KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:
Group Size:
Grade Level

Paige Gergely & Jessica Warner

15 Students
2nd Grade

Allotted Time 45 Mins.

Subject or Topic: Maintaining Healthy Relationships

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

4. Empathy- Thinking about how something would make a friend

feel.
5. Sincere- Honest, truthful
6. Loyal- Always being there for a friend
7. Truthful-Never telling a lie.
C. Big Idea
1. How to establish and maintain healthy friendships
D. Content
1. The students will learn how to establish and maintain
friendships.
2. The students will learn hoe to appropriately start a
conversation.
IV. Implementation
A. Introduction
1. Today we are going to participate in some fun activities about
friendships! We are going to learn how to keep positive
friendships and even how to start making some new friends
too!
B. Development
1. We will begin class by creating a friendship anchor chart. The
chart will have characteristics of a good friend that the class
will brainstorm together. The chart will stay hung up as a
reminder of how we should treat our friends.
2. We will then go over vocab by having the students create
flashcards with the vocab lists provided. They will find the
definition to the vocab word and before they glue anything, we
will go over them as a class to ensure they have them matched
correctly.
3. After the students have matched their vocab we will discuss
ways to start an appropriate conversation. This will be helpful
for all students; however it will really help students who
struggle in social situations.
a. In order to discuss ways to start an appropriate
conversation, we will discuss the following as
possibilities:
i. Ask how the person is doing
ii. Tell them, Its great to see you
iii. Invite them to do something with you, such as
play hopscotch together.
iv. Give them a sincere compliment.
v. Ask to join them if they are doing something
you would like to do.

4. In order to teach about social situations, students will get into

groups of three in order to brainstorm a skit that they can
perform that clearly illustrates an appropriate conversation they
may have. An example of this would be Hello Jane, I saw you
were playing with that ball. Tom and I would like to play with
it, too. Can we all play together? Sure, I would love to play
with you and Tom! an example that we would NOT want is
Hello Jane, I saw you were playing with that ball. Tom and I
would like to play with it, too. Can we all play together? No,
Go away! I dont want to play with you!
5. As students are brainstorming their skit, the teacher will
monitor the room to ensure everyone is on task.
6. After the skits are over, to make sure the children fully
understand that communicating appropriately is important in a
friendship, we will have the students return to their seats so that
we can highlight the following concepts through a quick
lecture:
a. In order to have an appropriate conversation, we must
stay kind, use helpful, not hurtful words, offer to help a
friend of they need it and remain truthful. All of these
concepts should be demonstrated in the skits, we just
talk about them in order to ensure the students have
taken away important bits of information from the
activity.
7. Next, we will talk about what it means to be a good friend in
more detail. In order to do so, we will watch a short video on
what it means to be a good friend.
https://www.youtube.com/watch?v=2DIrLuNV4CQ
8. When the movie is over, the students will complete the
Friendship Recipe sheet. The students will have to write
down their own recipe for friendship.
9. When all students have created their own recipe, we will put
them all together to create a friendship cook book, which
will be kept in the classroom all year.
10. Next, to fully demonstrate good friendship practices, each
group will pick a vocab word to create a skit about. There will
be two unused vocab words, these will be used at the end for
any groups who wish to go again.
11. For instance, if a group picks the word loyal they may create
a skit about two children talking badly about another student
and the friend says, Hey, thats my friend, please dont talk
about them like that. This is a way for students to get out of
their seats and use critical thinking skills to not only identify
the vocab words, but identify how they are used in context.
12. When the students are done, they will return to their seats.

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?

VI. Resources (in APA format)

1. "Friendship." Teachers Pay Teachers. N.p., n.d. Web. 22 Mar.
2016.
2. Border, T. (2014). Peanut butter and cupcake. Penguin Group.
Peanut Butter was new to the town and just wanted a friend
to play ball with. As he was walking he found some new
people to play with, but they were all busy. Finally when he
almost gave up, Jelly came over and wanted to play. Since
they were laughing so much, all the others heard and
wanted to join. This is a great book to teach about
friendships and how to include everyone no matter what.