Component One: Organizational Information

Teacher
Ms. Haun Grade
Name(s)
Level(s) Grade 1
Unit(s) /
Subject Topic(s) /
Physical education/Wellness
Area(s) Strand
(s)
Position
Start/Stop
of Lesson
Times +
30 minutes within
Lesson
Sequence
Duration
:

Component Two: Description and Rationale

This lesson is meant to be an icebreaker for me to get to know the students and what
there interests are in order to work toward building a positive relationship with them.
Additionally, this lesson will let students examine different characteristics and their
feelings, especially regarding the fear they may have when meeting new people or
making friends. The students may already have prior knowledge about how to be a good
friend but may still be nervous about how to make a friend. I hope that by discussing
what it means to be a friend and different ways they can make friends as a class, they
Description
can see that they are not the only ones who feel this fear. Furthermore, by introducing
:
Scaredy Squirrel, who is very scared to make a new friend, they will hopefully be able
to relate to his experiences and see that even when things can seem scary, sometimes
things will work out, or they will realize the other person also wanted to make a friend!
Through the stand-up sit-down game, students will have the chance to see how personal
characteristics like the things they like or enjoy doing can be shared with other
classmates, possibly leading to things for them to talk about or play at recess. Finally,
through the designing and sharing of name tags, students will have the chance to talk to
their peers, show and explain what they like to do, and do the same for the other person.
I believe this lesson is important because I recognize that it can be hard for students to
make friends, as it can be very scary to meet new people. However, by discussing how
this feeling is okay and showing them that they are not the only ones who may feel this
way, I hope for them to see that they are not alone, and then as a group we can come up
with different ways to make friends. This lesson is then relevant to their lives as it
demonstrates how they view friendships and can give them some strategies about how
Rationale:
to make new friends.The video is meant to further help them learn different ways they
can make friends, as told by kids around their own age. This is important as
representation matters, and it can help them understand the concept better when it is
explained to them by someone like themselves rather than just another adult. Through
this discussion and video, I hope that they will understand that to be a good friend, they
need to be kind and respectful, listen to the other person, play with them, and work
 towards making friends with others by saying hi, introducing themselves, also being
kind and respectful, asking them what they like to do, and sharing what they themselves
like to do. I think the Scardy Squirrel puppet and his corresponding book are excellent
ways to visualize this fear and students will have the chance to see and hear how he
managed to overcome his fear and make a new friend. This book is excellent for
showing how when people take a risk, even when it can be scary, it can have a positive
outcome. The first step is being willing to try new things, and if the first thing they try
does not work out, then they can adapt and try something new. Additionally, I have
learned that these students seem to respond well to puppetry, so I hope Scardy will keep
their attention and help them remain engaged in the lesson. The game is important as it
should hopefully help them not only recognize certain characteristics and traits in
themselves but also in others, as they can see others who may also stand up and realize
that others may have some things in common with them, possibly leading them to want
to make friends with that classmate. Finally, the name tag art project will help them
connect further to Scardy and his story and explore one aspect of how to make new
friends, which is to introduce themselves (this would have been discussed in the
conversation and in the book). It will also allow them to participate in a hands-on
activity that lets them draw, colour, and possibly write, if they want to, about what
makes them personally unique in the form of what they like to do. Then they will have
the opportunity to share their name tags with a friend and, in turn, hear about what their
friend likes to do and talk about the things they like to do to see if they have anything
else in common.

Component Three: Learner Outcomes

General
Learner
Outcomes
Character Development: Exploration of life opportunities and virtues develops
(GLOs)
resilience and personal talents and promotes lifelong learning.
(or
equivalent)

Specific
Learner
Outcomes Students examine personal characteristics, feelings, and emotions and explore
Outcome(s) understanding of self. Personal characteristics can be unique or shared among
(SLOs) individuals and groups.
(or
equivalent)

Component Four: Learning Objective(s) and Assessment Evidence

 Learning
Objective(s ● Students will be able to identify and explore how their personal characteristics can be
) unique or shared to help them connect to their peers through discussion, movement,
writing, and drawing.

Intended
Learning Objective Driving Question(s)
Response(s)

● Students will be able to -Say hello!

identify and explore
-Introduce yourself/ tell them
how their personal
characteristics can be your name!
unique or shared to -How can we help Scardy make Tell them what you like to do
help them connect to a friend? -Ask them what they like to do
their peers through -Ask Do you want to play
discussion, movement together?
reading, writing, and -Be kind
drawing.
-Listen to what they say

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment

Materials
● Book
● Puppet
● Name tags

Teacher Tasks
What do you need to have ready before the students enter the class?
● The video
● An example name tag that I filled out
 Component Six: Body (introduction, activities, closure)

Introduction Time
Allotmen
t
Attention I would open up by asking them to come sit in a square on the carpet, as I
Grabber want to introduce them to my friend Scardy but we need to be very quiet
as he is scared to meet new people. He would hide and shake his head
while I tried to introduce him. Then I would go, "It's ok to be nervous to
meet new people Scardy, how about we read a book about how you can 2 minutes
make a friend? Maybe then you’ll feel confident enough to fully meet the
class; I promise, they are all very kind people."

Description and Meeting the puppet works as a hook that will catch and hold their
Rationale attention, hopefully making them more engaged in the lesson. Some may
resonate with Scardy and be interested in how he deals with his fears!
Scardy exemplifies that it’s ok to be scared and helps us throughout the
lesson to come up with strategies to help the class understand how they
can make friends with their peers and other students in their school
community.

Time
Activities Allotmen
t
Learning
Activity #1
● Students will
be able to ● On the carpet, I will introduce the book we will be reading, which
identify and is Scardy Squirrel Makes a Friend. I will start by explaining that
explore how this book is about our new friend Scardy,who is very scared to
their personal make friends, and how he faced his fear. While I read, I may use hi
10
characteristics to help narrate and prompt questions relating to the book, like
minutes
can be unique when it shows scaredy looking through the binoculars, “What
or shared to animal does he see?” (a goldfish). I will also occasionally have
help them Scardy respond to his own story by acting out or verbally
connect to responding to different parts.
their peers
through
discussion.
Transition After reading the story, Scardy may start to be less scared but still be
nervous to talk to the children. Then I would say, “Oh no! Scardy is still a
bit scared to meet everyone! Scaredy, my friends here are very nice. Don’t
1 minutes
you want to say hi to them? Then he may keep shaking his head, saying,
“What if they are biters?" Then I would say “I promise they are not”.

Learning ● After that, I would turn to the children and ask, "Friends, can we
Activity #2 think about anything that we can do to make Scardy less scared to
● Students will make new friends?
be able to ● I would also remind them again that we don’t want to be too noisy
identify and because we do not want to scare him further!
explore how
their personal I would be looking for answers like:
characteristics
can be unique - -Say hello!
or shared to - -Introduce yourself/ tell them your name!
help them - -Tell them what you like to do
connect to - -Ask them what they like to do
their peers - -Ask Do you want to play together? 3 minutes
through - -Be kind
reading. - -Listen to what they say.

● performance criteria- would just be seeing who has ideas and if

they are making connections
● if they understand different ways people can make friends,
● I might include prompts if I notice something is missing, like,
What about making sure that we listen to them, just like they may
listen to us? We want to share what we like to do with our friends
but we also must do things they like to do too!

Transition I will explain that we are going to play a game called stand up-sit down
1 minute
and explain the rules
Learning -In this activity, I will explain to students that we will be playing a game
Activity #3 called stand-up-sit-down, where I will explain that we all have something
● Students will that makes us unique, which means to be one of a kind, but we also have
be able to things that we share with others. I would explain how I will say something
identify and that makes them unique, and if they have that or something like that, they
explore how will stand up. I will then explain that we will be doing rounds and after
2-3
their personal each round I will shake the egg (I will demonstrate what it sounds like).
minutes
characteristics We will do a practice round for the children where I will ask them to stand
can be unique up and once I’m sure they have all stood up I will shake the egg so they
or shared to know to sit down. I will then demonstrate by saying something that makes
help them Scardy unique, so he had to stand up, like, "Stand up if you have fur”. We
connect to will do about five rounds.
their peers
 through I will try to ensure everyone has a chance to stand up, look around to see if
drawing, other students are standing up too, and then shake the egg to signal that it’s
writing, and time to sit back down.
discussion. -This activity can also connect to the book, as I could say things like, “Ok,
friends, stand up if you have a dog!” It also allows them to connect and
identify what personally makes them unique through movement, verbal
instruction, and sight. They get to be physically active by standing up
when what I say applies to them, demonstrating that they recognize this.
They get to verbally hear what I ask and think about whether it applies to
them or not, and they get to visually see what things apply to their peers
and start to connect that some of their peers share similarities with them by
standing up and looking around to see which of their peers are also
standing up.

-The evidence of understanding I am looking for is if I know that

something applies to a student and that they are standing up and
recognizing that what I am saying applies to them.

Afterwards, I would show them a video

https://www.youtube.com/watch?v=XziYJsfDB-4
that focuses on the ways children can make friends from children
themselves and this should reiterate the things we discussed or if not, we
would talk about what other ways we can make friends, as seen in the
video.

Transition I would then tell them we are going to demo at the back desk how to do
the name tag activity. Once I have them surrounding me, I will explain
that, “Just like Scardy, we will be making a name tag and decorating it
with all of the things we like!” I would then demonstrate this by showing
them which side they will write on and writing Ms. Haun in pencil and
then in Sharpie to make sure I did not make any mistakes, so “once you
are done, hold it up so that Scardy and I, or Mrs. S, can make sure you are
ready to trace over your name with a Sharpie. Afterwards, you can
decorate your nametag with things you like. For example, I like books so I
will draw a book, and I love to play soccer so I am going to draw a soccer
ball! After you are done designing your name tags, you can put up your 5 minutes
hand for a teacher to help peel off the back so that you can wear it. Once
you have your name tag on, you can wonder around with your hand up
until another friend puts up their hand, and then you can go off to a place
in the room, show your name tags, and talk about things you like to do.
You will then need your pencils, your crayons, and your sharpie. Dealo?
Once I get the response, “dealio” I will remind them to take a picture
(mental picture) then I will say “ok go”.
 Closure/Cliffhanger Time
Allotmen
t
Assessment of Once they are seated at their desks, I will hand each of them a name
Learning: tag for them to decorate and write on. Once they were finished,
Observation they’d raise their hands, find a partner, and share their name tag and
and interests with another peer. Then they would continue to do this
conversation with more than one classmate. I would then circle around with
Scardy, asking students to introduce themselves and tell him what
they put on their name tag for what they like to do, so that he can
start to become their friend. Here I would be seeing if they were
participating, if they could name something that makes them
unique, and listening to what their classmates like to see if there are
7-10
any commonalities.
minutes
ongoing
Given time, I may even ask them to put their name tags on and
come to the carpet and I would explain that, as we discussed, we
would practice greeting our friends with the video:
https://www.youtube.com/watch?v=ANrSdZq8sCk
Which would get them moving and when the little monsters are
saying hi we will wonder around the classroom, saying hi and either
shake hands, fist bump, high five, or cross-touch their feet together,
and then follow what the monsters say to do. -Sponge activity.

Transition:
flecti