Ashley Pasiciel

The Bad Seed & Friendship

Grade/Subject: Language Arts – Grade 6 Lesson Duration: 60 minutes
Unit: Mindfulness Date: February 2019
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
1) Students will listen, speak, read, write, view and represent to explore thoughts,
ideas, feelings and experiences.
2) Students will listen, speak, ready, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
5) Students will listen, speak, read write, view and represent to respect, support
and collaborate with others
Specific Learning Outcomes:
 1.1.1 – Compare new ideas, information and experiences to prior knowledge
and experiences.
 1.1.3 – Share personal responses to explore and develop understanding of
oral, print and other media texts.
 1.1.2 – Identify other perspectives by exploring a variety of ideas, opinions,
response and oral, print and other media texts.
 2.1.4 – Comprehend new ideas and information by responding personally and
discussing ideas with others.
 2.2.1 – Experience oral, print and other media texts from a variety of cultural
traditions and genres, such as personal narratives, plays, novels, video
programs, adventure stories, folk tales, informational texts, mysteries, poetry
and CDROM programs.
 2.2.6 – Connect the thoughts and actions of characters portrayed in oral, print
and other media texts to personal and classroom experiences.
 2.2.7 – Identify the main events in oral, print and other media texts; explain
their causes, and describe how they influence subsequent events.
 5.1.1 – Describe similarities and differences between personal experiences
and the experiences of people or characters from various cultures portrayed in
oral, print and other media texts.
 5.2.2 – Ask for and provide information and assistance, as appropriate, for
completing individual and group tasks.
 5.2.4 – Use brainstorming, summarizing and reporting to organize and carry
out group projects.
LEARNING OBJECTIVES
Students will:
1. Give opinions of what makes a good friend through participating in a
community circle activity.
2. Compare and contrast what makes a good friend through listening to the
reading of The Bad Seed by Jory John.
3. Create a mind map on friendship in groups.
ASSESSMENT
Observations: Key Questions:
 Listen to what students share  What qualities do you look for in
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during the community circle your friends? (L.O #1, 2 & 3).
activity. This will allow me to  How can you be a better friend to
better understand how they feel your classmates? (L.O #1, 2 & 3).
about friendship and what  What is friendship? (L.O 1 & 3).
friendship means to them. (L.O  Why is friendship important? (L.O
#1). #1 & 3).
 See what students say about the  How do you make a friend? (L.O #2
attitudes of the main character in & 3).
the story. Ask questions that  How do you keep a friend? (L.O #2
correspond with the story – How & 3)
do you feel when your friends are  How do you feel when your friends
mean to you? What can you do if are mean to you? (L.O #2 & 3)
this happens? (L.O #2)  What can you do if this happens?
 Watch students as they work in (L.O #1, 2 & 3).
groups. See what they are
coming up with, and make sure
they are getting along. At this
time, students can ask questions,
and I will give comments as I walk
around the room. (L.O #3).
Written/Performance Assessments:
 Students will create a mind-map / placement about friendship in groups. This
will be a formative assessment – I want students to think about friendship and
how to be a good friend. This will hopefully positively influence the classroom
dynamic.
LEARNING RESOURCES CONSULTED
The Alberta Program of Studies.
The Bad Seed – Jory John
MATERIALS & EQUIPMENT
 Large Paper – 5 pieces
 Markers / coloured pencils / pens
 The Bad Seed – Jory John
 Smartboard – Flippity.
PROCEDURE
Introduction:
Hook/Attention Grabber: Today we are going to discuss friendship within our
classroom.

Assessment of Prior Knowledge: This will be done during the community circle portion
of the lesson in learning activity #1.

Expectations for Learning & Behaviour:

 When I am speaking, or reading, writing materials should be down.
 If you want to share something or answer a question, raise your hand.
 If someone else in the classroom is speaking, give them respect.
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 Working quietly to start during work time. Everyone is working in groups, so

whispering.
 Follow the Tribes Agreement – this will be reviewed in Learning Activity #1

Advance Organizer/Agenda:
 Have paper for the group portion of the lesson out.
 Flippity on the smartboard.
Transition to Body:
Body:
Key Questions:
 What qualities do you look for in your friends?
 How can you be a better friend to your classmates?
Learning Activity #1: Community Circle (L.O #1).
 Students will gather in a large circle in the middle of the room, this will create a
Tribes community circle.
 Review the rules and expectations for this type of sharing activity – Pg. 226.
1) Attentive listening
2) Mutual respect
3) Appreciation & No-put downs
4) Right to participate or pass
5) Safety
 Ask the question – What qualities do you look for in a friend?
 Students will take turns sharing their answer. To model what this looks like,
teacher will say their answer first.
 Have everyone respond in turn to the question. Allow time at the end for those
who passed to respond if they wish.
Assessments/Differentiation:
 Teacher will model what this activity will look like.
Students have the right to pass if they cannot think of an answer, they will have the
opportunity at the end of the activity to share

Key Questions:
 What qualities do you look for in your friends?
 How can you be a better friend to your classmates?
 What is friendship?
 Why is friendship important?
 How do you make a friend?
 How do you keep a friend?
 How do you feel when your friends are mean to you?
 What can you do if this happens?
Learning Activity #2: Group Reading (L.O #2).
 Read The Bad Seed to the class.
 Students will predict pieces of the story and discuss different aspects as we go
through the story.
Assessment/Differentiation:
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 Ask students questions at different parts of the story – try to ask different
students.

Key Questions:
 What qualities do you look for in your friends?
 How can you be a better friend to your classmates?
 What is friendship?
 Why is friendship important?
 How do you make a friend?
 How do you keep a friend?
 How do you feel when your friends are mean to you?
 What can you do if this happens?
Learning Activity #3: Group Activity (L.O #3).
 Students will be randomly put into groups using Flippity. This will allow
students work with classmates they do not normally get to work with.
 Create a placemat/mind-map based on friendship – What is friendship? Why is
friendship important? How do you make a friend? How do you keep a friend?
 Students will work together to come up with ideas for this. This will also allow
them to get to know other students.
Assessment/Differentiation:
 Students will work with others to share ideas and learn from each other.
 Formative assessment to see what students know about friendship and how
they feel about friendship.
 Groups will share their mind-map with the class when done.

Sponge Activity: Read Ticket to Curlew or family trees.

Closure:
Consolidation/Assessment of Learning: Great work today class, you worked very
good with your groups. What did we learn from today’s activities on friendship?

Transition to Next Lesson: Next class, we will finish up our family trees and read some
more of the novel.