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Friendship and Belonging
Lesson 1:
From Unit Smiles Change the World
Purpose:
To introduce students to the need all people have for friendship and belonging. They will apply what they learn by working with a partner to create a page for a class "big book". The book will be given to another class to help them learn the importance of friendship and belonging and some methods for filling these needs at school in the form of serial reciprocity.
Duration:
One Thirty to Forty-Five Minute Class Period
Objectives:
The learner will:
- identify the emotions "happy, sad, calm, angry."
- describe how they know when others are feeling these emotions.
- identify the components of the skill of "brainstorming" and apply it in class.
- use the cooperative group work skills of staying close to your partner, using your partner's name and sharing the work.
- demonstrate correct capitalization and end punctuation by writing a sentence.
- read aloud clearly and with expression.
Materials:
- Couric, Katie. The Brand New Kid. Illustrated by Marjorie Priceman. Doubleday, 2000. ISBN: 0385500300
- Sample of a "big book" (optional) (a compilation of large sheets of paper bound when pages are finished by students)
- Large sheets of paper — one for each pair of students, minimum
- Crayons, markers, pencils
- Scratch paper for rough drafts of text
- Paper for book covers
- Supplies for binding the pages of the book (stapler, hole-punch and yarn, etc.)
Instructional Procedure(s):
Anticipatory Set:
Begin the lesson by asking students to identify some feelings they have had. Lead a discussion of these feelings. Some questions to facilitate discussion might include:
- How they reacted to their feelings
- What they did because of what they were feeling
- How long the feelings lasted
- Whether other people knew what they were feeling
- Guide the discussion toward the feelings of others and how people know what others are feeling. Talk about serial reciprocity in simple terms. Select volunteers to "act out" different feelings, such as happy, sad, angry and calm. It may be useful to make up cards or slips of paper with feelings written on them to help students decide which emotions to portray. Students identify the feelings they see their classmates acting out.
- Direct students to watch for the different feelings that are shown in the picture book, The Brand New Kid by Katie Couric.
Teacher-Directed Activity:
- Read aloud from the picture book, The Brand New Kid, by Katie Couric, and guide students' comprehension with appropriate questions that help students to focus on plot, characters' feelings and illustrations. Allow time for students' reactions after finishing the book.
- Introduce the concept of "brainstorming," if necessary.
(Brainstorming means that all answers are to be respectfully accepted. Students should listen to each other and add on to others' ideas. Students should try not to repeat ideas already given.) - Students brainstorm ideas of things they can do to help create friendship and belonging at school. If it is useful, the teacher may record these ideas on chart paper.
- If one is available, show the "big book" sample (some example of a big book is needed), and tell students that they are going to create a "big book" to share with other students. Ask them to compare the regular-sized book with the big book. Class discusses how they are alike and how they are different. Elicit ideas of things students might need to keep in mind when they are creating a big book. These ideas might include "pictures need to be large and bright" and "text needs to be large enough to be seen from across a group."
- Introduce the concept of cooperative groups, if necessary. Identify the social skills that you will look for during this session. Examples of skills appropriate for this lesson are agreeing on the ideas to include on the page, sitting close together, using a quiet voice, sharing materials and sharing the work.
- Students are paired for this activity.
Student Practice:
- Partners agree on which method for making friends at school they are going to illustrate. They share ideas for what to include on the page and come to consensus about how to proceed. They draw their picture.
- Creating text for the pages needs to be done in an age appropriate manner. Some possibilities include student dictation, computer printout, and writing the sentence on scratch paper with teacher proofreading and correction. Text is added to the pages.
Closure:
- Reassemble the students to share the pages they have created. Ask a few volunteers to identify things that are effective about each page that is shared. If the closure session gives students ideas about additions or changes they would like to make to their pages, allow more time before binding the book.
- Arrange to have students share the book with another class at a later time. The book may be presented to the class for their library, if appropriate.
Assessment:
The cooperatively produced "big book" page is a primary source of assessment. In addition to evaluating the product, listen to students talk about the process they went through to decide about what to include and how they overcame obstacles, especially if they were not confident about their abilities to draw. Students may be assessed on their oral reading of the text on their page.
Additionally, assessment may be done in an ongoing fashion when time is available between activities.
Possible activities for assessment are:
students acting out and identifying emotions.
students identifying emotions and predicting what might happen because of the emotions as illustrated on chosen pages in picture books.
Assessment Rubric:
The following rubrics may be used to guide assessment:
Student will identify the emotions of "happy, sad, calm, angry."
Student will describe how they know when others are feeling these emotions.
Level 4Student can name more than the four basic emotions.
Student can identify three or more of these emotions in characters from a book that is read to the class.
Student can describe the feelings caused by three or more of these emotions.
Student can act out three or more of these emotions.
Student can identify three or more emotions acted out by others.
Level 3Student can name the four basic emotions.
Student can identify at least two of these emotions in characters from a book that is read to the class.
Student can describe the feelings caused by at least two of these emotions.
Student can act out at least two of these emotions.
Student can identify at least two of these emotions acted out by others.
Level 2Student can name at least three of the four basic emotions.
Student can perform at least three of the following tasks:
Identify at least two of these emotions in characters from a book that is read to the class.
Describe the feelings caused by at least two of these emotions.
Act out at least two of these emotions.
Identify at least two of these emotions acted out by others.
Level 1Student is able to name only two or fewer of the four basic emotions.
Student can perform two of fewer of the following tasks:
Identify at least two of these emotions in characters from a book that is read to the class.
Describe the feelings caused by at least two of these emotions.
Act out at least two of these emotions.
Identify at least two of these emotions acted out by others.
Student will identify the components of the skill of "brainstorming" and apply it in class.
Level 4
Student can identify at least three components of the skill of "brainstorming."
Student shares ideas with the class.
Student respectfully accepts others' ideas.
Student listens and adds on to the ideas of others.
Level 3Student can identify at least two components of the skill of "brainstorming."
Student shares ideas with the class.
Student respectfully accepts others' ideas.
Student listens attentively.
Level 2Student can identify one component of the skill "brainstorming."
Student respectfully accepts others' ideas.
Student contributes by sitting quietly.
Level 1Student can't identify any components of the skill of "brainstorming."
Student makes negative contributions to the class by distracting others or by a lack of respect for others' ideas.
Student uses the cooperative group work skills of staying close to his or her partner, using the partner's name and sharing the work.
Level 4
Student stays close to his or her partner throughout the work session.
Student uses the partner's name when speaking.
Student shares the work equally with the partner.
Student is able to resolve any differences with the partner.
Level 3Student leaves his or her partner no more than one time during the work session.
Student uses the partner's name when speaking.
Student shares the work with the partner.
Student requires only limited assistance to resolve difference with the partner.
Level 2Student leaves his or her partner more than once during the work session.
Student does not call the partner by name.
Student does an unequal portion of the work.
Student requires assistance to resolve differences with the partner.
Level 1Student requires assistance in remaining with his or her partner during the work session.
Student does not know the partner's name.
Student does not contribute to the work.
Student cannot complete assignment because of differences with the partner.
Bibliographical References:
- Couric, Katie. The Brand New Kid. Illustrated by Marjorie Priceman. Doubleday, 2000. ISBN: 0385500300
Lesson Developed and Piloted by:
Kim DavisonKalamazoo Public Schools
Woods Lake Elementary School
Kalamazoo, MI 49008
Handouts:
Unit Contents:
Overview:Smiles Change the World Summary
Lessons:
- 1.
- Friendship and Belonging
- 2.
- Friendship Begins with a Smile
- 3.
- Who Needs Friends?
- 4.
- Choosing Where to Act
- 5.
- Delivering Service
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Comments
(The positive aspect of using this this lesson was students) Working as a team to create something meaningful. Students were anxious to see the completed project. They couldn't wait to donate the book.