Friendship

Jacki Olson, Hayley Millhouse and Rachelle Smith

Edu 350
Kindergarten
7 Day Thematic Unit

Table of Contents
Overview

2-3

Rationale and Planning Page

Content Area GLCEs Page

Conceptual Map

Informational Letter

Vocabulary Page

8-9

Lesson 1: Friendship

10-22

Lesson 2: Diversity in Friends

23-31

Lesson 3: A Helping Hand

32-50

Lesson 4: Its Hard to Fix a Wrinkled Heart

51-62

Lesson 5: Showing I am a Friend

63-82

Friendship Quilt

83-85

Appendix of Materials

86-87

Bibliography

88-89

Overview

Essential Questions

Enduring Understandings

Overview Continued

Objectives

- Lesson 1- Friendship
TSW: Define friendship and show it.
TSW: Identify an issue in the classroom.
-Lesson 2 - Diversity Among friends
TSW: Discover details and information about classmates.
TSW: Categorize and count details and information into groups
- Lesson 3 - A Helping Hand
TSW: Explain the Earth materials.
TSW: Construct a list of what they will do to help the Earth and draw their ideas.
- Lesson 4 - It's Hard to Fix A Wrinkled Heart
TSW: Compare their views with another classmate
TSW: Discuss problems in large groups
- Lesson 5- How to be a Friend in Many Ways
1. TSW: Participate in a project that informs the class about a how to be a good friend
in different ways

2. TSW: Present audibly and clear to the class.

Rationale and Planning Page:

Throughout this lesson the students will be learning about
friendship. Each lesson will walk the student through the different
aspects of being a friend. It will teach them that it takes more than
talking to a person to be there friend, and how it is not only
important to be a friend to people, but also being a friend to the
Earth. In kindergarten students learn the appropriate ways to
interact with their peers. This is something that will be important
for them as they grow up and meet new people, start new jobs and
have new teachers. It is also important that students realize at a
young age how important it is to take care of the Earth so that when
they get older, the Earth is still able to produce food, water, and air
for them.
Each lesson integrates English Language Arts as well as another
content area such as Social Studies, Mathematics or
Science. Lesson 1 integrates English Language Arts with Social
Studies by having the students listen to a book about an issue on the
playground. Lesson 2 integrates English Language Arts with Science
to help the students understand that we need to help the Earth and
understanding what the Earth is made out of. Lesson 3 integrates
Science with English Language Arts by introducing the materials the
Earth is made out of, and having the children come up with a plan to
help out in their daily lives. The students will have Social Studies
integrated into their lesson and talk about the different issues in
Lesson 4 and Lesson 5 as well.
The piece of literature that unifies the unit on Friendship is
The Recess Queen byAlexis ONeil. Each lesson will show the
students how to be a friend, and how being a good friend can make a
difference.
4

Content Area GLCEs and CCSS Page

C.C.S.S. ELA:
C.C.S.S.ELA-Literacy.W.K.2: Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts in which they name what they
are writing about and supply some information about the topic.
C.C.S.S.ELA-Literacy.SL.K.4: Describe familiar people, places, things and
events and, with prompting and support, provide additional detail.
C.C.S.S.ELA-Literacy.SL.K.5:Add drawings or other visual displays to
descriptions as desire to provide additional detail.
C.C.S.S.ELA-Literacy.SLK.1: Participate in collaborative conversations with
diverse partners about kindergarten topics and texts with peers and adults in
small and large groups.
C.C.S.S.ELA-Literacy.SL.K.6: Speak audibly and express thoughts, feelings and
ideas clearly

C.C.S.S. Math:
C.C.S.S.MATH.CONTENT.KMD.B.3: Classify objects into given categories;
count the numbers of objects in each category and sort the categories by count.

G.L.C.E. Social Studies:

K-P3.1.1 Identify classroom issues.
K-P3.1.3: Compare their viewpoint about a classroom issue with the viewpoint of
another
person.
K-P4.2.1: Participate in projects to help or inform others

G.L.C.E. Science:
E.SE.00.11: Identify Earth materials that occur in nature (sand, rocks, soil,
water).

Objectives
- Lesson 1- Friendship
TSW: Define friendship and show it.
TSW: Identify an issue in the classroom.
-Lesson 2 - Diversity Among friends
TSW: Discover details and information about
classmates.
TSW: Categorize and count details and
information into groups
- Lesson 3 - A Helping Hand
TSW: Explain the Earth materials.
TSW: Construct a list of what they will do to
help the Earth and draw their ideas.
- Lesson 4 - It's Hard to Fix A Wrinkled Heart
TSW: Compare their views with another
classmate
TSW: Discuss problems in large groups
- Lesson 5- How to be a Friend in Many Ways
1. TSW: Participate in a project that informs the
class about a how to be a good friend in
different ways

2. TSW: Present audibly and clear to the class.

GLCE'S

- K-P3.1.1 Identify classroom issues.

- K-P3.1.3: Compare their viewpoint
about a classroom issue with the
viewpoint of another
person.
- K-P4.2.1: Participate in projects to help
or inform others
E.SE.00.11: Identify Earth materials
that occur in nature (sand, rocks, soil,
water).

Resources
Halcyon Days. (2012, May 24). : Optical Illusions.
Retrieved April 26, 2014, from http://sandahalcyondays.blogspot.com/2012/05/opticalillusions.html
Henkes, K. (1991). Chrysanthemum. New York:
Greenwillow Books.
Oneill, A., & Beith, L. (2002). The Recess Queen.
New York: Scholastic.
Reaching Out to Individuals with ASD. (2014,
April 14). ICare4Autism. Retrieved May 6, 2014,
from
http://www.icare4autism.org/news/2014/04/rea
ching-out-to-individuals-with-asd/

Vocabulary

Friendship

- Post words on an
alphabetized word wall in
the back of the classroom.
- Every word will be taught
throughout the lessons
explicitly.
- Words are repeated
throughout the lessons to
ensure comprehension of
meaning

Word Wall

-differences
-expectation
-forgiveness
-friendship
-issue
-loyalty
-similarities

C.C.S.S

- C.C.S.S.ELA-Literacy.W.K.2: Use a combination of

drawing, dictating, and writing to compose
informative/explanatory texts in which they name
what they are writing about and supply some
information about the topic.
- C.C.S.S.ELA-Literacy.SL.K.4: Describe familiar
people, places, things and events and, with prompting
and support, provide additional detail.
- C.C.S.S.MATH.CONTENT.KMD.B.3: Classify
objects into given categories; count the numbers of
objects in each category and sort the categories by
count.
- C.C.S.S.ELA-Literacy.SL.K.5:Add drawings or other
visual displays to descriptions as desire to provide
additional detail.
- C.C.S.S.ELA-Literacy.SLK.1: Participate in
collaborative conversations with diverse partners
about kindergarten topics and texts with peers and
adults in small and large groups.
- C.C.S.S.ELA-Literacy.SL.K.6: Speak audibly and
express thoughts, feelings and ideas clearly

The Lesson Titles

1. Friendship
2. Diversity in Friends
3. A Helping Hand

4. Its Hard to Fix a

Wrinkled Heart
5. Showing I Am a Friend
6

Dear Parents and Guardians,

Starting next week we will begin our thematic unit on friendship.
During this time we will be learning about all about friendship and what it
means to be a friend. This unit will last a little over one week and at the end
of the unit, on Friday, we will be having a Friendship Celebration! day. During
this time we are going to be creating a friendship quilt, which we invite
parents and guardians to come into our classroom and be a part of. We are
going to be in need of volunteers to help put together the quilt as well as
helping the students design their square.
We will be first understanding what a friend is, and characteristics of
a friend. Further into the week the focus will be on different ways to mend
a friendship and being a friend to not only each other, but to our
environment as well. It is important for students to understand the
dimensions of a friendship as these skills will be needed in every aspect of
their life. There will be a few activities and homework sheets that will be
sent home. Your help may be needed, as most of them are discussions.
Finally, at the end of the unit we will be making a friendship snack. Please
have your child bring two cups of an ingredient to contribute (m&ms,
pretzels, Cheerios, etc.). Feel free to contact me
with any questions!
Sincerely,

Vocabulary Page
These vocabulary terms will be integrated throughout the lessons.
Differences:

(noun.)

One or more things that is not like

something else.

This will be taught in the first lesson, as well as reinforced in

the fifth lesson. In the first lesson the word will be explicitly
taught and it will ask to be recalled by the students in the
fifth lesson.

Expectation:

(noun.)

What someone wants to happen in a

certain setting

This is being taught in each lesson with the behavior

expectations. It will be done before each lesson starts so the
students know what the teacher wants them to do throughout
the lesson.

Friendship:

(noun.)

A relationship among two or more people

This is being taught in each lesson. Each lesson has a different

aspect of what friendship is, and how to show it. We will remind
students each day that they are learning more about what
friendship is.
8

Issue:

(noun.)

when someone has a problem about something

going on with someone, or something else.

This will be taught in lesson 1, lesson 3, lesson 4 and lesson 5.

Each lesson will talk about different issues there can be with
being a friend, and how they can resolve those issues.

Loyalty:

(noun.)

An unmoving friendship or connection to

something or someone.

This will be taught in lesson 5. There will be a picture of loyalty

through a soldier as well as through pets. This will be
understood through viewing.

Pollution: (noun.)

Something that is being put into the Earth that

is harmful.

This will be taught in lesson 3. The teacher will be telling the

students on how to be a friend to the environment, and how
when we pollute, we are not being a friend.

Similarities: (noun.) One or more things that are resemble one

another

This will be taught in lesson 2 and lesson 5. The teacher will be

teaching the students on how they are alike with their friends
in the class.

10

Lesson 1: Friendship
Name(s) : Rachelle, Jacki & Hayley
Grade Level:

Kindergarten

Time Allotted:40 minutes

Subject:Language Arts & Social

Studies
Materials Required:
Think, Write and Draw worksheet
The Recess Queen by Alexis Oneill
Solving an Issue Worksheet
Scissors
Glue
Pencil
Elmo
Leading questions: What is friendship?
How do you show friendship?
Standards:
C.C.S.S.ELA-Literacy.W.K.2: Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.
K-P3.1.1 Identify classroom issues.
Objectives:
TSW: Define friendship and show it.
TSW: Identify an issue in the classroom.
I can share what it means to be a friend and how to be a friend
I can tell you a problem in my class.

11

Assessments:
Formative:
Solving an Issue worksheet. The teacher will model this, and then the students will cut and
paste the pictures under a good friend or a bad friend.
Proficient: Student has correctly placed all the pictures under the indicated side.
Summative:
Think, Write and Draw, Being a Friend worksheet: Write a sentence about a classroom issue
and draw a picture of how to fix it.
Proficient: Student is able to write a sentence with proper punctuation and capitalization
and draw a picture to match.

Instructional Procedure:

1.

Anticipatory Set:
Ask the students what they think a good friend is. What kinds of things show that

they are a friend. Once you get several ideas from the students, ask them if they
will help you make a definition for what a friend is. If the students struggle with
coming up with ideas, refer to picture below. Facilitate the defining of the word
and make sure they come up with a working definition that can be used for the
rest of the unit.
We are going to start learning about what a friend is and how to be a good friend!

12

 Have the students put everything away on their desks and gather on the carpet.
This puts them in a good position to listen quietly to The Recess Queen while
the teacher reads it aloud.
Behavior Expectations:
1. Voice level 1 or 0
2. Dont talk when it is not your turn
3. Follow directions

2.

State Purpose and Objective of Lesson:

I want you all to learn what it really means to be a friend. Along with being a good
friend, you all are going to also learn how to solve issues between you and your
friends. Being a good friend means you are able to resolve conflicts or arguments
you might have.
It is important to know what a friend is and how to be a good friend because you
are going to be making friends your entire life! There are also many problems
and issues that are going to come up between you and your friends, and you
need to know how to fix those problems.

3.

Instructional Input/Direct Instruction:

Have the students sit down at the carpet and ready to listen to a story, The
Recess Queen. Before reading the story explain the expectations for the
students behavior during the lesson. Tell the students that expectation means
this is what you are wanting to happen while the lesson is taking place. After the
story ask the students what the issue is in the story? (Mean Jean is mean.) Make
sure to define what an issue is if necessary. This can be related back to the book
13

to help the students make a connection between the book and the definition of an
issue. An issue is when someone has a problem about something going on.
Then ask the students how Mean Jeans actions and feelings changed from the
beginning of the story to the end. (She went from being angry and mean, to
happy and friendly.) Ask the students why her attitude changed? (She became
friends with Katie Sue). Explain to the students that issues can be fixed through
our actions and words and being a friend. Say, Raise your hand quietly if you
have ever had an issue in the classroom. Okay, now put your hands down. Who
can think of a current issue in the classroom? Remind students to not use
names. Call on one or two students to tell about a current issue. If a student tries
to defend themselves because they think the issue is about them, remind the
students to not talk over each other and when it is not their turn. Being a good
friend to our classmates is very important. When you are having an issue like the
ones we just said, there are different ways you can react to them. Some ways
are good and helpful, and some can be hurtful. Now we are going to go back to
our seats and work quietly on a worksheet of good and bad ways to solve an
issue.

The students will go back to their desk and get out a glue stick and scissors while
they wait for the worksheet to be passed out. The student will write and draw
about being a friend as well as identify an issue in the classroom.
4.

Modeling:
After the two worksheets are handed out, the teacher will go on the Elmo and
show the students one example. The students are going to watch and wait to
14

start working on it until the teacher is done showing them. The teacher will tell
them to look at all the pictures, and see how they are supposed to cut out the
squares and glue them in the appropriate column. The picture will either fit under
the good solutions or bad solutions. The teacher will cut out the first square
and explain what is going on in the picture (i.e.: the two children in this picture
are sharing popsicles). She will then proceed to put glue on the back of the
square and glue it on the separate sheet.
Ask the students what is happening in each of the pictures so they understand
what the pictures are depicting. Point to a picture and ask the students if
someone can raise their hand and guess at what the picture is showing. They will
not say whether it is a good or bad solution, just have them explain the picture. In
this way, everyone will know what the pictures mean and they will just need to
decide which column they belong in.
5.

Guided Practice:
After they have seen the teachers example worksheet, the student will each
work on their own. They can talk to other classmates around them in a level 1
voice. If the students have a question they are to ask three then me. If their
classmates cannot help them understand, then they may ask the teacher.
The teacher will be walking around helping the students decide which column the
pictures belong in. They will be checking that the students are understanding
what they are expected to be doing.

6.

Independent Practice: (10 minutes)

15

 The students will receive the worksheet, Being a Friend. Remind the students of
their behavior expectations before they start their summative assessment. For
the assessment explain to the students that they need to write about an issue in
the classroom. They can use an issue that was used earlier in the lesson. Say,
Remember, an issue is when there is a problem with someone, or something
being done. When they write their sentence, then they are to draw a picture of
the issue being fixed.
If the students are able to work on the worksheet without asking many questions
to their classmates, or to the teacher it will demonstrate that the student
understands what they are to do for the worksheet. When the students turn in the
assessment, the teacher will be able to ask the student what the picture is of if
the picture is not very clear. At this point the student is able to explain their
resolution to the issue.
7.

Differentiated Consideration
For the students that finish quickly, they can come up with a different solution
than the one already depicted on their worksheet. They can draw a picture of this
additional solution on the back of their worksheet.
For the students who are struggling, assist them in any way possible. Make sure
to give students more time to cut and glue if they have trouble with their motor
skills.

8.

Closure:

16

 Today we learned what a friend is and how to see problems that we could have
in our class. *Have students say the I can statements back to you so they know
what they learned.
I can share what it means to be a friend and how to be a friend
I can tell you a problem in my class.

Have the students raise their hand to share their sentence and picture. When the
student shares their resolution to the problem, ask them why they chose that to
fix it. Encourage with leading questions or elaborate upon their responses as
necessary.
i.e.:. What did we talk about today that was similar to your
drawing/sentence?

9.

References:

Beck, A. (2013, February 23). The Inspired Apple. The Inspired Apple. Retrieved
April 23, 2014, from http://theinspiredapple.blogspot.com/search?updatedmax=2011-03-09T21:49:00-08:00&max-results=7
Oneill, A., & Beith, L. (2002). The Recess Queen. New York: Scholastic.

17

18

Being a Friend
Grading Rubric
Grading
Rubric

Proficient
3 points

Average
2 points

Needs
Improvement
1 point

Capital

The capital letter

is in the
beginning of the
sentence.

The capital letter

There is no
is in the beginning capital letter at
of the sentence.
the beginning of
the sentence.
.

Punctuation

The student uses

the proper
punctuation at
the end of the
sentence.
The student used
a complete
sentence

The student did

There is no
not use the proper punctuation at the
punctuation.
end of the
students
sentence.
The student used The student
a complete
attempted a
sentence.
sentence, but it is
not complete.
The picture
The student
relates to the
attempts to
students
connect the
sentence.
picture with the
sentence.

Sentence

Picture

The picture
relates to the
students
sentence.

19

20

21

Solving an Issue Worksheet Rubric

22

23

Lesson 2: Diversity in Friends

Name(s) : Rachelle, Jacki & Hayley
Grade Level:

Kindergarten

Time Allotted:40 minutes

Subject:Language Arts and Math

Materials Required:

Tape

Small size sticky notes in 2 colors

Pencils

Counting Friends chart

White board

Dry erase markers

Erasers

Leading questions: How are the students similar to their friends?

Why is diversity important?
Can the students put these similarities, and differences into groups?

Standards:
C.C.S.S.ELA-Literacy.SL.K.4: Describe familiar people, places, things and events and, with
prompting and support, provide additional detail.
C.C.S.S.MATH.CONTENT.KMD.B.3: Classify objects into given categories; count the numbers
of objects in each category and sort the categories by count.
Objectives:
TSW: Discover details and information about classmates.
TSW: Categorize and count details and information into groups

24

I can put things into groups and count them.

I can...find out what makes my friends special
Assessments:

Formative:
Informal:
I am Special: Watch the students during the I am Special.. game. Listen to the
things that each student states that makes them special to check for
understanding of things that make them unique
Counting Friends: Walk around and check the students charts to see if the
students are filling in the chart properly.
Formal:
Finding Differences: Worksheet and Rubric are attached. This is a homework
assignment that the students will complete with the help of their parents.
Summative:
Counting Friends: Worksheet and Rubric are attached. This is an in-class
assignment that will be turned in to assess their learning.
Instructional Procedure: What information do students need to accomplish the
objective?
1. Anticipatory Set/Grabber: Young lady or Old Lady(4 minutes)

A.) Project the picture of the two piece drawing to the class onto the board. Ask
students to quietly look at the picture. When the students see an image, tell them
to quietly raise their hand.
B.) When everyone has their hand up, ask: What do they see? Give the students
only a 30 seconds to look at the picture. If one student says they see an old lady,
25

ask who else saw that and have students raise their hands. (trace around the old
lady)
C.) Now ask if anyone saw anything else. Hopefully someone saw the young lady
faced away. If not, show the students where the two are in the picture. Explain to
the students that people see things differently, and that is great! Although you are
in the same grade and go to the same school, we are all a little different than one
another.
b. Can anyone tell me what we learned about yesterday? (friends!) Yes, we learned
about what a friend in is the story The Recess Queen right? Well today we are going to
learn about friends and how we may be different, but we also have similarities.
Similarities are things that makes two people alike. If two people are wearing the same
color shirt, they are wearing similar colored shirts. If you and your friend both love pizza,
then you like similar food and you both are alike in that way!
c. Students will be given a sticky note to write their name on. The students will be
asked to get out their pencils so they are able to follow along with the teachers.
d. - After preparing the students for the learning, we are going to clearly go over these
behavior expectations. They will be posted on a poster board and kept behind us on the
board throughout the entire lesson.
Behavior Expectations
1. Voice level 1 or 0
2. Raise your hand and dont talk over your classmates
3. Follow Directions

2.

State Purpose and Objective of Lesson: (2 minutes)

26

a. Today you will be learning how you are like your friends and how you are
different in ways that you may not know.
b. It is important to understand how we are all different so that we can appreciate
those differences. Could you imagine if the world did not have color? Think about
if the world was only black and white! It would be so boring! The blue sky, and
green grass, and the colorful flowers make our world beautiful.
3.

Instructional Input/Direct Instruction: (10-15 minutes)

a.

TTW
The teacher will call all the students over to the carpet area. With all the students
sitting down the teachers will go over the rules for their expected behavior.
Rachelle will start off by asking the students if they know what diversity means?
(allow a few students to answer) If students do not come up with it, or only
partially do, explain what it is. Tell the students that each one of us are similar
and different. Just like a teacher has (say your hair color here) hair and (a
students name) has (another hair color different than yours) but we both have
(something similar; i.e.: eye color, shirt). Each one of us has something special
about us that a friend in this class does not have, and some of us have things
that are special about us that we all have! Now we are going to an activity to see
what makes each of our classmates different than us, or the same as us.
Remember, something that makes you special is something that not many others
have. Have the students get into the circle and the teacher will go into the middle.
So the students know the person in the middle is the only one to be talking. The

27

person in the middle is to tell the class something that they like to do, or wear
that not a lot of people like in their class. The teacher will give an example.
The teacher will say, I am special because ... Then explain why they are
special in that way so the students understand the directions clearly. This can be
something that they like to do or wear. (i.e.: play the flute, have 4 brothers, have
been to Europe)
b.

TSW
The students will get into a circle and play What Makes me Special One
student will get in the middle of the circle as say, What makes me special is
that I have red hair. Then they will go back into the circle and the next student
will go into the circle and say what makes them special. It does not have to be
something physical, it can be sports or reading, or traveling.

4.

Modeling: (5 minutes)
a. The teacher is going to model with their own name. Then the teacher will write
out their name on the sticky under the Elmo, and show them what to write. Jacki
will use her name as an example first, explaining while she is writing. I will print
one letter one each sticky note so I can count how many letters there are in my
name. Now count with the class how many letter are in my name(5). Then,
Rachelle will use her name as an additional example. We will also fill in our first
squares on the chart with our names and have the students do it along with us.
Jacki will fill hers in first. There are 5 letters in my name, so I fill in the spot for
the 5 letters. Then we will ask the class to raise their hand if they can tell us
where Rachelle should fill in her box for her name?

28

b. We will be doing this in front of the class under the Elmo.

5.

Guided Practice: (10 minutes)

a. Instruct the students to do it on their own. Be sure to remind the students that
each letter has its own sticky note. When the student finishes writing their name
on their sticky notes, then they are to raise their hand and the teacher will bring
them a sticky note that they can write their entire name on. On that sticky note,
as well, they will write the number of letters their name contains.
b. The teacher will walk around and check the students sticky notes to make
sure the students counted the correct number of letters in their name. Once they
have been okayed by the teacher, the student is able to go up to the white
board and put their sticky note of their name on the chart that has been projected
up there in the correct column.

6.

Independent Practice: (5-10 minutes)

Homework (not assigned unless the above is true).
We will ask the students to find out how many letters are in two of their family
members names and two friends that are not in the class. The next day in class,
we will talk about the names that were brought in.

Student is then accountable for the knowledge

Share with families

- The students will ask their parents how many letters are in their names and will
count it out with them. They also may need help spelling some of their friends
names, and this is where they parents can help as well.

What proof do you have the students have arrived?

29

-They will turn in their charts that they filled in. It will be obvious to see whether
they understood what they were supposed to do and what boxes needed to be
filled in by looking at their worksheet.

7.

Differentiated Consideration (Adjust instruction, tools, resources or

activities for students who):

Finish quickly or struggle to complete assessments.

For students who finish quickly, they can draw on the back of their paper things
that are unique about them. (i.e.: glasses, sports, tall, hair color, freckles) Or the
students can draw something that makes them similar to their friends. (i.e.: hair
color, school, city, music)

Need different modes of learning or learn through a different multiple

intelligence strategies than what was delivered.

For students who need extra help, they can use their level 1 voice to ask a friend
at their table, or raise their hand. The teachers will walk around the room to
check for students filling out the graph and answering the questions. If they seem
to not understand what they need to do, we will ask a friend to explain it in
student friendly terms.
For students who have a hard time hearing, or seeing make sure they are sitting
close to the teacher during carpet time, and during the modeling so they are able
to hear better, as well as see more clearly.

8.

Closure: (5 minutes)

a.

Reinforce/Restate the objectives

30

Today we learned more about our classmates and learned how they are similar
and different than us. Now we can go to our families and do the same! You can
now use charts to put things into categories! (Have students say the I can
statements back to you so they know what they learned.)
I can put things into groups and count them.
I can...find out what makes my friends special

b.

Students summarize what they have learned in relation to objectives. (Tell

me, Show me, Signal responses, choral responses, ticket out the door.)
For the end the teacher will ask the students to write on their whiteboard
something that makes them special. The students will raise their boards to show
the teacher. Then the students will erase their boards and write what is
something they share with someone. The teacher will call on one or two students
to share who they share something with.
c.

Wrap up.
At the end we will explain how all of our differences are what make us
unique and special. If we were all the same, the world would be a pretty boring
place. Having differences is like all of the colors in the world. There are so many
different shades of green and blue etc. that living in a world of only black and
white would be boring. We need to make sure we learn about our friends and
what makes them special so that our world can be more colorful with differences!

31

32

Lesson 3: A Helping Hand

Name(s) : Rachelle, Jacki & Hayley
Grade Level:

Kindergarten

Time Allotted: 2 Days; 40 minutes each

Subject: Language Arts and Science

Materials Required:
Day 1
32 graham crackers
blue frosting
white frosting
32 spoons
6 baggies with crushed up
graham crackers
32 paper plates
6 baggies with grey pebble
sprinkles
Pencils
Day 2
Pencils
Saving the World Worksheet
Earth materials worksheet
White boards
Dry erase markers

33

Michigan Content Expectations:

C.C.S.S.ELA-Literacy.SL.K.5:Add drawings or other visual displays to descriptions as
desire to provide additional detail.
E.SE.00.11: Identify Earth materials that occur in nature (sand, rocks, soil, water).
Objectives:
TSW: Explain the Earth materials.
TSW: Construct a list of what they will do to help the Earth and draw their ideas.
Student Friendly Objectives:
I can tell someone what the Earth is made of.
I can draw a picture and say how I help the Earth.
Assessments:
Formative:

Making the Earth- as the students are building the earth with their materials, the
teacher will walk around and ask the students what does this represent and
make sure they are comprehending why each food item is representing a piece
of the Earth.

When the students are finished with their Earth, they will then have to tell the
teacher what each item represents.

At the end of the lesson the students will write on their white boards what each
picture represents.

Saving the World- The students will make an action plan on how they can help
the environment. It will be a picture with a sentence of what they are going to do.
The worksheet and the rubric are attached.

34

Summative:

Earth materials- The students will be matching the Earth materials to the correct
picture and drawing a picture of them being a friend to the earth.

Instructional Procedure:
1.

Anticipatory Set: (6 min)

To start off the lesson have the students sit in their seats and show them a
picture of pollution in the environment (picture is attached). Make sure the picture
is under the ELMO so the entire class is able to see it. Now ask the students
what the issue is with the picture? (It may be needed to ask what is in the picture
that should not be there) What can we do to make it better? Let the students
observe the picture and have them quietly raise their hands when they know
what they can do to fix the picture. Call on different students until all the pollution
is taken care of. When a student points out pollution, circle it and put a X
through the picture. Now explain to the students what pollution is; pollution is
when something is being put on Earth that is harmful to use and the Earth.

For the past few days we have been talking about what? (how to be a good
friend). Yes! The past few days we have been talking about how The Recess
Queen has showed us how important it is to be a good friend. In the book we
saw that being a good friend helped change her attitude. Being a good friend can
also help the environment. We need to be good friends to the Earth because we
need it to grow out food, and give us air.

35

The students will be sitting at their seat. Each set of desks will have a container
with blue frosting, a container of white frosting, a graham cracker for each
student, a bag with sprinkles that are grey for the rocks, a bag with crushed up
graham cracker, and spoons to spread the frosting.

Behavior Expectations:

1. Voice level 1 or 0
2. Dont talk when it is not your turn
3. Follow directions

2.

State Purpose and Objective of Lesson: (2 mins)

Today I want you to learn what the Earth is made of and how we can help keep
the Earth clean.

Being a friend does not just mean being a good friend to your classmates, or
other people. It also means that we need to be a good friend to the world around
us. We need to be a friend to the world so that we can live in the world. So today
we are going to be talking about what the Earth is made out of, and then
tomorrow we will figure out how we can be a friend to the different materials the
Earth is made out of.

3.

Instructional Input/Direct Instruction: (2 Days)

Day 1: (15 minutes)

36

The teacher will address the students who are sitting at their seats. First the
teacher will remind the students of the behavior expectations. Now that the
students are ready to learn, the teacher will have sand, rock, soil, and water at
the front of the class. (the graham crackers, blue frosting, sprinkles and crushed
graham crackers)

Sand: graham crackers

Water: blue frosting
Plants: green sprinkles
Rocks: cupcake decor

The teacher will then ask the students if they know what each material on their
table represents? Explain each item and its importance. Allow the students to
come up with an answer for why these materials are important.

A. Rocks: Make up Earths crust and create a foundation for us to live on.
B. Plants: Give us oxygen and takes away CO2
C. Sand/ Soil: Allows plants to root and get nutrients to live. That is their food.
D. Water: Just like humans, any life needs water to live. It hydrates them.

All of these materials come together to create the Earth, so that we can live on it.
They all work together and create this beautiful place. That is why it is important
to make sure that we are keeping it cleaned. Just like how we did the cleaning up
the lake from pollution picture. We need to make sure we are not the ones
adding that on the Earth.

37

The student will respond to the teacher asking the students questions about why
each one is important. The students will then put the paper plate down to start
doing it on their own.

4.

Modeling: (5 minutes)

The teacher will grab the graham cracker and explain that this is the rock. On top
of the rock we need to have water, and soil and dirt. Now say to the students, If I
need water on my Earth, which item on your table should I use? (the blue
frosting) The blue frosting is the water! So it will go on my graham cracker. But
only half way because the other part will be land. Now the white needs to be
added to the graham cracker so that the sand, rocks and plants can be added to
it.

Now the students can put the sand, rocks and plants on any way they want.

Ticket out the door is when the students are finished; they need to quietly raise
their hand. The teacher will come around and ask the children what each item on
their graham cracker represents. When they explain each item, they are now
allowed eat their Earth.

Day 2: (40 minutes)

Anticipatory: (5 minutes)

The teacher will start by asking the students to join him/her at the carpet area to
read the book The Greening Book by Ellen Sabin. First, ask the students about
what materials make up the world? (Soil, Water, Rock and Sand!)

38

The teacher will only be reading the chapter YOU and Your FRIEND Planet
Earth on page 26. This book will refresh the students on the previous days
lesson on the different material the Earth is made of.

Instructional Input/Direct Instruction: (10-15 minutes)

When the book is over, ask the students a way that the book said they can help
the Earth. (drive to places with multiple people instead of everyone driving, using
reusable bags when shopping)

Today we are going to be thinking of ways we can help the Earth. Sometimes we
do things without thinking it cannot be good for the Earth. Does anyone know of
things we can do that can help the earth? (i.e.: Put our trash into a trashcan, use
water bottles instead of throw away things)

Some things we can do are easier than we think, in the classroom we can make
sure to turn the lights off when we are out of the class. As you know, we already
put our scrapes into a recycle bin. We can also make a bin to put any plastic
material in such as water bottles, or snack containers.

We are going to work on a worksheet called Saving the World. You are going to
write a sentence on one thing you can do at home to help the Earth. It can be
anything from turning off the water while brushing your teeth, turning off the lights
when you walk out of a room, pick up trash on sidewalks or on a playground.

4.

Modeling: (5 minutes)

What can I do in the classroom to be a friend to Earth? (turn off the lights!) I am
going to finish the sentence by writing, I will help the earth by turning off the
lights. Ask the students what goes at the end of my sentence? (an end mark!)

39

Yes! I will put a period at the end of my sentence because it is a telling sentence.
Now I am going to draw a picture of me turning off the light.
5.

Guided Practice: (5-10 minutes)

The students will go back to their seat and work on the worksheet Saving the
World. They are allowed to work with the kids at their table using a level 1 voice.
The students are to recall the information in the book that was read earlier on
how they can help the earth.

The teacher will walk around to make sure the students are on task. If the
student has a question, they are to first ask the three then the teacher.

6.

Independent Practice: (10 minutes)

The students will then be giving the summative assessment Earth Materials.
They will be reminded of the behavior expectations before they do their
assessment. Tell the students that they will be matching the picture with the
earth material by placing the correct letter. After they finish, the students are to
color a picture of what they are going to do to help the Earth. If a student finishes
early tell them to write a sentence about their picture.

The proof the students have arrived is showing the student has followed the
directions, and completed their assignment in a proficient manner.

7.

Differentiated Consideration

Day 1

Students who are allergic to the food may color their earth instead.

Students who finish early will be able to eat their Earth as a snack.

Students who need more time can finish their Earth during snack time.

40

Day 2

For students who are struggling with the worksheet, they are to ask three
students and then ask the teacher if their classmates could not help them, they
will be given extra time if they need it.

For the students who finish quickly, they are to write another sentence on the
back on things they can do in the classroom to help the Earth.

8.

Closure: (5 minutes)

Okay class, now that we have learned about what the Earth is made up of, and
what we can do to help, let us go back and look at our I can statements. Have
the students read the I can statements out loud together.

I can tell someone what the Earth is made of.

I can draw a picture and say how I help the Earth.

Ticket out the door is the students will get their white board out, and when I show
them a picture of sand, dirt, rock, water, or plants they need to write what it is.
The words will be written on the board so the students do not have to guess or
struggle with the spelling

Okay students, what did we learn the last two days? (What the earth is made of,
how to be a friend to the earth!) Yes! We learned how important it is that we work
together to help the earth because it will take everyone in the world trying their
hardest to keep it clean for it to work!

9.

References:

Home. (n.d.). NewsTimes. Retrieved April 30, 2014, from http://ww1.hdnux.com/

Sabin, E. (2008). YOU and Your FRIEND Planet Earth. The Greening Book (). : Watering Can

41

I can tell someone what the

Earth is made of.

I can draw a picture and say

how I help the Earth.

42

Saving the World

Name:
Directions: Write a sentence of how you will help the Earth. Then draw
a picture of you helping the Earth.

I will help the Earth by.

43

Saving the World

Grading Rubric
Grading Rubric

Proficient
3 points

Average
2 points

Capital

The capital letter

is in the
beginning of the
sentence.

The capital letter

is in the
beginning of the
sentence.

Punctuation

The student
uses the proper
punctuation at
the end of the
sentence.
The student
used a complete
sentence

The student did

not use the
proper
punctuation.

Sentence

Picture

The picture
relates to the
students
sentence.

Needs
Improvement
1 point
There is no
capital letter at
the beginning of
the sentence.
.

There is no
punctuation at
the end of the
students
sentence.
The student used The student
a complete
attempted a
sentence.
sentence, but it
is not complete.
The picture
The student
relates to the
attempts to
students
connect the
sentence.
picture with the
sentence.

44

Saving the World

Name:

Answer Key

Directions: Write a sentence of how you will help the Earth. Then draw
a picture of you helping the Earth.

I will help the Earth by.

45

46

Name:

Match the Picture with the name:

1.

3.

2.

4.

A.

Plant

B.

Soil

C.

Rock

.
D. Water

Draw a picture being a friend to the Earth.

47

48

Earth Materials
Name:

Answer Key

Match the Picture with the name:

1.

3.

2.

4.

A.

Plant

B.

Soil

C.

Rock

.
D. Water

Draw a picture being a friend to the Earth.

49

50

51

Lesson 4: Its Hard to Fix a Wrinkled Heart

Name(s): Rachelle, Jacki & Hayley
Grade Level: Kindergarten

Time Allotted: 40 minutes

Subject: Language Arts and Social Studies

Materials Required:

Chrysanthemum by Kevin Henkes

Help/Hurt worksheet

Glue Sticks

Behavior sheet

Scissors

Standards:

C.C.S.S.ELA-Literacy.SLK.1: Participate in collaborative conversations with diverse

partners about kindergarten topics and texts with peers and adults in small and large
groups.
K-P3.1.3: Compare their viewpoint about a classroom issue with the viewpoint of
another person.
Objectives:
TSW: Compare their views with another classmate
TSW: Discuss problems in large groups
I can Tell my friend what I think and listen to what they think.
I can Talk about a problem with my whole class.
Assessments:
Formative:
Informal:
Asking questions while you are reading.

52

Summative:
Help/Hurt worksheet. At the end of the lesson each student will get two pieces of
paper. One has a chart that has two columns and the other has an assortment of
words that describe things that either help or hurt a friendship. There will only be
6 words total; 3 for each side. The students will cut out the words and use their
glue sticks to glue them into the correct categories. They will be graded on how
many they get in the correct category.
Proficient: Getting 5 out of 6 correct (83%) would be considered proficient.
Correct would simply mean they put the word in the right category.

Instructional Procedure:
1. Anticipatory Set/Grabber: (3 mins)
Have you ever been hurt by someones words or actions?

A.) Ask the question, when have you been hurt by someones words or actions? Pick on a few
students who raise their hand and answer. Make sure to clarify that we dont want any tattling
and that we do not want them to use their friends names. Give an example like, I was teased
for being little. After they give their example, ask them how it made them feel.
B.) What did we talk about yesterday? Allow a little time for speculation and encourage their
attempts either with a yes or a kind of. Do not discourage the students who are trying to
remember and not quite getting it. After you give them a small chance, say Yeah, we have
been learning about friends. How we can be friends, how we are special, and how we can help
the environment. Today, we will learn how to talk about how we feel when we get hurt by
someone or we hurt them.
C.) Make sure to go over the behavior expectations and put the attached behavior sheet on the
board.
53

Behavior Expectations
1. Voice level 0 or 1
2. Raise your hand and take turns talking.
3. Follow the classroom contract

2.

State Purpose and Objective of Lesson: (2 minutes)

a. Today you will be learning how to talk about a problem with big and small
groups.
b. It is important to be able to listen to our friends and how they feel because we
want them to listen to us and how we feel. In order to be able to solve problems it
is important to tell people how we feel and why.

3.

Instructional Input/Direct Instruction: (10 minutes)

a. TTW
The teacher will call all the students over to the carpet area. With all the students
sitting down the teacher will go over the rules for their expected behavior. Start
off by asking the students if they have ever read the book Chrysanthemum by
Kevin Henkes. If they say yes just make sure to tell them not to spoil it for their friends.
Proceed to look through the book and point out some pictures. Ask the students what
they see and if they have never read it, what they think it is about. Before the teacher
reads the book, the teacher needs to pull out the paper hearts. Show it to the class and
be sure to point out how pretty and perfect it looks. (It is not bent or torn or crumpled).
Explain that as they are listening to the story, you want them to crumple up the heart
each time Chrysanthemum is teased because of her name. Every time someone did

54

something nice to her, we will try our best to smooth it out and pass it to the next friend.
Proceed then to read the book and if necessary, give little reminders to crumple or
smooth out the heart. When you are finished reading ask for the heart back from
whichever student has it. Ask the students what they see. Point out how sad and hurt it
looks and compare it to our hearts when we do something to hurt our friends.

b. TSW
The students will be listening intently while the teacher reads the book. Each time
the main character, Chrysanthemum, is teased about her name, the students
crumple their heart and each time someone does something nice to her, they try
their best to smooth it out. At the end of the story and discussion, the students
will go back to their seats to prepare for their worksheet.
4.

Modeling: (5 minutes)
a. The teacher will show the students the Help/Hurt worksheet on the Elmo and
explain what is supposed to be done. They are to cut out each of the words and
put it in the correct box. If it helps a friendship, we put it in the help box. If it hurts
a friendship, we put it in the hurt box.
b. The teacher will do one along with the class as an example and explain why
they put it there. What box do you think high-five belongs in? Let the class
answer to check for understanding of the worksheet.

5.

Guided Practice: (15 minutes)

a. Instruct the students to finish it on their own and tell them if they need help,
they need to ask a friend or two before coming to the teacher.
b. The teacher will walk around and check the students worksheet to make sure
they understood it.
55

c. They will turn in their worksheets that they finished. It will be obvious to see
whether they understood what they were supposed to do by looking at their
worksheet and if they have all the words in the right place. They will be graded
based on the rubric attached.

7.

Differentiated Consideration

For students who finish quickly, they can see if they can come up with more
examples for either side and use their sounds to write them in or around the box.
For students who need extra help, they can use their level 1 voice to ask a friend at
their table, or raise their hand. The teacher will walk around the room to check for
students finishing the worksheet. If they seem to not understand what they need to do,
we will ask a friend to explain it in student friendly terms.
8.

Closure: (5 minutes)
a. Today we learned how to talk about problems as a class and explain how we
feel about something. *Have students say the I can statements back to you so
they know what they learned.
I can Tell my friend what I think and listen to what they think.
I can Talk about a problem with my whole class.

b. For the end the teacher will ask a couple simple questions such as. What do
we do when we have a problem with our friends? Is it okay to tell them how we
feel? Etc. Pick on students to answer the question or have them answer the
questions aloud.

56

c. At the end the teacher will restate the importance of being able to tell our
friends how we feel and talk about problems with our friends. Just like we did on
the carpet when we were talking about Chrysanthemum.

9.

References:

Oneill, A., & Beith, L. (2002). The Recess Queen. New York: Scholastic.
Henkes, K. (1991). Chrysanthemum. New York: Greenwillow Books.

57

Help

Hurt

58

Push

High-Five

Hit

Play

Tease

Smile

59

Help

Hurt

60

GOT IT!
The student was able to put 5 or 6 of
the words in the correct boxes.

GETTING IT!
The student was able to put 4
of the words in the correct
boxes.

Lets try again

The student was able to put
three or less of the words in the
correct boxes.

61

I can talk about a problem

with my whole class.

I can tell my friend what I

think and listen to what
they think.

62

63

Lesson 5: Showing I am a Friend

Name(s) : Rachelle, Jacki & Hayley

Time Allotted: 45 Minutes

Grade Level:

Subject: Social Studies and Language Arts

Kindergarten

Materials Required:

Characteristics of friends list

Picture cards with descriptions

Construction paper

Scissors

Pencils

Markers

Crayons

Glue

Leading questions: How can I show how to be a friend in different ways?

Michigan Content Expectations :

C.C.S.S.ELA-Literacy.SL.K.6: Speak audibly and express thoughts, feelings and ideas
clearly
K-P4.2.1: Participate in projects to help or inform others
Objective(s):
1. TSW: Participate in a project that informs the class about a how to be a good friend in
different ways
2. TSW: Present audibly and clear to the class.

64

I can tell my classmates how to be a friend clearly

I can create a project that will tell my classmates ways to be a friend

Assessments:

Formal: The formal assessment will be the presentation of the students speaking
loud and clear and presenting a solution in their charade. The rubric is attached
and will be used to grade the students on their project.

(Formal) Summative: The summative assessment will be the matching worksheet at the
end. This will tell me whether they understood the words and definitions through their
peers presentations as well as the teachers explanations.

Instructional Procedure:
1.

Anticipatory Set: ( 7 minutes)

Have the students gather on the carpet in a circle and read A Circle of
Friends poem. Talk about how to be a friend, ways that were mentioned
in the poem and ways that were not. Let the students come up with some
ideas of what makes a good friend. If they get stuck the teacher can give
them a situation or scenario in which someone needs to be a good friend.
For example, what would you do if you saw your friend outside at recess
by themselves looking really sad?. The students might say something
like, I would give them a hug! I would ask them what is wrong. After the
students come up with five or six ways to be a good friend, grab the ways
to be a good friend cards.

65

Remind the students of the past four lessons about friendship.

Remember we have already learned a lot about friendship. At the
beginning of the week we read Recess Queen and learned how to be a
friend and how you can make a difference just by being a friend to
someone. We continued to learn what a friend is, how to fix friendships,
and even different ways we can be friends with the Earth! Today I want
you all to learn a lot of different ways to be a good friend!

Tell the students, While I teach you some good ways to show friendship, I
need you to not talk and stay in your spot on the carpet. You are going to
need to know and understand these ways for our next activity, so make
sure you pay close attention!

d. Behavioral Expectations
1) Voice level 1 or 0
2) Dont talk when it is not your turn
3) Follow directions
2.

State Purpose and Objective of Lesson: (3 minutes)

During this time together I want you to learn different ways to be a friend
to others. You are also going to create a small project with a friend telling
the rest of the class one way to be a good friend. You are going to get up
in front of the class with your partner and clearly tell us the way that you
chose to explain.

Everyone in this world is different, and so you are going to need to know
different ways to show friendship towards them. I want you to get up in

66

front of the class because it is important to be able to express the great

thoughts and ideas you have to others clearly. I also want to make sure
everyone understands the different ways to be a friend, so I want to go
over them a few times!

3.

Instructional Input/Direct Instruction: (7 minutes)

TTW
o

In my hand, I have some cards that have some really good ideas on how
to be a good friend. I am going to show you a card and say the word on it,
and if someone thinks they know what it means, they can raise their hand
and wait until I call on them to answer.

-Honesty- telling the truth and being trustworthy

-Loyalty- solid in devotion

-Sharing- letting someone use something that is yours

-Forgiveness- to stop feeling anger towards someone

-Listening- to pay attention to someone to hear what is being said

-Helpful- making it easier to do a job or action for someone else

TSW
o

After the teacher goes through all of the pictures on the cards and
explains their meanings in detail, the student will go back to their seats. At
their seat, there will be one card in the middle of their table.

67

4.

Modeling: (3 minutes)

The teacher will pick up a card for loyalty and show them the picture. She
will stand there and say the pledge of allegiance. The teacher will then ask
the students what word that they just learned about how to be a friend fits
with the picture as well as the act. Students will raise their hand and she
will call on them until someone says the correct answer.

After the example is given, she is going to explain that that is what they
are going to do with the card in front of them. The teacher will say that she
had to think of what loyalty meant, and what the picture was saying. She
then decided to show loyalty to the United States of America by saying the
national anthem. There are a lot of different ways to show loyalty.

5.

Guided Practice: (10 minutes)

The teacher will then have the students look at the picture that is on their
table. They need to first figure out what word that picture represents (that
they just learned). After that, they need to come up with a way to act out
the picture. Explain to the students that every member of the group needs
to say something, even if it is just one word like help! They are going to
be graded on being clear and loud enough for the entire class to hear
them.

As the class is coming up with ideas, the teacher will walk around the
classroom and help any groups that seem stuck. Some words are harder
to act out than others. After all of the groups seem to be ready, they will
each take turns presenting. The teacher will be formally assessing the

68

students based on the rubric attached. After the students present their
charade, they will ask the class which word they think it is. Once a student
raises their hand and gets it right, the students in the group will raise up
their original picture.

6.

Independent Practice: (10 minutes)

For the independent practice, I will be handing out these worksheets below and
have them fill them out by matching the correct word with the picture. The
teacher will be walking around the classroom helping any student that is stuck on
a word or what a certain picture is depicting. This is their summative
assessment, making sure they understand the words and their meaning through
the matching.

Sheet Number 1

Sheet Number 2

69

What proof do you have the students have arrived?

If the students get 6 out of the 8 words correct, then that is proficient. Anything less than
6 words is not proficient.

7.

Differentiated Consideration (Adjust instruction, tools, resources or

activities for students who):

The teachers will walk around the room to check for talking to each other in a
level one voice. If there seems to be a problem or students are stuck, the teacher
will ask them what they dont understand and try and define the word for them in
a different way. In this way, they will be able to figure out which picture matches
the correct word. If they seem to not understand what they need to do, they will
ask a friend to explain it in student friendly terms.

For students who have a hard time hearing, or seeing make sure they are sitting
close to the teacher during carpet time, and during the modeling so they are able
to hear better, as well as see more clearly.

8.

Closure: (3 minutes)

You all did a very good job today! You all spoke so loud and clear to us so
that we could hear your skit. You also created a project together that
explained very good ways and ideas on how to be a good friend to others!

Can someone raise their hand and tell me one way that they can be a
good friend? Have the students raise their hands and call on five or six.

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Congratulate them on all of their hard work this past week and a half and
get them excited for the friendship celebration the next day!
c.

Wrap up. (2 minutes)

Tell the students that tomorrow we will be making a friendship quilt, so

think about a good way that you are a friend or your favorite thing to do
with your friends. Remind them to bring 2 cups of any ingredient to add to
our friendship snack the next day!

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I Can..
I can tell my classmates
how to be a friend
clearly
I can create a project
that will tell my
classmates ways to be a
friend
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Ways to be a Friend Matching Rubric

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A Circle Of Friends
I can talk with a friend
and walk with a friend
and share my umbrella in the rain
I can play with a friend
and stay with a friend
and learn with a friend
and explain
I can eat with a friend
and compete with a friend
and even sometimes disagree
I can ride with a friend
and take pride with a friend
A friend can mean so much to me!
I had a box of crayons,
All shiny, straight and new.
I lent a friend one crayon,
And--oops--it broke in two!
My friend said she was sorry,
But I said "I don't care,
'cause now we both can color
with one crayon--we can share!"
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Friendship Celebration Quilt!

The last day of the friendship unit, it is going to be a celebration of everything
that has been taught in the past week and a half. During this time, parents and
volunteers are going to come into the classroom and help make a friendship quilt
with the students.
Materials Needed:
- Large sheet of paper or construction paper to use as a background
- Markers, crayons, or colored pencils
- Glitter
- Glue
- Shredded paper and stapler
- Squares of drawing paper or construction paper
What to do:
Begin by having the students go
to their seat and get out their
glue and colored
pencils/markers/crayons. Ask
them to also get out the
ingredient they brought for the
trail mix and have them set it on
a table in the back of the room.
After they have set the
ingredient down and are back in
their seat, pass out one of the
square sheets of drawing paper to
each student. Instruct the
students to sketch a picture that illustrates friendship. Give the students
suggestions for what to draw. For example; activities they like to do with their
friends, places they go with their friends, or ways they can be a good friend. After
they finish their square, be sure to remind them to write their name on the front
of it so we can see who drew which square. Have volunteers ready and standing by
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the wall where you want to display the quilt. In order to give it that quilted feel,
have the volunteers staple the three sides of the square to another square behind
it. Then, stuff the two squares with bits of shredded paper and then staple the
last side shut. Finally, staple the squares to the large piece of paper you have for
the background of the quilt.
Differentiation:
The students that finish early can either work on another square to be put
up if there is room, or they can write out some qualities of a good friend. After
everyone is finished and the quilt is up, the volunteers can help pass out the
friendship snack. For the students that need more time, they can continue to work
on it while eating their snack and just have the teacher put it up when they are
done. While the students are eating the snack, the teacher can go through and
point to everyones square and either read what it says or have the student explain
their drawing or depiction.

Friendship Snack!
For the friendship snack, the students should have brought in 2 cups of some sort
of ingredient for the trail mix. This was mentioned
in the parent letter that went home at the
beginning of the unit and the students were
reminded at the end of the unit as well to bring it
in the next day. They could bring in anything to put
in the trail mix; marshmallows, chocolate chips,
raisins, pretzels, banana chips, etc. While a few
parents are mixing up the trail mix during the quilt
making, explain to the students that the more
ingredients that were brought the better tasting
the trail mix. This correlates to friendships and
differences among each other; it adds flavor and richness to the friendship!

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* Connection to Learning:
These activities bring together everything that has been taught throughout the
week. They learned how to be a friend not just in one way, but many ways and that
will be depicted on the quilt. Also, why diversity and differences among their
friends are important (i.e. the friendship snack). These activities are important to
show how everything we learned fits together. They also have to work with each
other to come up with ideas for the quilt and to help each other with their squares.
The teacher can also explain why we are using cut-up squares and not entire sheets
of paper, to be a friend to the environment!

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Appendix of Materials
Lesson 1:

Think, Write and Draw worksheet

The Recess Queen by Alexis Oneill
Solving an Issue Worksheet
Scissors
Glue
Pencil
Elmo

Lesson 2:

Tape
Small size sticky notes in 2 colors
Pencils
Counting Friends chart
White board
Dry erase markers
Erasers

Lesson 3:

Day 1
32 graham crackers
blue frosting
32 spoons
6 baggies with crushed up graham crackers
32 paper plates
6 baggies with grey pebble sprinkles
Day 2
Pencils
Saving the World Worksheet

Lesson 4:

Chrysanthemum by Kevin Henkes

Help/Hurt worksheet
Glue Sticks
Behavior sheet
Scissors

Lesson 5:
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Characteristics of friends list

Picture cards with descriptions
Construction paper
Scissors
Pencils
Markers
Crayons
Glue

Celebration of Learning:

Large sheet of paper or construction paper to use as a background

Markers, crayons, or colored pencils
Glitter
Glue
Shredded paper and stapler
Squares of drawing paper or construction paper

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Bibliography
Books
Berenstain, S., & Berenstain, J. (1986). The Berenstain bears and the trouble

with friends. New York: Random House.

Choi, Y. (2001). The name jar. New York: Knopf.
Henkes, K. (1991). Chrysanthemum. New York: Greenwillow Books.
Lehman, B. (2004). The red book. Boston: Houghton Mifflin Co..
Lobel, A., Lobel, A., & Row, P. (1970). Frog and toad are friends. New York:
Harper & Row, Publishers.
Mayer, M. (1988). Just my friend and me. New York: Golden Book ;.
Oneill, A., & Beith, L. (2002). The Recess Queen. New York: Scholastic.
Sabin, E. (2008). YOU and Your FRIEND Planet Earth. The Greening Book ().
: Watering Can
Pictures
Beck, A. (2013, February 23). The Inspired Apple. The Inspired Apple.
Retrieved April 23, 2014, from
http://theinspiredapple.blogspot.com/search?updated-max=2011-0309T21:49:00-08:00&max-results=7
Halcyon Days. (2012, May 24). : Optical Illusions. Retrieved April 26, 2014,
from http://sanda-halcyondays.blogspot.com/2012/05/optical-illusions.html
Reaching Out to Individuals with ASD. (2014, April 14). ICare4Autism.
Retrieved May 6, 2014, from
http://www.icare4autism.org/news/2014/04/reaching-out-to-individualswith-asd/
Websites
DLTK's Crafts for KidsFriendship Crafts. (n.d.). Friendship Crafts. Retrieved
May 2, 2014, from http://www.dltk-kids.com/crafts/friendship/
Friendship activities. (n.d.). Pinterest. Retrieved May 5, 2014, from
http://www.pinterest.com/dyeates/friendship-activities/

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 It's My Life . Friends | PBS Kids GO!. (2005, January 1). It's My Life .

Friends | PBS Kids GO!. Retrieved May 4, 2014, from

http://pbskids.org/itsmylife/friends/
Making Friends. (2013, January 1). Making Friends. Retrieved May 2, 2014,
from http://www.kindergarten-lessons.com/making_friends.html

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