will sit in a circle on the carpet. Each student will have an Completed opportunity to share their published page with the rest of the class, explaining why they How To Lose chose their example, and cite an alternative action that people can do to keep their Your Friends friends. classroom book. The teacher can conclude with something similar to: We just had a lot of fun writing a silly book about how to lose your friends. But how many of you REALLY want to LOSE your friends? (Students will say no, or give a thumbs down.) I didnt think so! So what can we do keep our friends? (Call on a few students, more seriously promoting positive actions to take place of the negative actions.)

What Does It Mean To Be a Friend?

REINFORCEMENT Notes