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SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Kelly Haines

Date: February 24, 2015

School: Highland Elementary

Lesson: # 3

Class size: 20-25

Class/Time: 40 min

Grade: K-2

Unit/Theme: Interpersonal Relationships


Lesson Focus: Friendship
Objectives:
(C)Identify traits of a good friend in their friendship picture. (SHAPE 4, MACF 5.1,
Friendship Picture)
(B)Choose a friend from their own life who exemplifies qualities of a good friend.
(SHAPE 4, MACF 5.1, Friendship Pictures )
(A) Discuss the traits of a good friend by listening and sharing appropriate qualities with
the class. (SHAPE 4, MACF 5.1, Class)
Materials/Supplies/Lesson Preparation
-Music- Youve got a Friend in Me
-TV and DVD player
-Friendship picture
-Friendship Ingredients video
-Book (K)
Special Accommodations (How will the special needs of individual students
be met?)
- Visuals will be used throughout the entire lesson to help ELL students
- A half-time stretch will be used to keep students focused\
- Think Aloud will be used with ELLs
References/Resources (include books, articles, websites, etc.)
"Use These Book-based and Video-based Lessons to Reinforce the Message of the
Assembly!" K-6 Lesson Plans. N.p., n.d. Web. 22 Feb. 2015.
<http://www.thenedshow.com/lessonplans.html>.
ACADEMIC LANGUAGE: Friendship, qualities, relationship, honesty, trust
Opening (activator/instant activity)
1/2 Youve Got A Friend in Me: (10 min)

Students will listen to the song.


Questions to Ask Before listening:
o What does this song say about these two friends that it is talking about?
o How does it feel to have a friend like this?
o Do you have a friend who is like the friends that they are talking about in
this song?

Puppy/Snail Skit (For K):


We have seen many different skits by puppy and snail
o Puppy and snail have played catch together
o Puppy and snail have gone on the swing together
o Snail has been sad and Puppy is usually happy
o Do you think Puppy and Snail are good friends or not good friends?
o Do good friends sometimes get into arguments or have problems like
Puppy and snail?
o What are some feelings that you have when you are with a friend? Act out
feelings with Puppy and Snail.
o Do you ever have a problem with a friend?
o How do you solve it?
o How does a good friend react?
Extensions: Have students tell teacher how to act out Feelings.
Accommodations: A translator will be used
Essential Questions: (3 min)
- What does it mean to build a friendship? (K-What does friendship mean?)
- What ingredients do you look for in a friendship? (K-What feelings do you have
when you are with a good friend)
Procedures Step by step description of teaching strategies/methods/pedagogy to be
used. (Include time frame for each activity, transitions, extensions/adaptations,
cooperative learning techniques jig saw, pair/share, etc.)
1. Introduction to Friendship: (5 min)
-Today we will be taking about friendship
Agenda:
-Video
-Half Time Stretch
-Discussion- Friendship Ingredients
- Friendship Picture- Draw a picture of a friendship that you have and identify the
ingredient of that friendship
Present Objectives: (3 min)
1. Identify traits of a good friend in their friendship picture WHY: So you know what to
look for in a friend and so that you know how to be a good friend.

2. Choose a friend from their own life who exemplifies qualities of a good friend. WHY:
To know what a good friend looks like.
3. Discuss the traits of a good friend by listening and sharing appropriate qualities with
the class WHY: To share opinions on friends and accept others opinions on friends.
Accommodations: Agenda and objectives will posted on the white board
Transition: Students will remain sitting.
2. Friendship Ingredients Video (1/2): (5 min)
-STOP- :40: What is friendship soup?
-STOP- 1:18 : What is jealousy why wouldnt you want this in a friendship?
-STOP- 1:30: How would you describe honesty?
-STOP- 2:11: How would you explain trust?
Accommodations: Check for understanding after each portion of the video.
2. Intro to Friendships Poster (K): (5 min)
- Smile
-Be Polite
-Use a friendly voice
-Take turns
-Share
Why are these important?
What happens if you dont do these?
Accommodations: Use translator, have students point to the picture of each word.
Extensions: Use Puppy and Snail to demonstrate.
Transitions: Students will remain sitting on rug.
3. Friendship Ingredients Video Discussion (1o min) :
-

In this video, what is meant by Friendship Soup?


Paraphrase the boys definition of honesty. Can you provide an example when honesty was
important to your friendship?
Summarize the girls definition of trust. Can you write your own definition of trust?
Explain the ingredient safety.
Is there an ingredient you wish you could add or remove from Friendship Soup?
Give a scenario where honesty can lead to an argument?
How is your soup different from friend to friend?
Why are different soups necessary for different friends?
Can you explain what would happen if your soup only had one ingredient?
Why did they take jealousy out of the soup? How does jealousy impact a friendship?
What is the role of respect during an argument?
Do all the ingredients in Friendship Soup need to be equal in portions?
Was there an important ingredient left out? Why would that ingredient be important?

How could sticky arguments be a good thing for a friendship?


Would others like your Friendship Soup recipe?
Are all ingredients in Friendship Soup equally important?

Accommodations: Utilize student translators.


Transition: Students will remain sitting on rug.
Coach Says Half Time Stretch: (2 min)
- Students will do half time stretch:
Coach Says:
-Touch your toes
-Touch your head.
-Touch both elbows
-Touch your knee.
-Wiggle your body
-Do one jump.
-Touch you right hand to your left foot
-Touch your left hand to your right foot
-Touch your opposite elbow to your opposite hip
-Sit down crisscross applesauce
3. Book: A Sick Day for Amos McGee by Phillip C. Stead (15 min)
Cover Before Reading:
Introduce the main characters Amos McGee:
- Cover predictions- what do you think this book is about based upon the cover?
- Hint*Relates to Friendship
Discussion Questions throughout Book:
- Have you ever been to the zoo?
- Who do you think Amos McGees friends are at the zoo?
- What are some examples of games you like to play with your friends?
- Do you have any friends that are shy? How do you help them?
- Do you have any friends that have a fear like the owl if yes how do you help them?
- What happens when you see a friend who is not following their usual routine? Do
you get mad at the friend or do you become concerned with the friend?
- How do Amos friends look in this picture?
- How do you think Amos feels when his friends arrive?
End of Book:
- Was Amos a good friend?
- Does Amos have good friends?
- How do you know Amos has good friends?
- Name some ingredients of friendship that you saw in this book.
Extensions: As questions are asked can show students pictures for further
understanding. As an extension up students will be asked to apply each question to
their own life.

Accommodations: The teacher will use a Think- Aloud to help ELL comprehend the
book (K) .
Closure/Summarizer (5 min)
Review:
1. Identify traits of a good friend in their friendship picture WHY: So you know what to
look for in a friend and so that you know how to be a good friend.
2. Choose a friend from their own life who exemplifies qualities of a good friend. WHY:
To know what a good friend looks like.
3. Discuss the traits of a good friend by listening and sharing appropriate qualities with
the class WHY: To share opinions on friends and accept others opinions on friends.
Essential Questions:
- What does it mean to build a friendship? (K-What does friendship mean?)
- What ingredients do you look for in a friendship? (K-What feelings do you have
when you are with a good friend)
Transitions: Teacher will handout homework.
Homework:
-Draw a picture of you and a close friend
-Complete the sentence about you and your close friend (think about what we learned
from the song we listened to, the video we watched and the book that we read)
-Bring the picture to health next week and be prepared to share during the next class
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you leave
the same and what might you change in the future to improve this lesson?

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