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D. ASSESSING LEARNING
Students will draw pictures of themselves with a friend (or friends) doing their favorite activity. After
they are finished drawing, they should describe the picture, indicating that they understand friendship
and how to play nicely with others.
E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)
Virginia Personal and Social Development Foundation Block 4: Interaction with Others
a) Initiate and sustain interactions with other children.
b) Demonstrate verbal strategies for making a new friend.
e) Demonstrate respectful and polite vocabulary.
f) Begin to recognize and respond to the needs, rights, and emotions of others.
F. MATERIALS NEEDED
Buddy and the Bunnies In: Dont Play With Your Food
Paper and crayons/markers/colored pencils
(I will bring the book and the students will use drawing
materials found in the classroom)
G. PROCEDURE
Before:
During:
Start reading the book. On page 4 ask, How do you think the bunnies feel when
he tells them he is going to eat them?
On page 9 ask, If he ate five cupcakes and then ate the other four that were left,
how many did he eat total?
On page 18 ask, Isnt it nice that the bunnies wanted to dress like Buddy?
On page 22 ask, What do you think they might tell him?
If they dont know remind them of the title
On page 27 ask, What do you think hes going to call the bunnies?
After:
Describe the sequence of eventsBuddy met the bunnies because he wanted to eat
them for a snack, but then they convinced him to bake cupcakes, go swimming,
and play at the carnival. Ask, Would you want to do those things with a friend?
Why did Buddy change his mind about eating the bunnies?
What lesson did we learn about how to treat our friends?
Tell them to draw a picture of himself or herself with a friend (or friends) doing
their favorite activity and then describe their picture to the group.
Clean up any paper and drawing materials left over after the activity is over.
H. DIFFERENTIATION
My classroom is a group of preschoolers, so some struggle with vocalizing their thoughts or might
not be able to read. Since I am reading aloud to them, I want them to focus on the main ideas. If they
do not know the answers to my questions, I will assist them. By giving them the option to draw a
picture with a friend rather than retelling the story, I am allowing them to use another form of
expression to show me what they got out of the lesson. This will incorporate all learning levels, and
will hopefully bring about my desired results.
I.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
While I am doing this activity, a number of things could go wrong. Some of the students may not
like the story or could become distracted. They could start to play or talk to each other instead of
listening to my story, which I would need to control by stopping and giving them a fidget toy to
play with. This might help them get their wiggles out, but still listen to my story. Since we are
focusing on friendship, there is potential that students could get hurt feelings if they dont see a
friend drawing them in their picture. If this happens I will remind them that the class is all friends
and they just chose to depict a time with another friend. I am hopeful that by staying patient and
using fun voices to read the story I can keep the students engaged and help them learn this lesson.
gone wrong. Although I only read to two children, I was concerned it might not go well or the
children wouldnt want to pay attention to me. Instead, they were focused and since I had
questions prepared, I was able to stay on track. In the future, I would change a few things about
this read aloud because I know it has a lot of potential. Most likely, I would want to read to more
students at a time to see how well it works for a larger group. Rather than drawing a picture, I
might have older students write a story about friendship or get younger kids to tell me a story
while writing down what they say. Although I asked the two children to tell me about their
pictures, I didnt get that much information out of them. Doing a writing or story telling activity
might be more fun and interesting and get the students talking more than they did while drawing a
picture. This read aloud helped me learn about the ways children like to listen to stories and apply
them to real life, but also taught me about myself as a future teacher. I learned that planning helps
me stay confident and is important to a successful lesson. I am looking forward to doing more
read alouds in the future because they are so fun and extremely helpful in teaching lessons on so
many topics!