What Does It Mean To Be a Friend?

Teacher: O'Connor Week: 1 Lesson #: 2

FIVE-STEP LESSON PLAN

OBJECTIVE.
What is your objective? *

KEY POINTS.

What knowledge and skills are embedded in the objective?

NJCCC 3.3.K A.1 - Share experiences and express ideas.

VISION-SETTING: KNOW, SO, SHOW

After a class discussion about friends, TLWBAT describe attributes that they notice in good friends.
ASSESSMENT.

What friend means. How to identify characteristics. How to engage in classroom conversation.

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 discuss and contribute examples of what good friends do to a classroom What Good Friends Do chart. Teacher will take anecdotal notes of how students contribute to the conversation. The completed chart will be hung in the classroom and referenced throughout the project.
CONNECTION TO THE END OF THE YEAR ACHIEVEMENT GOAL.
How does the objective connect to the end of the year achievement goal? *

This lesson will provide information about the students ideas and presuppositions about what it means to be a friend. By making a chart, the class can use it as a reference tool when interacting with peers. The teacher can use this information to inform planning the beginning of the project, being sure to carefully address any outstanding responses.
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.

I was very impressed with everything you all had to say about the way I spoke to Chart paper on Mrs. I yesterday. It seems to me like you ladies and gentlemen already know what it whiteboard, means to be a good friend! Today, were going to make a chart that we can hang in chart markers. the classroom that explains what good friends do.
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? *

Teacher will demonstrate an example of why his or her best friend is their best friend. This will model how the students will turn and talk with their partner in guided practice. Example: I have a best friend. His name is Joseph. He and I like to do a lot together, like ride bikes, listen to music, watch movies, and play cards. More importantly, when I have bad days, he asks me what happened and helps me feel better. For instance, the other day at school, one of my classmates was joking around and called me a name that hurt my feelings. I called Joe on my way home, and he told me that he didnt think my classmate meant it, and then told me a joke to make me laugh. Joe is my best friend because we like to do things together, but also because he knows just what to say when Im having a bad day.

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? *

Students will turn and talk with each other for 1 minute. Teacher will prompt the students to think about one of their good friends, and tell their partner why that person is their friend.
1. INDEPENDENT PRACTICE DETERMINING METHODS: GO REINFORCEMENT
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 share what they discussed in the turn and talk. As the students share, the class should have the opportunity to add examples to the class chart of what good friends do.
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? *

Teacher will review the chart with the students and provide an extension for the students. Example: Wow! Check out this list. (Read the list out loud.) You all have great ideas about what good friends do. Where do you think we can put this list to everyone can read it? Great ideas! Why dont you see if you can use one of the ideas on the list to be a good friend to one of your classmates today?
Notes