Why Can’t We Be Friends?

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Interpersonal Studies

  • TEKS Student Expectations

    • (4) The student analyzes the family’s role in relationship development. The student is expected to:
      • (A) examine the development of relationships
    • (5) The student analyzes relationship development outside the family. The student is expected to:
      • (A) explore ways to promote positive friendships
      • (D) propose ways to promote an appreciation of diversity
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • compare and contrast their unique characteristics with those of their classmates
    • reflect on how peers commonly choose friends similar to themselves
    • compile the characteristics of an ideal friend that would be a healthy venue for a positive friendship
    • create a Friendship Circle to analyze their friendships and how they influence their lives
  • Rationale

    Script:

    We can choose to develop positive, supportive friendships or negative, destructive relationships. Learning to distinguish between the two can help shape us into the people we want to become. In this lesson we will be learning about relationship development.

  • Duration of Lesson

    Three 45 minute class periods

  • Word Wall

    Acquaintance: Knowledge of a person acquired by a relationship less intimate than friendship

    Autonomy: Independence or freedom

    Dynamic: Of or relating to energy or to objects in motion

    Friendship: The state of being a friend

    Multi-layered: Having several different viewpoints

    Peer: A person who is equal to another in abilities, qualifications, age, background, and social status

    Similarities: An aspect, trait or feature like or resembling another

    Social norms: Rules society or groups use for appropriate and inappropriate values, beliefs, attitudes, and behavior

    Socioeconomic status: The combination of social and economic factors

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for multimedia presentation
    • computers with internet access (Be sure to follow district guidelines for Internet access)

    Materials:

    • props which symbolize activities/events where students would gather with friends such as:
      • concert ticket stubs
      • empty soft drink cup from the local hang out
      • football
      • movie popcorn container
      • movie ticket stubs
      • MP3/IPOD player
      • shopping bags from a local mall
      • small toy car/truck (to symbolize riding around with friends)
      • soccer ball

    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Before class begins:

    Display props in the center of the classroom so that students may view as they are seated.

    Begin discussion with your students by asking five of the following questions:

    • Can you relate to these props and how does it influence what you do with your friends?
    • Where is a good place to be with your friends? Where do you meet and what do you have in common?
    • What quality do you admire the most about your friends? How does that quality influence your friendship?
    • What behavior of others hurts you most? When you have upset someone by your actions, what do you try to do?
    • What do you consider to be your good and bad qualities?
    • What qualities help you to have good relationships with others?
    • What was your best friendship? Are you still friends with him or her? What life lessons did you learn from this relationship?
    • Do you tell your best friend everything?
    • Do you have a close group of friends?
    • What do you usually do together?
    • Is it easy for you to make friends?

    Allow time to share their answers.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms, and definitions.

    Introduce PowerPoint™ Why Can’t We Be Friends? (see All Lesson Attachments tab)

    Discuss the common Quote/American Proverb “Birds of a feather flock together “and whether or not they agree with this sentiment.

    View the YouTube™ video:

    • You’ve Got a Friend in Me—Toy Story (Actual Clips)
      The song You’ve Got a Friend in Me from the movie Toy Story. Instead of being the scene from the movie, this great video is made up of a lot of different clips from the movie. 
      http://youtu.be/9x50fVVzUI0

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • allowing peer tutoring
    • allow extra time for completion of assignment

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute graphic organizer, Facts and Feelings about Friendships (see All Lesson Attachments tab) and have students complete the four facts about friendship. Discuss results.

    The class will then discuss and record four feelings in response to these facts.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • students will work with a peer tutor
    • allow students extra time to complete the assignment.

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Students will write a newspaper article about how to build positive friendships. They will present the article during lesson closure and will be assessed by Rubric for Article. Students will use the online Newspaper Clip Generator to publish their article.
    http://www.fodey.com/generators/newspaper/snippet.asp

    Distribute the Quickwrite and students will complete it (see All Lesson Attachments tab) to identify various types of activities they enjoy participating in. They will then identify friends that they have that they enjoy participating in these activities with. Allow students time to fill out the chart.

    Distribute the Friendship Circle and students will complete it (see All Lesson Attachments tab) to appraise their current friendships. They will use the diagram to reflect on how their friendships influence their lives.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • students will work with a peer group,
    • students will answer the questions verbally, think-pair-share

  • Lesson Closure

    Review lesson objectives, terms and definitions.

    Students can volunteer to share their newspaper article.

    After they read their articles, ask students their opinions how their friendships been positive and dynamic.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students will be assessed with the Rubric for Article (see All Lesson Attachments tab) to grade the newspaper article.

    Students will each write a one-page personal reflection on what they learned from this lesson and how they plan to use the information now and in the future.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include

    • allow extra time for completion
    • extra time for written response

  • References/Resources

    Images:

    • Microsoft Clip Art: Used with permission from Microsoft.

    Websites:

    • NebGuide- Friendships, Peer Influence, and Peer Pressure During the Teen Years.
      Friendships are very much an important aspect of the teen years. Understanding the nature of peer influence can help support youth as they enter into this period and follow the path towards close friendships that are hallmarks of adolescence.
      http://www.ianrpubs.unl.edu/sendIt/g1751.pdf
       
    • Newspaper Clip Generator
      Create a newspaper article by entering information.
      http://www.fodey.com/generators/newspaper/snippet.asp

    YouTube™:

    • You’ve Got a Friend in Me—Toy Story (Actual Clips)
      The song You’ve Got a Friend in Me from the movie Toy Story. Instead of being the scene from the movie, this great video is made up of a lot of different clips from the movie. 
      http://youtu.be/9x50fVVzUI0
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • word Walls and sentence starters
    • define words in bold together, post definitions in classroom for reference
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Other Essential Lesson Components

    Enrichment activity

    Interview family members about their childhood friends. What made their friendship special and meaningful? Are they still friends to this date? Why or why not?

    Research songs which have a theme of friends or friendship.

    Human Services – Interpersonal Studies Writing Prompts

    • (5) The student analyzes relationship development outside the family. The student is
      expected to:
      • (D) propose ways to promote an appreciation of diversity

    Think about various ways to promote an appreciation of diversity. Write an essay in which you propose a way to promote an appreciation of diversity. (10th and 11th grade persuasive writing)

    TED Talks:

    TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks videos and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event.

    The video below is related to this lesson. Allow students to view the video, and lead a discussion concerning the TED Talk.

    Gabriel Barcia-Colombo: Capturing memories in video art
    Using video mapping and projection, artist Gabriel Barcia-Colombo captures and shares his memories and friendships. At TED Fellow Talks, he shows his charming, thoughtful work — which appears to preserve the people in his life in jars, suitcases and blenders.
    http://www.ted.com/talks/gabriel_barcia_colombo_capturing_memories_in_video_art

  • Family/Community Connection

    Create a survey and interview family members that had a close friend(s) as a childhood. Include specific activities, social events and personal influences of the friendship.

  • CTSO connection

    Family Career and Community Leaders of America (FCCLA)
    http://www.texasfccla.org

    STAR Events:

    Chapter Service Project (Display and Manual): A team event – recognizes chapters that develop and implement an in-depth service project that makes a worthwhile contribution to families, schools, and communities. Students must use Family and Consumer Sciences content and skills to address and take action on a community need.

    Focus on Children- An individual or team event- recognizes participants who use Family and Consumer Sciences skills to plan and conduct a child development Project that has a positive impact on children and the community.

  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to the lesson. For additional information on service learning see:
    http://www.ysa.org

    Possible idea:
    Students will identify a the Big Brother/Big Sisters Organization to help and contact the general manager to discuss the service learning project

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