Friendships Lesson Plan
Friendships Lesson Plan
Friendships Lesson Plan
Teacher Candidate:
Group Size:
Grade Level
15 Students
2nd Grade
STANDARD:
10.4O:
Understand how to cooperate and share with others during small group activities.
I. Performance Objectives (Learning Outcomes):
A. The student will be able to identify at least 3 ways to establish or maintain a
friendship by writing it on an exit slip.
B. The learner will be able to identify at least three ways to start an appropriate
conversation by acting out an example of a positive conversation.
II. Instructional Materials
A. Large piece of paper for friendship anchor chart
B. 15 Friendship vocab sheets (see attached)
C. 15 friendship recipe sheets (see attached)
D. Peanut Butter and Cupcake by: Terry Border
E. Friendship assessment checklist
III. Subject Matter/Content
A. Prerequisite skills
1. Although there are no prerequisite skills require, having a basic
understanding of how to appropriately treat a friend will be
helpful.
B. Key Vocabulary
1. Friendship- A close bond with someone
2. Communication- Talking to a friend about what's on your
mind.
3. Selfless- Thinking about others before ourselves
C. Closure
1. To wrap up our lesson, students will share their recipes for
friendship papers that they completed.
2. We will then read, Peanut Butter and Cupcake
3. After we are done reading, the students will have to write three
ways to establish or maintain a friendship on a post it note as a
way to leave the class.
D. Accommodations/Differentiation
1. Differentiation:
a. If students are uncomfortable acting out their
performance, they may create a silent performance with
their group mates.
b. If a student wishes to work alone for the skit, or
perform the skit alone, they will be permitted to do so.
2. Accommodation:
a. Jebidiah has a physical disability that limits his
movement. During the skit, he may narrate the skit if
movement becomes too labored.
E. Assessment/Evaluation Plan
1. Formative
a. Students will be graded on their ability to pick a vocab
word and act it out in their groups. The teacher will use
a checklist to ensure each groups accurately portrays a
vocab word.
2. Summative
a. There is no summative for this lesson
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives
Remediation Plan
B. Personal Reflection:
1. How do I ensure the students understood the lesson?
2. What can I do for the next lesson to make it go smoother?