UNIT: - Webnode
Friendship/Social Competencies Unit Outline
Kindergarten Vocabulary
Lesson 1 - Rules are for Getting Along rule, get along
Lesson 2 - How Do Dinosaurs Go To School? – Book by Yolen/Teague
Lesson 3 - Kindness Crown kind, kindness
Lesson 4 - Heartprints – Book by P.K. Hallinan heartprint
Grade 1 Vocabulary
Lesson 1 - Getting to Know You introduce
Lesson 2 - All Kinds of Friends, Even Green – Book by Ellen Sinisi unique, disabled
Lesson 3 - Good Deeds good deed
Lesson 4 - Swimmy – Book by Leo Lionni cooperation
Grades 2 Vocabulary
Lesson 1 - Cooperative Creature cooperation
Lesson 2 - Have You Filled a Bucket Today? – Book by Carol McCloud self-esteem
Lesson 3 - Odd Velvet – Book by Mary Whitcomb odd
Lesson 4 - A Quality Friend friendship quality
Grade 3 Vocabulary
Lesson 1 - Fancy Footwork cooperation
Lesson 2 - Wanted: One Good Friend friendship quality
Lesson 3 - How to be a Friend - Book by Kvasny/Brown friendship skill
Lesson 4 - Jag’s New Friend – Book by LeAnn Rimes
Grade 4 Vocabulary
Lesson 1 – Working Together: Teamwork cooperation
Lesson 2 – Building Healthy Relationships relationship
Lesson 3 – Mr. Peabody’s Apples – Book by Madonna rumor, gossip
Lesson 4 – Empathy Game empathy
Grade 5 Vocabulary
Lesson 1 - Group Cooperation cooperation
Lesson 2 - Building Blocks to a Good Friendship stumbling block
Lesson 3 - The Other Side – Book by Jacqueline Woodson segregation, trusting, trustworthy
Lesson 4 - Resourceful Relationships resourceful
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level K
ACTIVITY: Rules are for Getting Along Lesson 1
| |
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand |
|and respect self and others. |
|Competencies: |
|PS:A1 Acquire self knowledge |
|PS:A2 Acquire interpersonal skills |
|Indicators: |
|PS:A1.6 Distinguish between appropriate and inappropriate behavior |
|PS:A2.8 Learn how to make and keep friends |
| |
| |
Materials
• “Henry Needs Help” (Attached) adapted from Small Group Counseling by Diane Senn
• Hand puppet
Vocabulary
• Rule – a way we are asked to behave to be safe and to get along.
• Get along – (defined by kids)
Gathering
“Raise your hand if you have to wait in line for lunch at home. Raise your hand if you have to raise your hand to get your Mom to listen to you at home. Raise your hand if you wait in line to use the bathroom at home?”
Review Agenda/Before the Lesson
“One of the biggest ways that school is different is that we have to follow group rules that we probably don’t have at home. A rule is a way we are asked to behave so that we are safe and can all get along. What does get along mean? What would happen if all of the kids went into the school bathroom at the same time?”
During the Lesson
Show the puppet and introduce as your story character, Henry. Read the story to students having the puppet act out Henry where appropriate. When group response questions are posed in the story, stop and ask the group for help. As the students answer, have the puppet acknowledge and respond to their answers. Compliment the students on their good knowledge of the rules.
After the Lesson
“You were very helpful to Henry by teaching him rules. Being helpful is a great way to make new friends. What does it mean to get along with others? Knowing school rules will help you be safe, get along with others, and make new friends! Let’s practice some of the rules that Henry learned – and some others”
Checking Out What You Learned/Assessment
Choose students to take turns with Henry the Puppet acting out one of the group rules that Henry learned from his first day at school:
• No running inside
• Whisper voices in the library
• Take turns with toys
• Wait your turn on the playground
• Raise your hand to speak in group
Closing
“Everyone point to your eye. If you are learning at school, what are your eyes doing? (Looking at the speaker)
Everyone point to your ear. If you are learning at school what are your ears doing? (Listening to the speaker)
Everyone point to your heart. If you are getting along at school, what is your heart doing?” (Caring about others, reminding us to be kind, and to never make fun of someone)
Notes:
HENRY NEEDS HELP
Adapted from Small Group Counseling, by Diane Senn
This is Henry, a kindergarten student in Mrs. Riley’s class. He has just started school and is having trouble. Unlike other children in the class, Henry has never been in a school before so there are some things that the other children already know that Henry doesn’t know. Let’s see if you can help Henry with some things he needs to learn.
Henry’s class was scheduled to go to the library for a visit. Henry was so excited because he loved to read. The class went to the library, sat in a group for story time with Mrs. Wright the media specialist and then chose a book and sat quietly at the tables to look at their book. As Henry was looking at his book about race cars he got so excited that he yelled across the library to Harry to come see his book. Everyone looked up and the teacher went SHHHH…What rule does Henry not know about? What could you tell Henry about why we have that rule?
Back in the class that afternoon, the students were at different centers. There were several students waiting in line to show their teacher the picture they had painted and to have their picture displayed. Henry was in the art center. He was very proud of his house and dog that he had just painted. He hurriedly took his picture over to the teacher saying, “Mrs. Riley see what a good job I did?” Henry was thinking so much about his picture that he didn’t even realize that he had interrupted Samantha who was in the middle of talking to the teacher. What rule does Henry not know about? What could you tell Henry about why we have that rule?
Henry had enjoyed his day learning, doing the work, and being with people but he was ready to go outside and play. Thank goodness it was time for recess. The class went outside to the playground. Some students took a turn on the swings, some went to the slide and some waited in line for four-square. Henry loved to swing, but he went over to check out the monkey bars first. After looking at the monkey bars he saw someone getting off the swing so he went running over and grabbed the swing. Anthony, who was waiting his turn for the swing, didn’t quite know what had happened. What rule does Henry not know about? What could you tell Henry about why we have that rule?
At the end of the day, before going home, the class gathered on the carpet in front of the teacher. Mrs. Riley always liked to end the day with story time. She always read such interesting books and asked us questions to see if we are learning. When the teacher asked a story question we raised our hands to answer, but Henry just yelled out the answer. We didn’t like it when he blurted out the answer and didn’t give us a turn. What rule does Henry not know about? What could you tell Henry about why we have that rule?
Henry’s first day came to an end. He had a great day playing and learning but he realized that school was different than playing at home by himself. At home he can play with anything at anytime and do different things when he wants, but at school with other students it’s important to take turns and follow the rules. Henry knew he needed to learn and follow rules in order to get along better with everyone. Henry thanked everyone for their help learning the rules and he knew that tomorrow would be an even better day because he was going to follow the rules.
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level K
ACTIVITY: Book: How Do Dinosaurs Go to School? Lesson 2
| |
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand |
|and respect self and others. |
|Competencies: |
|PS:A1 Acquire self knowledge |
|PS:A2 Acquire interpersonal skills |
|Indicators: |
|PS:A1.6 Distinguish between appropriate and inappropriate behavior |
|PS:A2.8 Learn how to make and keep friends |
Materials
• How Do Dinosaurs Go to School? By Jane Yolen and Mark Teague
Vocabulary
Gathering
“Everyone stand. We are going to pretend we are dinosaurs! First we stomp. Next, everyone growl. Now, throw a fit! Finally, run in place! We are done being dinosaurs. Everyone sit down.”
Review Agenda/Before the Lesson
“Last week we heard a story about a boy named Henry. What did Henry and his classmates learn about having a good day at school? (Follow rules to be safe and get along)
Today we will read another school story. (Show book cover) What do you think this book is about? What problems do you think a dinosaur might have in school? I wonder if the kids in the book will like having a dinosaur in their classroom.”
During the Lesson
Read book using read-aloud strategies.
Pause to ask “Would other kids like this?” when the dinosaur is showing poor social skills. Students should respond chorally “No!”
After the Lesson
“Everyone stand. We are going to pretend we are dinosaurs who learned how to be good students. First we stomp loudly. Now we stomp quietly. Next, everyone growl. Now we all whisper. Now, throw a fit! Instead we raise our hand. Finally, run in place. Now we take our seat. We are done being dinosaurs. I am glad we are students again. Everyone sit down.”
Checking Out What You Learned/Assessment
Students will show the correct way to act in school by role-playing selected scenarios from the book:
• A student loses a tooth during class.
• A student shows correct way to sit at a desk.
• A student is a good listener while the teacher instructs.
• A student waits his turn during show and tell.
• A student wants the teacher’s attention.
Closing
“Raise your hand if you think a dinosaur could make friends if he learns how to behave in school?”
Notes:
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level K
ACTIVITY: Kindness Crown Lesson 3
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand |
|and respect self and others. |
|Competencies: |
|PS:A1 Acquire self knowledge |
|Indicators: |
|PS:A1.1 Develop values, attitudes and beliefs |
|PS:A1.5 Identify and express feelings |
Materials
• Story "The Kindness Elf” from My Friends & Me, AGS Kit, p. 181.
• Pre-cut Crown (Attachment) for each student; crayons or markers; stapler
• Chart paper
• Wand - optional
Vocabulary
• kind – being nice or caring
• kindness –the things you do to show you are kind, nice or caring
Gathering
“If I had a magic wand, tell me what magic I could do so we could all get along?”
Review Agenda/Before the Lesson
“Who knows what the word Kind means? Yes, kind means to be nice or caring. When you do something kind for someone, you are showing kindness. Today we are going to hear a story about a Kindness Elf. What do you think a Kindness Elf does?”
During the Lesson
Read story. (The Kindness Elf "catches" children doing something kind and surprises the person with a special award - a golden crown.)
After the Lesson
“If Tiana, Paco, Kim and Eddie were in our classroom, do you think they would have friends? Why?”
“If the Kindness Elf was hiding in here, what acts of kindness would he see today? Since the Kindness Elf isn’t here to give a golden crown to everyone who is kind, what else could we do to reward their kindness?” (We could say thank-you)
Have a few children pretend they have a wand, tap a person who was kind to them on the shoulder, tell how they were kind, and tell them thank-you.
Checking Out What You Learned/Assessment
Give each student a paper crown provide a few minutes for them to draw one way that they are kind to others. As an assessment observe/.comment on each student’s comprehension of kindness while stapling each crown.
Closing
Pair-share their kindness crown with partner.
“Talk about how it feels to be kind to others”
Notes
The Kindness Elf
Once there was a tiny elf that was called the Kindness Elf. There was a good reason for the elf’s name, too. The elf spent most of its time watching for children who did kind or thoughtful things.
The Kindness Elf was very small and very clever. It would hide behind books or toys so that no one could see it. When the little elf spied a child doing something kind, it would suddenly fly out from its hiding place and surprise the person with a special award – a beautiful, sparkling, gold crown!
One day the Kindness Elf was hiding behind a teddy bear on the toy shelf. It watched as Tiana played with a special birthday present she had brought to school. It was her new bubble maker. Tiana was having a good time blowing the pretty bubbles and watching them as they floated slowly to the floor. Another girl was looking at the bubbles, too. The Kindness Elf was watching Tiana very closely, hoping that it would be able to give her one of its awards.
(Ask “What kind thing might Tiana do?”)
As Tiana was enjoying the sight of the sparkling bubbles, she noticed her friend watching, too.
“Would you like to take a turn making some bubbles?” Tiana asked. “You can share my new toy with me.”
Suddenly, as quick as a wink, the kindness Elf flew over to Tiana and touched her with its magic wand! And poof, there was a sparkling, crown on Tiana’s head.
She was very surprised and excited. On the crown were the words “I have been kind.”
The Kindness Elf told Tiana that the crown was her reward for being kind by sharing her new toy.
A few days later the Kindness Elf visited another classroom. The elf climbed up on a shelf and hid behind some books so it could watch for someone to do a kind thing. Peeking out, the elf noticed a boy who looked very sad. Eddie was crying because the house he was trying to build kept falling down. Kim had been sitting next to Eddie, and she saw the trouble he was having. She knew that Eddie was feeling sad.
(Ask “What kind thing will Kim do or say?”)
“Can I help you build your house?” Kim asked. “I’m sure if we both try, we can make it stay together.”
Suddenly, as quick as a wink, the Kindness Elf flew over to Kim and touched her with the magic wand. And poof, the pretty kindness crown was on her head! Kim was very surprised! The Kindness Elf had rewarded Kim for being kind by helping Eddie.
Another time, the Kindness Elf was hiding behind a fish bowl in the pet center. As the elf watched, it saw something very interesting. It saw many children doing something very kind while Paco talked about his pet.
(“What do you imagine that the elf saw a whole group of kids doing that was kind?”).
All the children were listening very quietly as Paco told about his pet. Listening quietly to someone who is talking it a way of showing kindness.
And quick as a wink, the little Kindness Elf flew over to the children. As the elf touched each one with the magic wand, the pretty crown appeared on each child’s head.
The children were very surprised. They felt proud because they had been kind and listened quietly to Paco.
As the children admired their crowns, the little Kindness Elf slipped away. It knew there were other children, in other places, doing kind things. And the Kindness Elf wanted to be there, ready to surprise them with a sparkling crown too!
Taken from “My friend and Me”
AGS Company
[pic]
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level K
ACTIVITY: Book: Heartprints Lesson 4
| |
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand |
|and respect self and others. |
|Competencies: |
|PS:A1 Acquire self knowledge |
|PS:A2 Acquire interpersonal skills |
|Indicators: |
|PS:A1.2 Identify values, attitudes and beliefs |
|PS:A2.8 Learn how to make and keep friends |
Materials
• Book: Heartprints by P.K. Hallinan, ISBN 0-8249-54505
• Copy of a heartprint for each student (attached)
• Crayons
Vocabulary
• Heartprint – the impression left behind by an act of kindness
Gathering
“Everyone point to your eye. If you are learning at school, what are your eyes doing? (Looking at the speaker)
Everyone point to your ear. If you are learning at school what are your ears doing? (Listening to the speaker)
Everyone put your hand on your heart. If you are getting along with others at school, what is your heart doing?” (Caring about others, reminding us to be kind, and leaving a HEARTPRINT)
Review Agenda/Before the Lesson
“In our story last week children did acts of kindness. Those acts of kindness made everyone feel good on the inside. In our story today, they call that inside feeling a heartprint. A heartprint is like a foot print left behind…only you can’t see it; you just feel it in your heart.
Raise your hand if you remember a time when someone helped you? Did you feel good? If you remember feeling good, it means that person who was kind to you left a heartprint!”
During the Lesson
Show the book cover and let children guess about what the story will be about.
“While you listen to the story, see if you hear someone doing an act of kindness for someone else. When you hear that, put your hand over your heart, like this. This will be our sign for a heartprint.”
Read the book using Read-aloud Strategies.
After the Lesson
“In this book, what happened that left a heartprint?” After each recollection, ask “Could you do that?”
“I am giving you an outline of a heartprint. Inside of the heart I want you to draw a picture of one act of kindness that you will do to make someone feel good.”
Children will return to their desks and create picture.
Checking Out What You Learned/Assessment
While they work, the counselor will observe and, where possible, label the act of kindness for the student.
Using examples from the students’ drawings, say, “Raise your hand if you plan to leave a heartprint by…”
(Smiling at someone, opening the door for someone, helping someone with their work…)
Closing
“Leaving a heartprint is a good way to make friends.”
Notes:
[pic]
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 1
ACTIVITY: Getting to Know You Lesson 1
| |
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand. |
|and respect self and others |
|Competencies: |
|PS:A1 Acquire self knowledge |
|PS:A2 Acquire interpersonal skills |
|Indicators: |
|PS:A1.1 Develop positive attitudes toward self as a unique and worthy person |
|PS:A2.3 Recognize, accept, respect and appreciate individual differences |
Materials
• Safe and Caring Schools Gr 1&2 Activity Book
• “Getting to Know You” Activity Sheet
• Pencil for each student
Vocabulary
• Introduce – show someone a new person or idea
Gathering
Introduce yourself to the teacher formally so that the class can observe:
• Say your name first, and then ask the teacher his/her name.
• Ask the teacher if they like teaching First Grade
• Tell the teacher it is nice to meet him/her.
Ask students to repeat back things they heard you and the teacher say to each other. Tell them this is what is meant by “introduce”.
Before the Lesson/Review Agenda
“Today we will do an activity that will help you get to know each other better. You will introduce your self to a classmate and then try to discover something that they like. This activity sheet will help you.”
Ask for a volunteer to role play this (below):
During the Lesson
Role play: After introducing yourselves to each other, take turns completing the activity.
• Ask the other person if he/she likes a certain item on the activity sheet.
• If the other person says “Yes”, circle the item and write their name beside it.
• If the other person says “No”, then try other (encircled) items until you have a match.
• If there is no match, turn the paper over and write the other person’s name on the back.
• Only one item per student. Only one name per item.
To facilitate this activity* have the class form two lines facing each other. Each student should pair up with the person opposite. Allow about two minutes for each pair to complete the activity. To continue, have just one person at the front of one of the lines move to the back of the line. This will change the pair-up. Then, repeat the activity 4-5 times, reminding students to always begin with an introduction.
When there is about 10 minutes of class time left, have students put pencils away and gather on carpet.
After the Lesson
“What did you like about this activity? What was hard? What was easy? What did you learn about your classmates that you didn’t know before?”
Checking Out What You Learned/Assessment
Whole class: “Stand up if you like _____”. (Fill in the blank with an item from the activity). Repeat with each other item.
Closing
“Stand up if you think you can introduce yourself to someone you don’t know.
Getting to know new people and what they like is a good skill for making friends and getting along in school.”
Notes:
*Another option is to allow the students to roam the classroom and pair up independently.
[pic]
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 1
ACTIVITY: Book: All Kinds of Friends, Even Green Lesson 2
| |
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand. |
|and respect self and others |
|Competencies: |
|PS:A1 Acquire self knowledge |
|PS:A2 Acquire interpersonal skills |
|Indicators: |
|PS:A1.1 Develop positive attitudes toward self as a unique and worthy person |
|PS:A2.3 Recognize, accept, respect and appreciate individual differences |
| |
| |
Materials
• Book: All Kinds of Friends, Even Green! by Ellen Senisi (non-fiction)
• Use of chalkboard
Vocabulary
• Unique – something that makes you special or different from others.
• Same - alike
• Different – not like; not the same
Gathering
“Stand up if you have a friend that is taller than you (repeat: shorter than you, just as tall as you).”
Before the Lesson/Review Agenda
“If you are the same size then you are alike, if you are not the same size, then you are a different. The opposite of same is different. We are all alike in many ways and different in many ways.”
Show cover of book. Share the title and author. “What do you think the story is about? What do you think will happen? What question would you like to ask?”
During the Lesson
Read the book using read aloud strategies.
After the Lesson
• “What did Moses learn about friends?”
• “Unique means something that makes you special or different from others. Can you think of something you do that not everyone your age is able to do?”
• “Disabled means someone cannot do some things that other people the same age can do. Does anyone here have a Grandma or Grandpa who uses a hearing aid? They are disabled, because they are not able to hear as well as other people their age.”
Checking Out What You Learned
“Like Moses we will write a class paragraph about friends.”
Write FRIENDS on the board. Write these starter sentences and ask for ideas to complete. (Repeat each sentence as needed)
• A friend is someone who .
• A friend might be _______ or a friend might be_______. (Use opposites here)
• Everyone likes a friend who________.
Read the paragraph aloud together.
Closing
TTYPA and tell how you are a special friend.
Notes:
[pic]
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 1
ACTIVITY: Good Deeds Lesson 3
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
Competencies:
PS:A1 Acquire self knowledge
PS:A2 Acquire interpersonal skills
Indicators:
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
PS:A1.2 Identify values, attitudes and beliefs
Materials
• Wheel with 8 segments (Attached) and spinner
OR,
• List of 11 Good Deeds; 2 dice
Vocabulary
• good deed – doing something helpful without reward
Gathering
“Think of one nice/kind thing you did for someone else using an I-sentence.” (Model)
Continue as a Wrap-around so everyone gets to share.
Review Agenda/Before the Lesson
“When I was carrying my groceries out of the store, a man held the door open for me. I didn’t know the man. It wasn’t his job to open the door for me. He just did it to be helpful. What he did is called a good deed. When someone does something just to be helpful to another, it is called a good deed.
Today we will get to practice and discuss some good deeds that you can do.”
During the Lesson
Ask volunteers to spin the wheel to select a good deed. After it is selected, talk aloud with the student about the deed and when it would be appropriate or inappropriate. Finally, have the student choose someone from the class with whom to demonstrate their good deed.
OR…
If the Wheel and Spinner are not viable, create a poster using the following list. Then have volunteers toss two dice to choose their role-play scenario.
2. Ask someone new to play with you
3. Share something with someone else
4. Use please and thank you
5. Help someone carry something
6. Open a door for someone
7. Say hello
8. Let someone go first- in front of you
9. Tell the teacher something good about another student
10. Give someone directions to the office
11. Help someone with their work
12. Leave someone a happy note to make them feel good
After the Lesson
“What are good deeds you can do at home?”
Checking Out What You Learned/Assessment
“How does a good deed make you feel? Would you still feel good if nobody notices the good deed?
What does a good deed have to do with being friends?”
Closing
“How many of you think you will do a good deed this week. In closing, I’d like to tell you to watch for good deeds this week and to tell your teacher when you see one.”
Notes
“Spinning” Our Good Deeds
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 1
ACTIVITY: Book & Activity: Swimmy Lesson 4
| |
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand |
|and respect self and others. |
|Competencies: |
|PS:A1 Acquire self knowledge |
|PS:A2 Acquire interpersonal skills |
|Indicators: |
|PS:A1.9 Demonstrate cooperative behavior in groups |
| |
| |
Materials
• Swimmy – Book by Leo Lionni ISBN #0394826205
• An inflated balloon or beach ball
• Small stickies (optional)
Vocabulary
• Cooperation – working together to get something done; teamwork
Gathering
Tell the kids to stay seated on the floor, but keep the balloon afloat in the air by bopping it up with their fingertips. “How did it feel keeping the balloon in the air? Did everyone have a job to do? What happens if a few people don’t pay attention during a game like that?”
Review Agenda
“When everyone works together to get a job done or to play a game that is called cooperation or teamwork. Sometimes cooperation is fun, and sometimes it is really important! Swimmy is the story about a fish who learns how cooperation can save his life.”
During the Lesson
Read the story using read aloud strategies. (A little fish, the one survivor of a school of fish swallowed by a tuna, devises a plan to camouflage himself and his new companions.) .
After the Lesson
“How was cooperation important to the fish? Can you think of other groups who also need to cooperate to get something done (baseball team, band, crossing guards, etc.?) What would happen if all of the crossing guards showed up on the same corner after school?”
Checking Out What You Learned/ Assessment
“What did balancing the balloon activity have to do with Swimmy? Who can name a way you cooperate with classmates at school?”
Optional:
The class will illustrate the "new fish" using materials to represent the small fish (such as a small fish cut-out or a sticky note with their name on it) attached to a large blue sheet of paper representing the sea. Each child will attach their fish until the form of a fish has been made, similar to the one illustrated in the book. The class fish could then be left in the classroom and used as a "symbol" for teamwork and cooperation.
Closing
TTYPA: “Say how it felt to be able to cooperate and keep the balloon in the air?”
“Cooperation is a good skill for getting along and making friends at school.”
Notes:
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level 2
ACTIVITY: Cooperative Creature Lesson 1
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
B: Students will make decisions, set goals and take necessary action to achieve goals.
Competencies:
PS:A1 Acquire self knowledge
PS:A2 Acquire interpersonal skills
Indicators:
PS:A1.9 Demonstrate cooperative behavior in groups
PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior
Materials
• Donkey sheet
• 12 X 18” construction paper to each group (any color)
• Odds and ends of colored construction paper for each student
• Scissors, crayons, glue
Vocabulary
• Cooperation - working together to get something done; teamwork
Gathering
Show the picture of the 2 donkeys pulling opposite directions trying to get to their feed.
“What’s happening in this picture? What do the donkeys want? Why can’t they get what they want? How do the donkeys get what they want? This is cooperation – working together to get something done.”
Review Agenda/Before the Lesson
“Today you will be working together in small groups to make a silly creature with funny arms and legs and faces. Like the donkeys, you will have to cooperate to get the job done.”
Counselor draws a mind map on the board or chart paper and puts “cooperation” in the center circle. Draw lines and circles outward like a web.
“What are the large parts we will need to make a creature?”
In the connecting circles, put the words: face, hands, legs, head, and body.
Think aloud about how each of those might look like “cooperation”, and add those words on the line connected to the outer circle.
During the lesson
Before breaking into small groups, explain the following directions to the students: Each group has a 12x18 paper. The counselor will provide a smaller different-colored piece construction paper of varied size to each member, designating a particular body part. Explain their job is to work as a group and design your group creature, assuring each person has a part to work on. Then glue them on the 12x18 paper.
After the lesson
Groups stand together in the front of the room and share their creatures. Process with each group briefly as they share their creatures. Jot down their responses.
• What were the good things about working together instead of alone?
• How did you decide what to do?
• Was this easy or hard to do?
• What did you learn that could help you be better at cooperating?
Checking Out What You Learned/Assessment
Rewind: After all groups have shared their creature, synthesize what you have jotted down and say back to them what they learned.
Closing
TTYPA: students say something they learned or appreciated about the class or small group. Counselor models by speaking first.
Notes:
[pic]
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 2
ACTIVITY: Book: Have You Filled a Bucket Today? Lesson 2
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
Competencies:
PS:A1 Acquire self knowledge
PS:A2 Acquire interpersonal skills
Indicators:
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
PS:A2.3 Recognize, accept, respect and appreciate individual differences
Materials
• Have You Filled a Bucket Today? Book by Carol McCloud ISBN: 0-9785075-1-0
• Small bucket with 4-5 assorted items for demonstration
• Lunch-sized brown paper bag
• Small slips of paper – 2 per student
Vocabulary
• Self-esteem – to value yourself; to believe you are important
Gathering
“I filled a bucket with things from my own room that make me feel good. Would you pull an item out of the bucket for me?”
Explain why you chose that particular item to be in your bag. Continue to examine one item at a time.
“If you had a bag and chose things from your house to put inside, I wonder what they would be?”
Review Agenda/Before the Lesson
“Sometimes we are like a bucket, and we become filled with things that we feel. This bucket-full of ways we feel about ourselves is called self-esteem. Good self-esteem is when our bucket is full of happy feelings about ourselves. I am going to read a book about how our bucket gets filled with happy and unhappy feelings.”
During the Lesson
Read the book using read aloud strategies.
(When the term “invisible bucket” is used, substitute the term self-esteem.)
After the Lesson
Write the sentence starter (below) on the board, along with a variety of descriptors to complete it. Ask students to think about what would be nice to hear. What bucket-filler would make them have better self-esteem?
• I wish someone would tell me I am (nice, funny, kind, polite, respectful, smart, pretty, responsible)
• I like it when people say I am (helpful, kind, a good example, grown up, caring, trustworthy)
Give each student a slip of paper and have them return to their desk. Ask students to build a sentence, write it on the slip of paper, fold the paper in half, and return to the carpet.
“Catch” each slip inside a lunch bag*.
Checking Out What You Learned/Assessment
Read the anonymous slips of paper aloud one at a time. Emphasize that this is something that will help fill the bucket of someone else in this room. Encourage them to say those things to each other things when appropriate.
Closing
“Raise your hand if you think that using bucket-fillers is a good way to make friends.”
Notes:
*Catch the slip of paper with a “pop” this way:
Hold the top of one side of the paper bag between your thumb and middle finger; when you snap your fingers the bag makes a pop sound like you just caught their idea.
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 2
ACTIVITY: Book: Odd Velvet Lesson 3
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
Competencies:
PS:A2 Acquire interpersonal skills
Indicators:
PS:A2.8 Learn how to make and keep friends
PS:A2.3 Recognize, accept, respect and appreciate individual differences
Materials
• Odd Velvet – Book by Mary E. Whitcomb (1998), ISBN 0-8118-2004-1 -
• Drawing paper and crayons for each student
Vocabulary
• Odd - unusual, strange, different
Gathering
“Tell me which one is different:”
• Puppies, kittens, and a ball (but can you play with all of them?)
• Ice cream, cookies, and a sandwich (but can you eat all of them?)
• Kool-Aid, Coca-Cola, and water (but can you drink them all when you’re thirsty?)
Review Agenda/Before the Lesson
“Who knows what odd means? Odd means different, or unusual. Sometimes when things or people are different they seem strange or weird to us. Today you will hear a story called “Odd Velvet.”
(Show book cover) What do you think the story is about? If she is odd, I wonder what the kids at school will think of her…”
During the Lesson
Read the book using read aloud strategies
After the Lesson
“Velvet was not what the other kids were used to. She was different…odd.
Did the kids think that the ways she was different were weird or were interesting?
After Velvet made the wonderful drawing kids started noticing something…Velvet was interesting!
What were some of the ways that the kids discovered that Velvet was really interesting?”
Ask students draw a picture of themselves and a friend enjoying an activity. Walk around and help them label their picture.
Checking Out What You Learned/Assessment
If there is time, have students pair-share their drawings with each other.
Closing
“Which one is different: (name of student in room), (name of student in room), or Odd Velvet?”
But, could Velvet still be your friend?”
Related Material
• “Respecting Differences” – Sunburst- video
Notes:
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 2
ACTIVITY: A Quality Friend Lesson 4
| |
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand |
|and respect self and others. |
|Competencies: |
|PS:A1 Acquire self knowledge |
|PS:A2 Acquire interpersonal skills |
|Indicators: |
|PS:A1.2 Identify values, attitudes and beliefs |
|PS:A1.10 Identify personal strengths and assets |
|PS:A2.8 Learn how to make and keep friends |
| |
Materials
• Friendship Qualities List made into transparency
• Description/definition of friendship qualities
• Paper and pencil for students
Vocabulary
• Good friendship qualities – ways you like your friend to be
Gathering
My first best friend is Awful Ann—she socked me in the eye.
My second best is Sneaky Sam—he tried to swipe my pie.
My third best friend is Max the Rat—he trampled on my toes.
My fourth best friend is Nasty Nell—She almost broke my nose.
My fifth best friend is Ted the Toad—he kicked me in the knee.
My sixth best friend is Grumpy Gail—she's always mean to me.
My seventh best is Monster Moe—he often plays too rough.
That's all the friends I've got right now—I think I've got enough
“My First Best Friend” poem by Jack Prelutsky
Review Agenda/Before the Lesson
“Words that describe what your friend is like are called friendship qualities – giggly, mean, fun, weird, fair, rough - are friendship qualities. I wonder what good friendship qualities you have?
Did you know that to make a friend you need to be a friend?
Today we will learn some words that describe friendship qualities. You will choose some that you would like in a friend. Then you will choose some that describe you.”
During the Lesson
Post the transparency. Read the list aloud together.
“Some of these words you know, and others you may not. So, I am going to read you a description of a word that’s on the list. You raise your hand if you know which word I am defining.”
Read each definition, circle the word if it’s a correct match and discuss guesses about the word match.
After the lesson
“When it comes to qualities, you may want a friend who matches some of yours. For example, if you prefer to play inside, you may like a friend who prefers to play inside too. Sometimes we like to have friends who are different from us. For example, if you like to talk a lot, you might want a friend who likes to listen!”
On board, write FRIENDSHIP QUALITIES. Tell kids to write this heading on their paper.
“Number your paper 1 through 6. First list three friendship qualities that you think you have. (Allow time)
Now, write three friendship qualities you would like in a friend.” (Allow time)
Checking Out What You Learned/Assessment
“Earlier I said that to make a friend you need to be a friend. What do you think that means?” (Probe)
Closing
Popcorn - share aloud their best friendship quality. If no time, have a spontaneous “Shout-Out” of their best quality.
Notes:
Definitions
I ask my friends what they would like to play. I am (polite, kind)
I always play by the rules. I am (fair)
I play and work together with others. I am (cooperative)
I offer to help my friends with things. I am (helpful, kind)
I tell the truth. I am (honest)
When I can, I play outside. I am (outdoorsy)
If you make a mistake, I will accept your apology. I am (forgiving)
I can make you laugh. I am (fun, funny)
I usually have a smile on my face. I am (cheerful)
I hardly ever get angry or upset. I am (easy-going)
There is nobody else in the world like me! I am (unique)
You can count on me to do what I said. I am (dependable)
If I have more than I need I am happy to give you some. I am (generous, sharing)
There are some things I am just really good at without trying! I am (talented).
If I have a choice, I would rather not be outside. I am (indoorsy)
I am not sloppy. I am (neat)
When I don’t win, I say “good job!” to the person who did. I am a (good sport)
I don’t talk when my friend is speaking. I am a (good listener)
Its okay when my friends want to have other friends. I am (understanding)
I wait while my friend gets ready without complaining. I am (patient)
I can pretend play and make up great stories. I am (imaginative)
Friendship Qualities
| | |
|caring |indoorsy |
| | |
|cheerful |kind |
| | |
|cooperative |outdoorsy |
| | |
|fair |patient |
| | |
|fun |polite |
| | |
|funny |sharing |
| | |
|good listener |smart |
| | |
|good sport |talented |
| | |
|helpful |thoughtful |
| | |
|honest |understanding |
| | |
|imaginative |unique |
| | |
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 3
ACTIVITY: Fancy Footwork Lesson 1
| |
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand. |
|and respect self and others |
|Competencies: |
|PS:A1 Acquire self knowledge |
|PS:A2 Acquire interpersonal skills |
|Indicators: |
|PS:A1.9 Demonstrate cooperative behavior in groups |
|PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior |
| |
Materials
• Full (double) newspaper sheets – one per 4 students
Vocabulary
• Cooperation - working together to get something done; teamwork
Gathering
“I’m going to say an activity and I want you to say TEAM out loud if you have to have more than one person to get it done. For example, does it take more than one person to brush your teeth? No! So you would not say “Team”. But if I said have a baseball game, you would say ___? Right!”
Students will provide a choral response to the following phrases:
• Play an instrument
• Be a band
• Shoot baskets
• Play basketball
• Read a poem
• Perform a play
• Help someone carry groceries
• Be on Safety Patrol
Good Teamwork everyone!
Before the Lesson/Review Agenda
“Today we are going to practice Teamwork in groups of four. You will be given some activities to do that will get harder and harder. Getting them done will be fun, but will take lots of cooperation. What does cooperation mean?”
During the Lesson
Read all of the following directions before allowing students to move into assigned groups:
• Number students off 1 through 4.
• Student #1 takes a piece of newspaper
• Each group finds a place in the classroom where they can have enough room to make a circle.
• When counselor gives signal, all team members have to be touching the newspaper with a foot.
• Team members cannot touch the floor or an adjacent desk, etc.
• Team members can talk.
Instruct Teams to begin and then allow a few minutes to find their space and attempt the first task.
Process the activity so far:
”Was the task easy to understand? Was it easy to do? Did you have to talk?”
Repeat the whole process again with the paper folded in half. Process again.
Repeat one more time with the paper folded in fourths.
After the Lesson
Pick up the newspaper and re-gather the students. Wait until they are seated again to process their last attempt at their task and using the same questions as above.
Checking Out What You Learned
Draw a web to help further organize student learning about teamwork by placing the word COOPERATION in the center and drawing 6 legs coming from center.
Help them define some behaviors needed when cooperating (being able to talk, not giving up, trying more than one way, having clear instructions, listening to each other, encouraging each other)
Closing
“What you did today was teamwork. Teamwork can be fun, and it can be hard. Another name for teamwork is ______ “(Cooperation).
Notes:
Adapted from Thinking, Feeling, Behaving: an Emotional Education Curriculum for Children, Grades 1-6, by Ann Vernon
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 3
ACTIVITY: Wanted: One Good Friend Lesson 2
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
Competencies:
PS:A1 Acquire self knowledge
PS:A2 Acquire interpersonal skills
Indicators:
PS:A1.2 Identify values attitudes and beliefs
PS:A1.9 Demonstrate cooperative behaviors in groups
Materials
• Blackboard or large chart paper, marker
• Friendship qualities list (overhead)
• Wanted: One Good Friend worksheet for each student
• Pencils and Colored Pencils or Crayons
• 10 copies of newspaper ad page for each class. (Optional)
Vocabulary
• Quality – something that makes a person or thing what it is
Gathering
Hold up newspaper. “I want to find a new puppy. I’m going to put an advertisement in the newspaper for one. I need to decide on some qualities I am looking for. Should I get a big dog or little dog? Should I get a dog that likes to run and play or one that would rather lie in my lap? Should I get one with long hair or short hair? All of these things that describe a puppy are called qualities. Close your eyes and imagine the puppy that you would want!”
Review Agenda/Before the Lesson
“Today we will have an activity about friendship and being a friend. What qualities make a good friend? You wouldn’t want a friend that would like to lie in your lap – but you might want one that would run and play with you! I would call that quality playful. What are some other qualities you would like in your friend?” Record some of the answers on blackboard or chart paper.
Post the Friendship Qualities overhead transparency.
“Here is a list of qualities. How do they compare?”
During the Lesson
“Today you will work in pairs/trios to write a newspaper advertisement for a friend. You may use the ideas we brainstormed and put on our “A Friend Is” chart paper and the Friendship Word List. You may have new ideas. Let’s brainstorm some ways we could begin the ad… (e.g. 3rd grade student at …(school) looking for a good friend….Must be…)”
Break class into trio or pairs groups.
Students will work together to create their ad – one per trio or pair.
After the Lesson
Have one person (reporter) from in the trio read aloud the ad to the class.
Closing
Notes/Options
• You may wish to have trios or pairs design their ads on scrap paper before they put it on good paper.
• Record the 5 top qualities students looked for in a friend, on a bar graph that you can post in their room.
Advertise for a Friend
Write a newspaper ad for a friend. Include important qualities
needed for friendship.
WANTED:
ONE GOOD FRIEND
Friendship Qualities
|STRONG |HAPPY KIND |BRAVE |
|HEALTHY |COURAGEOUS |Thoughtful |
|CAPABLE |LOVEABLE |JOYFUL |
|FRIENDLY |…Patient… |honest |
|GIVING |Courteous |HUMOROUS |
|SINCERE |TRUSTWORTHY |CONSIDERATE |
|COOPERATIVE |GENEROUS |LIKEABLE |
|ΗΕΛΠΦΥΛ |caring |Reliable |
|P=E=R=S=E=V=E=R=I=N=G |CREATIVE |
|harmonious |CHEERFUL |LOYAL |
|CONFIDENT |EXPRESSIVE |GOOD FUN |
Friendship/Cooperation – Grade 3, Lesson 1
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 3
ACTIVITY: Book & Activity: How to be a Friend Lesson 3
| |
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand. |
|and respect self and others |
|Competencies: |
|PS:A1 Acquire self knowledge |
|PS:A2 Acquire interpersonal skills |
|Indicators: |
|PS:A2.6 Use effective communication skills |
|PS:A2.8 Learn how to make and keep friends |
| |
Materials
• How To Be A Friend by Laurie Krasny Brown and Marc Brown ISBN: 0316111538
• A soft ball
• Numbered Skills (copy & cut)
• Skill Application Scenarios (Role Plays)
• A hat or bowl
Vocabulary
• Friendship skill – Something you can learn to do or say to be a good friend. The action of a friendship quality
Gathering
Feeling Echo: Ball is tossed between individuals who want to respond to “I wish I had a friend who____.’
Review Agenda/Before the Lesson
“Who can name a friendship quality? Today we will learn about friendship skills. If a skill is something you can learn - like how to read - then what do you think a friendship skill is? Right, it is something you can learn to do or say to be a good friend. It’s like acting out a friendship quality. For example, you may be a kind person in your heart… but how do you show someone you are kind? (Gather ideas) I am going to read you a how-to book so you can learn to show people your friendly qualities. Then, we will role play some of the ideas from the book.”
During the Lesson
Read pages 4 through 21 of book without read aloud strategies. Put book aside.
After the Lesson
“A skill is something you can learn, but they take practice! Now we are going to practice friendship skills. Who will volunteer to role-play something from the book?”
One at a time (and as time allows) volunteers will draw a Numbered Skill from a hat. Read the corresponding Skill Application Scenario to the volunteers aloud, and then coach the students through role plays, reminding them of examples from book.
Checking Out What You Learned/Assessment
“Thumbs up if you think you can use the skills we practiced today.”
Closing
“Just like with playing 4-square or playing an instrument, practice helps you learn new skills. Keep practicing!”
Notes:
Skill Application Scenarios for role play of Skill Ideas
(Counselor reads aloud)
1. Let the Person Have Other Friends – 2 people
Your best friend and you have planned on getting together on Saturday to play computer games. Your friend comes up to you and says that he or she wants to get together with another friend to see a movie that’s playing at the same time you were going to get together. Your friend asks if you can get together at another time instead. Show how you could make your friend feel special by letting him or her have other friends.
2. Be a Good Sport – 2 people
You really wanted to win the game you were playing with a friend, but instead of winning you really lost big! The other person is happy to have won. Show how you could make this person feel special by being a good sport about losing.
3. Let the Person Go First – 2 people
Your class is having a special ice cream treat. You and your friend both get to the ice cream line at the same time. Act out how you could make your friend feel special by letting him or her go first.
4. Offer to Help Them – 2 people
Your class is working on an art project. You notice that the person next to you is having a hard time putting a project together because he or she needs to hold a piece while gluing it. Show how you could make this person feel special by offering to help them.
5. Give the Person a Compliment – 2 people
Someone you like did something that you thought was really neat. Show how you could make this person feel special by giving them a compliment about what they did.
6. Forgive them if They Do Something Wrong – 2 people
Someone you like wasn’t looking where he or she was walking in the cafeteria and bumped into you. Your tray was knocked out of your hands and some of the food spilled all over your clothes! The person was embarrassed and he or she apologized and started to clean it up. Show how you could make the person feel better by forgiving them.
7. Ask the Person to Be Your Partner – 2 people
You are out on a field trip to a museum. The teacher says that everyone should sit on the bus with a partner. Instead of waiting to see if someone picks you, you decide to ask someone who you want to be friends with to sit with you. Show how you would make this person feel special by asking them to be your partner.
8. Stick Up for Someone – 4 people
Someone on your team misses catching a fly ball during a baseball game. The other kids on the team are mad because you’re losing the game. They start calling him or her “fumble fingers” and “klutz.” You could tell that the sun was right in the person’s eyes so that the ball was hard to catch. Show how you could make the person feel special by sticking up for them.
9. Apologize When You’re Wrong – 2 people
You laughed at your friend’s haircut. You can see that you hurt his or her feelings. Show how you could make your friend feel better by apologizing.
10. Keep Someone’s Secret – 3 people
Someone who knows you and your friend comes up and asks you what your friend was whispering in your ear. What was whispered was a secret your friend was sharing with you. Make your friend feel special by not telling his or her secret to this other person. What will you say to the person asking you to tell?
11. Suggest Fairness – 2 people
Your friend is fun to play with, but always wants to go first. You are about to play tetherball and she want to serve. Instead of fighting, suggest a fair way to choose, such as Rock/Paper/Scissors.
12. Be a Good Listener – 2 people
Your friend is sad because her puppy ran away. You would really like to talk about how well you did on your spelling test, but you decide to be a good listener first and show her that you care about her problem.
Friendship SKILLS: Cut-apart and place in hat
|11. You can play fair. Try | |1. Let the other person have friends. |
|Rock, Paper, Scissors to see who goes first. | | |
|6. Sometimes your friend will say sorry. Learn to | |4. You can offer to help your friend when they need |
|accept the apology in a nice way. | |it. |
|9. Always say you’re sorry if you made a mistake | |3. You can cooperate. Go along with your friend’s |
|or are wrong. | |idea sometimes or let them go first. |
|8. You can stand up for friends, even when other | |2. You can compliment your friend, even when she |
|kids complain or make fun of them. | |wins and you lose. That’s being a good sport. |
|7. You can invite them to play with you. | |10. You can keep your promise. Then friends know |
| | |they can trust you. |
|12. You can listen to your friends and pay | |5. You can do things for friends, like making them |
|attention to what they say. | |special presents or noticing something special about |
| | |them. |
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level 3
ACTIVITY: Book: Jag’s New Friend Lesson 4
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
Competencies:
PS:A1 Acquire self knowledge
PS:A2 Acquire interpersonal skills
Indicators:
PS
PS:A1.11 Identify and discuss changing personal and social roles
Materials
• Jag’s New Friend – Book by LeAnn Rimes, ISBN 0-525-47298-3
Vocabulary
Gathering
There is a voice inside of you
That whispers all day long
“I feel that this is right for me,
I know that this is wrong”
No teacher, preacher, parent, friend
Or wise man can decide
What’s right for you – just listen to
The voice that speaks inside
Poem: “The Voice” by Shel Silverstein
Review Agenda/Before the Lesson
What does it mean to have a voice that speaks inside? Yes, sometimes the voice tells you what to do and sometimes it may tell you how you feel. As you grow older, you will have more freedom to make your own choices. Sometimes the voice inside can help you to make the right ones.
During the Lesson
“Today we will listen to a book about a character named Jag who hasn’t learned to listen to the voice inside very well. As I read, think about what the voice inside should be telling him.”
Read the book:
• Pause reading at each encounter when Jag has to make a choice.
• Ask the students what they think Jag is feeling and why.
• Ask them what the voice inside should be telling him.
After the Lesson
TTYPA:
Read the statements below. After each, students will TTYPA discuss what the person may be feeling and also what the voice inside should be saying.
• Your Mom is at the store when a friend comes to the door and asks you to play. Mom’s rule is that you stay inside alone when she is not home.
• You and one friend made a plan to meet on the playground after recess and she is late. A different friend asks you to come over to where her group is doing something else instead.
• One friend said he would come to house after school, but his Mom said she had time to take him shopping if he wanted to go. He decides to go shop.
• Your friend sneaks over to the teacher’s desk while she is talking to another teacher, takes something, and slips it into her own desk. You are the only person who sees your friend do it.
Checking Out What You Learned
Popcorn: How can listening to the voice inside help you keep your friends?
Closing
“Being older means being allowed to make more choices. Use the voice inside to help make good ones.”
Notes:
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level 4
ACTIVITY: Working Together: Teamwork Lesson 1
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
Competencies:
PS:A1 Acquire self knowledge
PS:A2 Acquire interpersonal skills
Indicators:
PS.A1.9 Demonstrate cooperative behavior in groups
PS:A2.3 Recognize, accept, respect and appreciate individual differences
Materials
• Still More Activities That Teach by Tom Jackson p. 220-223
• 80 drinking straws
• Masking tape
• 4 paper bags
• 8 message envelopes (labeled a, b, c, d and 1, 2, 3, 4)
• See Notes
Vocabulary
• cooperation – working together as a team
Gathering
Popcorn – students will share in one word a characteristic of a good team member.
Review Agenda/Before the Lesson
Connect to prior knowledge and experiences – “Have you ever been on a team?” “What does it mean to be a member of a team?” “Is a team ALWAYS trying to win?”
During the Lesson
“Today we are going to do an activity that will require us to work at a team. The goal of the activity is to work as a team and build the tallest freestanding tower from drinking straws. You will have ten minutes to work together to build the tower. While you are working, remember the qualities of a good team member that we talked about.”
Divide the class into four equal teams. Pass out the materials for each team, a bag with the straws and a piece of masking tape (varying lengths – purposely give some teams more tape than others). Instruct the students to wait until you say begin. Give the students one minute to talk about their building plan and then say “begin”. After the first five minutes, stop the students’ work and request one member of each team come and get an envelope. Have each team read their paper aloud (some materials may be given or taken away). After each team has read their card, resume work for two more minutes. After two minutes, give the teams the option of getting another envelope with instructions. Some may decline and some may accept. They are not required to take an envelope, but they must decide as a team. Following this step, resume work for three more minutes.
At the end of the allotted time, instruct each team to bring their tower to the front table to show. (Counselor can decide whether and how to award a winner. The tower that wins must be a freestanding structure.)
After the Lesson
• “How was your building plan developed?”
• “Was there a leader for your group? How did you decide they were the leader?”
• “How did you feel when you noticed some teams had more or less materials than your team?”
• “Did your group communicate well?
• “Did your feelings get in the way of doing your best job as a team?”
Checking Out What You Learned/Assessment
“How would you grade your team today? Did you work together?”
Closing
“Today we did an activity that helps us to see what it means to cooperate and work as a team. There are many times and places that we will need to use the skills that we talked about today. Working together is a skill that can help us to be successful at school, at home, and with our friends.”
Notes:
Some preparation is required to do this activity. Divide the straws into four bags for the four teams (18 straws per bag will leave you some necessary extras). Print and cut the messages and put into labeled envelopes. This activity is adapted from “That’s Not Fair” by Tom Jackson – more information is available in the reference listed above.
Message Envelopes:
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level 4
ACTIVITY: Building Healthy Relationships Lesson 2
_______________________________________________
Personal/Social Standards:
B: Students will make decisions, set goals and take necessary action to achieve goals.
Competencies:
PS:B1 Self-knowledge application
Indicators:
PS:B1.3 Identify alternative solutions to a problem.
PS:B1.4 Develop effective coping skills for dealing with problems.
PS:B1.6 Know how to apply conflict resolution skills.
Materials
• Dice (2)
• Solution List
• Role Play Scenarios, cut apart
• See NOTES
Vocabulary
• Relationship – a connection between people
Gathering
If we meet and I say,”Hi” – that’s a salutation
If you ask me how I feel – that’s consideration
If we stop and talk awhile – that’s a conversation
If we understand each other – that’s communication
If we argue, scream and fight – that’s an altercation
If later we apologize – that’s reconciliation
If we help each other home – that’s cooperation
All of these ATIONS added up – make civilization
(And if I say this is a wonderful poem – is that exaggeration?)
Poem: “ATIONS” by Shel Silverstein
Review Agenda/Before the Lesson
“The characters in this silly poem may have a friendship, or they may have some other kind of relationship. How is the word friendship different from the word relationship?”
During the Lesson
“Sometimes there are problems in relationships. Today we are going to learn about building healthy (good) relationships by practicing solving problems that may occur.”
Hold up the Solution List of possible solutions to conflicts. Lead a discussion about the list, asking for examples of application for each and probing about whether all solutions are good for all problems.
After the Lesson
Choose two students as volunteers, give them a Role Play Scenario and have them roll the dice. Ask them to role play the scenario using the solution from the list that matches the number on the dice. If they can explain why the solution rolled does not fit the problem, they may roll again.
Repeat with remaining Role Play Scenarios.
Checking Out What You Learned/Assessment
“Raise your hand if you know two solutions that you can use to solve a relationship problem.”
Call on a few students to check knowledge.
Closing
“Today worked through some possible solutions to problems between friends and in other relationships. It takes work to be a good friend. Continue to work on healthy relationship at school and at home by using the skills for solving problems that we worked on today.”
“If you want a good friend, what do you need to do?” (Be a good friend!)
Notes:
For additional engagement and variety, counselor can copy video clips to show during this lesson by going to Heartland AEA website / LEARN360 / “Working it out in Relationships” (8:50) and “Looking at Relationships” (5:40)
Solution List:
compromise
flip a coin
walk away
say sorry
choose a good time to talk
brainstorm ideas
rock – paper – scissors
ask an adult to help
choose something else
take turns
share
Role Play Scenarios –
1. Tabitha got a new bike for her birthday. She was so excited to go outside and ride her new bike. Her sister Jessie wanted a turn riding the bike too. Jessie pulled on Tabitha’s arm and she fell off the bike. Next step…
2. Tim was goofing off during class, making faces and annoying sounds. Jose asked Tim to stop because he was trying to concentrate. Tim started to call Jose names and make fun of him. Next step…
3. Sheila and Marcy had the jump ropes at recess time. When Esmeralda went outside for recess, she wanted to jump rope too and asked for a turn. Sheila and Marcy said “no, we had them first!” Next step…
4. Shana and Emily were whispering, laughing and pointing at Nina during lunch. Nina was feeling sad and left out because Shana and Emily were making fun of her. Next step…
5. Noah and Kevin were playing basketball after school. Noah tried to take a shot and Kevin hit his arm causing Noah to miss the shot. Noah called a foul and Kevin called him a “cry-baby.” Noah and Kevin started yelling and got into a fight. Next step…
6. Stella and Jake are friends. They spend a lot of time together both during and after school. Stella is bossy and is always telling Jake what to do and what games they are going to play. Jake is getting more and more angry with Stella. Next step…
7. Nick always knows the latest gossip and he likes to be the center of attention. Nick talks about his friends and classmates behind their backs. Nicks friend Manuel is tired of hearing about others and angry that Nick talks about him too. Next step…
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level 4
ACTIVITY: Mr. Peabody’s Apples Lesson 3
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
B: Students will make decisions, set goals and take necessary action to achieve goals.
Competencies:
PS:A1 Acquire self-knowledge
PS:A2 Acquire interpersonal skills
PS:B1 Self-knowledge application
Indicators:
PS:A1.8 Understand the need for self-control and how to practice it
PS:B1.2 Understand consequences of decisions and choices
Materials:
• Mr. Peabody’s Apples by Madonna
• travel toothpaste
• plastic spoon
• 8 ½ x 11 sheet of paper with lines drawn
• See NOTES
Vocabulary:
• gossip / rumors – talking about another person behind their back (without their knowledge)
Gathering:
“Today we are going to talk about rumors / gossip and what it can do to a friendship. I need a volunteer to help me out.”
Explain to the volunteer that they are going to squeeze out all of the toothpaste onto the paper, covering as much of the lines on the paper as possible. Say go. Give the student time to squeeze out the entire tube (this should take about a minute). After the toothpaste is all out, show the class and give encouragement – “you did a great job!” Take out the plastic spoon and tell the student they will now complete part two of the task. They will take the spoon and put all of the toothpaste back in the tube so that it looks just as it did when we started. Give the student one minute to work on this. After one minute, stop them and ask how they are doing.
“This is what can happen with our words…they are easy to get out, but much harder to take back. When we gossip or spread rumors, it is tough to take them back.”
Review Agenda/Before the Lesson:
Ask for student definitions for rumors and gossip and clarify if needed.
“Today we are going to read a story that shows us what can happen when we gossip or spread rumors about another person.”
During the Lesson
Read Mr. Peabody’s Apples using read aloud strategies.
After the Lesson
Discussion:
• Did Billy have all of the information about what Mr. Peabody was doing when he took the apple?
• Why did Mr. Peabody use a feather pillow to explain rumors / gossip to Billy?
• What did Billy learn about his words?
• Thinking about the beginning of the story again, what could Billy have done when he first heard about the apples?
• What does the toothpaste demonstration have to do with friendship?
Checking Out What You Learned/Assessment
“Thumbs up if you can tell me what a rumor is?”
“Thumbs up if you can tell me what it means to gossip about someone?”
Closing
“We learned a very important lesson about our words today. Rumors and gossip can be hurtful and harmful to friendships. We always need to remember to stop and think about our words.”
Notes:
For added engagement and variety counselor can copy video clips onto a DVD and use during class time by going to Heartland AEA website / LEARN360 / “Rumors and Gossip” from Harassment Hurts (4:25)
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level 4
ACTIVITY: Empathy Game Lesson 4
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
Competencies:
PS:A.1 Acquire self-knowledge
PS:A2 Acquire interpersonal skills
Indicators:
PS.A1.5 Identify and express feelings
PS:A2.8 Learn how to make and keep friends
Materials:
• Multiple sets of Situation Cards (one full set for each pair of students)
• See NOTES
Vocabulary:
• empathy – showing an understanding of how someone else is feeling
Gathering:
“Have you ever heard someone say ‘walk a mile in someone else’s shoes?’ What do you think that means? Do you really need to borrow someone else’s shoes and go for a walk?
Review Agenda/Before the Lesson:
“Today we are going to learn about the importance of empathy in a relationship.”
Introduce vocabulary word.
During the Lesson:
Read the directions (below) before assigning pairs of students and distributing the sets of cards.
Model the process with a student volunteer using one of the scenarios as a whole class example. Coach the students to use the following response: “In this situation, I would feel _________. I think you feel _________ because _________.”
Directions for Empathy Game:
• Student #1 draws a card, reads the card to himself, and then decides how he would answer.
• Student #1 then reads the situation (only) aloud to their partner, Student #2, without revealing his choice of feeling.
• Student #2 thinks about the situation, how he/she might feel in the same situation, and then guesses aloud how their partner would feel and why.
• Partners alternate turn.
After the Lesson:
• Was this game hard or easy for you?
• How did you decide how your partner might feel in each situation?
• Were your guesses always right? Why or why not?
• Besides using your own experience to make a guess about someone else’s feelings, what other clues could you use?
• Why is being able to guess someone’s feelings important in a good relationship?
Checking Out What You Learned/Assessment:
Ask students to respond chorally to the following (answers might vary):
• You are being teased, but don’t think it was funny. You wish your friend knew that you felt _______.
• You are being challenged to do something you think is dangerous. You wish your friend knew that you felt _____.
• Your pet ran away last night and you want to go look for him, but everyone else wants to go swimming. You wish your friend knew you felt ______.
Closing:
“Today we talked about empathy, which is understanding how another person is feeling. This week, let’s work on our empathy skills with our friends and family. Think about how you might feel in the same situation and remember to ‘walk a mile in someone else’s shoes’.”
Notes:
For added engagement or variety in this lesson, counselor can copy and utilize related video clips by going to Heartland AEA website / LEARN360 / “Empathy Can Help a Friendship” (3:13) – a clip from “Put Yourself in Someone Else’s Shoes”
Situations:
1. My parents are divorced and on Saturday my dad was supposed to come and pick me up for our time together. I waited and waited and he never came to get me. I felt:
a. frustrated
b. sad
c. angry
d. disappointed
2. My friend and I were going to play together at recess. When I got outside, she was already playing a game with someone else and they wouldn’t let me join in. I felt:
a. angry
b. sad
c. disappointed
d. happy
3. My brother and I got into a really bad fight. He called me “stupid” and pushed me down. I felt.
a. sad
b. angry
c. hurt
d. no big deal
4. I am having a hard time in math. I want to do a good job, but it is just so hard. I got my test back today and I got a really bad score. I felt:
a. angry
b. frustrated
c. sad
d. discouraged
5. I have been invited to my friend’s birthday party on Saturday. We are going to have pizza, cake and ice cream. My mom said that I could go. I felt:
a. happy
b. excited
c. bored
d. no big deal
6. My friend and I got into a fight. We both said some pretty mean things to each other. She told me that she was going to tell everyone all of my secrets and I called her names. I felt:
a. hurt
b. angry
c. sad
d. disappointed
7. My family is moving. We will be living in a new house in a new neighborhood and I will be going to a new school. I feel:
a. nervous
b. sad
c. excited
d. angry
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 5
ACTIVITY: Group Cooperation Lesson 1
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
B: Students will make decisions, set goals and take necessary action to achieve goals.
Competencies:
PS:A1 Acquire self knowledge
PS:B1 Self-knowledge application
Indicators:
PS:A1.9 Demonstrate cooperative behavior in groups
PS:B1.1 Use a decision-making and problem solving model
Materials
• Chart or blackboard
• Envelopes with Pre-Made Squares Activity (each envelope contains 5 puzzle sets)
• 2 or 3 designs to show students how the pattern should look.
• 8 ½ x 11 sheet of paper for each response group
• Student Portfolios
Vocabulary
• cooperation
Gathering
Read a quote from a famous person or a proverb about cooperation and ask student’s perception of its meaning.
“I love to hear a choir. I love the humanity to see the faces of real people devoting themselves to a piece of music.
I like the teamwork. It makes me feel optimistic about the human race when I see them cooperating like that.”
Paul McCartney
1942-, British Pop Star, Composer, Songwriter, Member of ''Beatles''
“United we stand, divided we fall”
Benjamin Franklin
1706-1790, American Scientist, Publisher, Diplomat
Review Agenda/Before the Lesson
Ask if anyone has been a part of a group or team and how cooperation plays a role in their group/team.
“Today you are going to do practice cooperation in a team activity. Let’s talk about the requirements of
cooperation. What are some things you do when you cooperate? What kinds of things will you be seeing
and hearing from each other that show you are cooperating?” Write their responses on the board for later.
During the Lesson
Directions:
Tell students that they will be working in a small group of 5 people to create five squares. Before you pass out the envelopes read the rules (below). Give each group a full set of five envelopes. Following the cooperation rules, the group works together to make 5 perfect squares. The lesson is complete when each person has a completed puzzle in front of them that forms a perfect square.
Rules:
• Everyone waits for signal to begin.
• No one can speak or ask someone to give them a puzzle piece.
• No one can signal another person to give them a puzzle piece.
• You CAN give a puzzle piece to someone in your group if you think it might help them to finish their squares.
After the Lesson
“When we started today, we talked about teams or groups we belonged to and we wrote on the over head
chart or board, examples of what cooperation looked and sounded like. Just now, we had a chance to practice cooperation. Let’s talk about how we did! What was hard about the activity? What was easy? How well did you follow the rules? What did you see, hear, and experience that was cooperation like we have written on the board. What did you see, hear, and experience that was not cooperation?”
Checking Out What You Learned/Assessment:
Have each student in each response group write in their portfolio or on paper about one thing they did to cooperate today.
Closing
In response groups, have group leader ask each person to say what they did to cooperate today.
Notes
Directions for Making a Set of Squares
Result: Make a full set of squares consisting of 5 envelopes containing squares (included in the curriculum). Each square has 3 pieces.
full set
If you wish, letter the above squares.
Notice that all the ‘a’ pieces are the same size, all the ‘c’ pieces are the same size etc… Cut each square on the cardstock into smaller pieces to make the parts of the puzzle. Mark 5 envelopes as indicated below:
Envelope 1: pieces I, H, E
Envelope 2: pieces A, A, A, C
Envelope 3: pieces A, J
Envelope 4: pieces D, F
Envelope 5: pieces G, B, F, C
Note: Several combinations will be possible that will enable participants to form one or two squares, but ONLY ONE combination is possible that will form 5 squares 6x6 inches.
You are now ready for the activity with students. Give one full set of squares (envelopes 1-5) to each group of 5 persons.
Scrambled Squares (pattern 1)
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
Scrambled Squares (pattern 2)
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
Scrambled Squares (pattern 3)
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
Scrambled Squares (pattern 4)
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
Scrambled Squares (pattern 5)
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 5
ACTIVITY: Stumbling Blocks to a Good Friendship Lesson 2
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
B: Students will make decisions, set goals and take necessary action to achieve goals.
Competencies:
PS:A1 Acquire self knowledge
PS:A2 Acquire interpersonal skills
PS:B1 Self-knowledge application
Indicators:
PS:A1.6 Distinguish between appropriate and inappropriate behavior
PS:B1.3 Identify alternative solutions to a problem
Materials
• A sheet of butcher paper, a yard in length depicting a broken down wall/or overhead
• Magic markers.
• Cut out shapes of hearts, stars, flowers or sticky notes – something that can go over each block on the chart (made by counselors)
• Student Portfolios
Vocabulary
• Stumble – to trip and lose your balance
• Stumbling blocks – qualities or things that get in the way of a friendship
• Building blocks – qualities or things that help build a strong friendship
Gathering
Write TeRRiFiC on board and have whole class respond with character attributes (Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship) as you point to each capitalized letter.
Review Agenda/Before the Lesson
“Imagine this wall as a strong friendship. It is built with blocks representing good qualities or things that make a friendship strong. Who knows what the word stumble means? When it comes to friendships, what do you think a stumbling block is? (undesirable qualities.) Today we will be talking about the stumbling blocks of friendship and how to replace them with building blocks”
During the Lesson
In a classroom discussion format, ask students to name undesirable qualities or things that happen that hurt friendships. Ask them to tell a story if they want, but to leave out a name. When a student names a stumbling block to good friendships, have them come forward and write it on a block in the wall. Keep ideas coming by asking questions and having them think of ways they weren’t a good friend or things others have done to them that hurt their friendships. Keep these going until all the blocks are full. (ex: breaking promises, cheating at games, bossing, lying, name-calling)
Next, brainstorm the qualities of a good friend (building blocks) or ways to repair a problem in a relationship. Write the good quality or idea on a flower, star, heart, or sticky note and ask the student to place it over one of the stumbling blocks.
After the Lesson
Discussion Questions:
• What are some qualities you would not want in a friend?
• What might you do if a friend has an undesirable quality or qualities?
• Do friendships ever change? How? Why?
• What did you learn from this activity?
Checking Out What You Learned/Assessment
Use portfolio to write/draw reflections of what was learned today. Ask “How does this relate to you?”
Closing
“As this week goes by, do a self-check to see if you are putting up stumbling blocks or building blocks to relationships.”
Notes:
[pic]
UNIT: FRIENDSHIP/ SOCIAL COMPETENCIES Grade Level 5
ACTIVITY: Book: The Other Side Lesson 3
Personal/Social Standards:
A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand
and respect self and others.
B: Students will make decisions, set goals and take necessary action to achieve goals.
Competencies:
PS:A1 Acquire self knowledge
PS:A2 Acquire interpersonal skills
PS:B1 Self-knowledge application
Indicators:
PS:A2.1 Recognize that everyone has rights and responsibilities
PS:B1.7 Demonstrate a respect and appreciation for individual and cultural
differences
Materials
• The Other Side – Book by Jacqueline Woodson, ISBN: 0399231161
• Student Portfolios or sheet of paper for reflection
• Trust Questions (Attached) –One set for each response group of 5-8 kids
Vocabulary
• segregation – separating one group from another based on skin color
• trust – to believe or have confidence in someone
• trustworthy – showing you are able to be trusted
• trusting – feeling that you trust someone
Gathering
Ask for four volunteers, two with blue eyes and two with brown eyes (not more than one child of color).
“There are not as many blue-eyed people in the world, so you are very special. In fact, I think that you should be in front of the line for the rest of the year. And you two with brown eyes, since you are not as special, you should help these blue eyed kids this year with whatever they need; carry their backpacks, return their lunch trays and so on…..Does this seem fair?...this is called segregation”
Before the Lesson/Review Agenda
“Segregation means that groups of people are kept separated, like brown eyes and blue eyes. Martin Luther King Jr. fought to change segregation, but before that time, kids of different skin colors usually did not play together. This book tells a story about segregation and trust and risk. Listen for the themes of trust.”
During the Lesson
Read The Other Side without pauses.
After the Lesson
Divide into response groups. Give each group a set of discussion questions. Report back to large group, with responses as directed by counselor.
Checking Out What You Learned/Assessment
Have students reflect on paper, in their portfolio, or in a discussion about a barrier that they’ve experienced when they were not part of a group or wanted to be a part of a group. They can also reflect on the experience of being divided by eye color.
Closing
“Raise your hand if you agree that trust is important in your friendships.”
Notes:
| | | |
| | | |
|Which characters were TRUSTING in this story? How? | |Which characters were TRUSTING in this story? How? |
| | | |
| | | |
|Who trusted first? Was it worth the risk? | |Who trusted first? Was it worth the risk? |
| | | |
| | | |
|Which characters were TRUSTWORTHY? How? | |Which characters were TRUSTWORTHY? How? |
| | | |
| | | |
|Who broke a trust in this story? Do you think it was worth the | |Who broke a trust in this story? Do you think it was worth the |
|risk? | |risk? |
| | | |
| | | |
|In your experience, is it easier to be TRUSTING or TRUSTWORHTY? | |In your experience, is it easier to be TRUSTING or TRUSTWORHTY? |
UNIT: FRIENDSHIP/SOCIAL COMPETENCIES Grade Level 5
ACTIVITY: Resourceful Relationships Lesson 4
|Personal/Social Standards: |
|A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand |
|and respect self and others. |
|B: Students will make decisions, set goals and take necessary action to achieve goals. |
|Competencies: |
|PS:A1 Acquire Self Knowledge |
|PS:B1 Self-knowledge Application |
|Indicators: |
|P.S:A1.11 Identify and discuss changing personal and social roles |
|PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making |
|decisions |
| |
Materials
• Paper and pencil for each student
• Resourceful Relationships questions (attached)
• Blackboard
Vocabulary
• Resourceful – to have what is needed to act effectively or imaginatively, especially in difficult situations
Gathering
“Close your eyes and visit the past with me.
Remember when you were very small, who was your first friend?
What do you remember liking about that person? What do you remember doing with that person?”
Review Agenda/Before the Lesson
“Our whole life we need to have friends and need to be a friend. However, as we grow up our friendships and relationships will change as what we need in a friendship changes. It is interesting to notice those friends or family members we rely on to help us in different situations and the people who rely upon us for help in different situations. Today you will take a look at that.”
During the Lesson
Ask students to get out pencil and paper. Label the top Resourceful Relationships.
Number the paper 1-9, then 1-2, then 1-3.
“I am going to read a question to you that will make you think of a person. I will tell you 1-3 key words to write first, then you add the name of the person you thought of. For example, the first question is who do you call when you want to go to see a movie? I would tell you the keyword is movie. So beside the number one you would write the word movie, followed by the name of the friend or family member you would call. Any questions?”
Read each question (below) aloud, repeating the “key words” which the student can add to their paper. Then allow 15-20 seconds for students to write in a name before moving to the next question.
When all of the questions have been answered, students will break into groups of 3-5. Going around their circle, they should each answer the questions you have written on the board (below), one question at a time.
Questions for Board:
• Altogether, how many different people have you listed on your sheet?
• How many are female? How many are male?
• How many are about your grade? How many are younger? Older?
• How many are family members?
• How many times did you include your parents?
After the Lesson
Whole group processing:
• How did the total number of names vary between people in your group?
• If you had made this list 2 years ago, how would it have been different?
• If you make this when you are sixteen how will it be different? When you are 25?
Checking Out What You Learned/Assessment
“The definition of resourceful is ‘To have what is needed to act effectively or imaginatively, especially in difficult situations.’
How does a list of people show the power you have to make good choices in your life?
Closing
“Growing up means taking charge of relationships and of meeting the needs you have in your life. You have the power to make important choices.”
Notes
RESOURCEFUL RELATIONSHIP QUESTIONS
Who do you call on when:
1. You want to go to a movie?
2. You feel lonely and want company?
3. Your parents are upset with you and you need someone to talk to?
4. You do something you’re proud of and you want someone to know?
5. You need special advice?
6. You want an honest opinion about your appearance?
7. You want to swim or play ball?
8. You have a new CD and you want to listen to it with someone?
9. You have a secret you need to share?
Who calls you when:
1. He/she has a problem?
2. He/she needs special advice?
Who is the friend:
1. That will be a friend forever?
2. That needs you the most?
3. For whom you have a great deal of respect?
Adapted from Energizers and Icebreakers,
By Elizabeth Sabrinsky Foster
Educational Media, 1989
-----------------------
The worker’s union has declared a silence strike against your building company. You team members may not talk for the rest of the building time.
All of your workers have been injured in a freak accident. From now on they can only use their left hands.
Great work. Keep going!
Use please and
Thank you
Help someone
carry something
Share something with someone else
Open a door for
someone
Invite someone to
play with you
Let someone go
first
Say Hello
Ask someone
to play with you
A
H
A
G
A
J
I
F
E
F
C
C
D
B
A
You have been given a business award by the city. You can go take two straws from any team you wish (the straws must not already be a part of their tower).
During construction, strong winds blew away one half of the straws that you have left. Take one half of your remaining straws and turn them in to the counselor.
Friendship/Cooperation – Grade 5, Lesson 2
Your team is doing a good job. Keep it up!
A shipping error has been made. You can go up to the counselor and receive an extra six inches of masking tape.
You have been given a grant by the city. You may go up to the counselor and receive two extra straws.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
Related searches
- unit cost formula
- federal offset unit greenville tx
- per unit production cost formula
- unit production cost formula
- wyoming deer unit map
- wyoming antelope hunting unit 23
- wyoming pronghorn unit map
- using a tens unit for erectile dysfunction
- wyoming general elk unit map
- wyoming mule deer unit map
- wyoming unit map
- wyoming antelope unit map