What Does It Mean To Be a Friend?

Teacher: O'Connor Week: 1 Lesson #: 1

FIVE-STEP LESSON PLAN

OBJECTIVE.
What is your objective? * NJCCC 9.1.4.A.5

KEY POINTS.

What knowledge and skills are embedded in the objective?

VISION-SETTING: KNOW, SO, SHOW

TLWBAT judge the actions of two people involved in an altercation during a role play presented by two teachers.
ASSESSMENT.

Evaluating a situation as a third party. Judging appropriate and inappropriate actions (right vs. wrong).

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 students will engage in a class discussion evaluating the situation they had just witnessed. They will be asked questions: What happened in this situation? Why did Mr. O react that way? Why was Mrs. Israel so upset? How would you have reacted? The teacher will record anecdotal notes that will inform the starting point of the PBL.
CONNECTION TO THE END OF THE YEAR ACHIEVEMENT GOAL.
How does the objective connect to the end of the year achievement goal? *

This lesson will provide a venue for students to discuss a challenging situation. As the two teachers engage in a verbal altercation, the students will have an opportunity to react to the situation, evaluate what happened, and offer alternate solutions, a job that has since been the teacher's responsibility.
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.

This lesson will not be introduced explicitly, but will serve as an introduction to the PBL.
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? *

What Does It Mean To Be a Friend?

During the typical morning routine, the two teachers will engage in a conversation in the middle of the room. As the conversation progresses, voices will begin raising, hand movements will become dramatic, and the voices will become audible. Teacher 1: With raised voice, No, I really don't like that. Please stop. Teacher 2: Loud, rude, You are such a dummy. And your shoes are ugly. No wonder no one wants to be your friend! Teacher 1: Changes to sad, Wh-What? I just don't like when you talk about my dog like that! It's mean! Teacher 2: Mean, Your dog is ugly. And you are stupid. Teacher 1 runs to the bathroom crying. Teacher 2 turns to children and begins eliciting reactions and trying to get them to take his/her side. The teacher will focus on the students' responses that indicate social responsibility, like, You were being mean, Maybe you should have been nicer, and Is [Teacher 1] ok? The conversation will turn to why Teacher 2 was acting mean. Teacher 1 will return, and the students will learn that it was just a role play.
2. GUIDED PRACTICE (first day)
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? *

DETERMINING METHODS: GO

Students will turn and talk with each other. In their pairs, they will assume a number, 1 or 2. With their number correlating to one teacher or the other, they will discuss what each Teacher 1 and 2 could have done differently to be more respectful, or better friends, in that situation.
1. INDEPENDENT PRACTICE (last day)
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? *

Students will engage in a discussion that evaluates the actions and reactions of both people involved in the role play. They will be encouraged to reflect upon their own actions and suggest alternative solutions.
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? *

The students will finally be asked what they would have done if they were involved in that situation. This will help them reflect upon their own actions and positions. The teacher will take anecdotal notes about where each student is beginning as the PBL starts.
REINFORCEMENT HOMEWORK (if appropriate).
How will students practice what they learned? *

What Does It Mean To Be a Friend?