What Does It Mean To Be a Friend?

Teacher: O'Connor Week: 2 Lesson #: 4

FIVE-STEP LESSON PLAN

OBJECTIVE.
What is your objective? *

KEY POINTS.

What knowledge and skills are embedded in the objective?

NJCCC 6.1.P.A.3 - Demonstrate appropriate behavior when collaborating with others. VISION-SETTING: KNOW, SO, SHOW

After making a friendship bracelet, TLWBAT give the bracelet to a friend as a gift.
ASSESSMENT.

Selflessness Giving

Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. * Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. * Indicate whether you will administer the assessment as the independent practice or during the lesson closing.

The teacher will take anecdotal notes as the students create their friendship bracelets, and again later when the students exchange. Students will create a bracelet that they like, and then be challenged with the closing activity of giving their bracelets to a friend.
CONNECTION TO THE END OF THE YEAR ACHIEVEMENT GOAL.
How does the objective connect to the end of the year achievement goal? *

This lesson is geared toward encouraging the students to give another student a friendship bracelet. This promotes selflessness and giving, two qualities found in friends. By this time in the PBL, students should be prepared to carefully consider giving their bracelet as a sign of friendship.
4. OPENING (3 min.) (+2 min transition)
How will you communicate what is about to happen? * How will you communicate how it will happen? * How will you communicate its importance? * How will you communicate connections to previous lessons? * How will you engage students and capture their interest? *

MATERIALS.

Introduce the friendship bracelets, telling students theyll be making their very own bracelets today. Has anyone ever made a bracelet before? How did you make it? (Call on a few.) Oh, great ideas! Today, were going to be making our own bracelets!
3. INTRODUCTION OF NEW MATERIAL (5 min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? * Which potential misunderstandings do you anticipate? How will you proactively mitigate them? * How/when will you check for understanding? How will you address misunderstandings? * How will you clearly state and model behavioral expectations? * Why will students be engaged? *

DETERMINING METHODS: GO

Show students the model bracelet, and explain that theyll be able to use whatever bracelet-making-materials are provided. Materials: Colored Beads (2500. I have 21 students, and there were some left over.) Clear jewelry of fishing twine (assume about 1 of twine per student.) Hot glue gun to fasten the twine. Optional - Letter beads.
2. GUIDED PRACTICE
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? * How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? * How/when will you monitor performance to check for understanding? How will you address misunderstandings? * How will you clearly state and model behavioral expectations? * Why will students be engaged? *

Model bracelet.

What Does It Mean To Be a Friend?

Model how the students will make the bracelets. Example: Everyone will get one piece of twine. You should make a nice bracelet using 20 beads. How can we make them looks nice? (Call on one or two. Look for a suggestion of patterns.) Great ideas! Review patterns if necessary.
1. INDEPENDENT PRACTICE
How will students attempt independent mastery of all knowledge and/or skills required of the objective, such that they solidify their internalization of the key points? * How will you provide opportunities for remediation and extension? * How will you clearly state and model behavioral expectations? * Why will students be engaged? *

Beads, twine.

Students will make their own bracelet.

5. CLOSING (3 min.)
How will students summarize and state the significance of what they learned? * If the independent practice did not serve as an assessment, how will students attempt independent mastery of the knowledge and/or skills introduced and practiced above? * Why will students be engaged? *

Beads, twine, hot glue gun.

When all students have completed, have then gather in a circle with their bracelets. Completed Ask them what we can do with them, navigating toward a suggestion of giving them to bracelets. a friend. When the suggestion is made, work to have all students agree, just so there is no discrepancy. Have students give the bracelets to a friend. **To avoid having students feel left out if no one gives them a bracelet, I paired the students with a partner to exchange with.
Notes

REINFORCEMENT