What Does It Mean To Be a Friend?

Teacher: O'Connor Week: 1 Lesson #: 3.2

FIVE-STEP LESSON PLAN

OBJECTIVE.
What is your objective? *

KEY POINTS.

What knowledge and skills are embedded in the objective?

NJCCC 3.1.K F.1 - Continue to develop vocabulary though meaningful, concrete experiences.

VISION-SETTING: KNOW, SO, SHOW

After learning spelling words by doing flash card activities, TLWBAT use words that describe their feelings by playing a game of Feeling Charades.
ASSESSMENT.

How to play charades. Flash card games (pair say-and-spell, drawing the word, matching opposites). **If students have not used flash cards in their centers, spend a day teaching flash card games***

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.

1. Students will be able to use and spell their list of feeling vocabulary words. - Assessment will be differentiated based on ability. High level students will take a spelling test and write a sentence for each of the words. Mid-level students will take a spelling test and write a sentence for some of the words. Low-level students will identify the words verbally, and use them in a sentence verbally. 2. Students will play a game of charades by choosing a feeling word from a hat, acting it out, and allowing classmates to guess the feeling. - Assessment will be anecdotal notes taken by the teacher.
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 students with vocabulary necessary to articulate their feelings, as well as describe how they might notice someone else feeling. Learning to identify feelings and having the vocabulary to support it lends itself to developing empathy, which will be addressed in the next section of this unit.
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.

Students will gather in a circle on the carpet. The teacher will explain that the students Hat, will play an acting game using the feeling words that they have been working with. Vocabulary words - cut Example: into strips and Since you ladies and gentleman have been doing such a great job in your centers with folded once. the feeling word flash cards, I thought we should play a game!
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? *

What Does It Mean To Be a Friend?

Who has played a game called charades before? (Students will raise hands.) Good! Who thinks they can explain how to play? (Call on one or two.) Wow, awesome! Charades is a game that you play with a whole group of friends. Everyone takes a turn picking a word out of a hat and acting it out silently, while the others raise their hand to guess what the actor is acting! Think you all can handle it?
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? *

DETERMINING METHODS: GO REINFORCEMENT

Teacher will model the first round of charades in front of the class. To show you how its played, Ill choose first!
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 take turns being the actor in front of the class. Usually, Ill try to choose students strategically so each student has an opportunity to guess correctly, and allow the person who guesses correctly to become the next actor. As more students have turns and someone is up for their second turn as actor while others have not had a turn yet, I ask the student if he or she wouldnt mind sharing his or her turn with a classmate who hasnt gone yet. Other teachers might choose student names out of a popsicle stick cup, or a similar method.
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? *

I am so impressed with how well you have all learned how to use and recognize feeling words! What do you think you can use these words for? -Engage students in a discussion, leading them toward talking about using their words to describe their feelings when talking to their friends, or recognizing feelings in other people in order to possibly help them.
Notes