Foundation Year
Lesson 5: Friendship

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Contents

1. Lesson Overview
2. Australian Curriculum Links
3. Lesson Plan: Suggested sequence of learning experiences

Downloadable reference materials

Lesson 5 Friendship [PDF 118KB] [Word 158KB]


1. Lesson Overview

Length of Lesson

60 mins

Prior knowledge (what should the teacher have already covered)

  • Children should know each other’s names and have spent some time getting to know each other.

Resources Required

  • Selection of books with a friendship theme.
  • Ball of string or wool.
  • Copy of book by Eric Carle: Do you want to be my friend?
  • Access to You Tube for song “You have a friend in me” from Toy Story, or a copy of the song.

Key Concepts

  • Everyone needs friends.
  • It is interesting and exciting to have lots of different friends.
  • A good friend likes you just the way you are.
  • Friends care about your feelings and listen to you.
  • Friends invite you to join in to activities.
  • Friends focus on what you can do, not what you can’t do.

Learning Outcomes

LO1: Children can describe qualities you find in a friend.
LO2: Children can communicate something they like about their classmates.

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2. Australian Curriculum Links

HPE Subject Area Foundation

ACPPS004: Practise personal and social skills to interact positively with others
ACPPS006: Identify actions that promote health, safety and wellbeing

General Capabilities:

PSC: Personal and Social Capability EU: Ethical Understanding L: Literacy CCT: Critical and Creative Thinking N: Numeracy

By the end of Foundation year (level 1)
PSC:
Work collaboratively: share experiences of cooperation in play and group activities
PSC: Understand relationships: explore relationships through play and group experiences
EU: Examine values: identify values that are important to them
L: Understand learning area vocabulary: use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contexts

Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier:

Assessable Outcome TickLO (insert number)

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3. Lesson Plan: Suggested sequence of learning experiences

Format Lesson Plan: Suggested sequence of learning experiences

Intro
10 mins

Welcoming activity: see lesson 1

Today we are going to talk about friendship. We will talk about what makes a good friend and we will practice skills that help us make friends.


Body
15 mins

Activity 1: What makes a good friend?

Class discussion: Talk about what friends the children have made since they have been in school.

Read stories about good friends.

Gather a seletion of books with a friendship theme. Example:

Title: A Very Special Friend
Author: Dorothy Hoffman Levi
ISBN#: ISBN–0–9300323–55–6
Story Profile: Frannie, a lonely little girl, discovers a new friend when a deaf girl her age moves in next door.

Assessable Outcome TickLO1 Class Discussion: After reading each book you have available, ask children questions like: How did they become friends? What made them good friends? How can you tell the characters are friends?

Have a discussion with the children about what they think makes a good friend. The following are some possible responses:

A good friend:

  • does not tease me and exclude me because I am different to them in some way.
  • shares his/her toys.
  • listens to me.
  • plays with me.
  • doesn’t get mad easily.
  • is fun to be with.
  • cares about me.
  • doesn’t put me down to others.

Main points to highlight:

  • Everyone needs friends.
  • It is interesting and exciting to have lots of different friends.
  • A good friend likes you just the way you are.
  • Friends care about your feelings and listen to you.
  • Friends invite you to join in to activities.
  • Friends focus on what you can do, not what you can’t do.

15 mins

Assessable Outcome TickLO1 Activity 2: Friendship spider web

Teacher’s notes: For this activity you will need a ball or string or wool. The goal during this activity is to observe communication of thought, feelings and ideas. Sit children in a circle formation.

  1. Introduce the activity by asking the children if they think people can spin webs like spiders. Suggest that we should try to spin a web as a group.
  2. Join group in a big circle (sitting down) and show them the ball of string.
  3. Explain that you will begin spinning the web by holding the end of the srting ball tightly in your lap and then picking a friend to toss the remaining ball to… “I pick John to help spin our web”…
  4. When John catches it, share something you like about him (i.e., “I like how John shares with his friends”)…Remind John to hold the string tight in this lap, as he picks the next friend to toss the ball of yarn to.
  5. The activity proceeds until the web is complete and everyone has been included. Make sure everyone is included.
  6. Reflect on how the class is made up of lots of different people who can all find something good to say about all the class members.
  7. See if the group can stand up together without getting tangled!

Main points to highlights:

  • There are many ways we can tell how the people around us are feeling.
  • It is important to notice how the people around us are feeling so that we can take action if they are feeling sad.
Websites for further friendship activities

http://www.kindergarten–lessons.com/friendship_theme.html
http://www.teacherplanet.com/resource/friendship.php


Additional Activity to conclude unit
15 minutes

Class game: To conclude the Everyone Everyday unit, the children could participate in a game that is friendship based. Use appropriate music such as “You’ve Got a Friend in me” from “Toy Story” that can be sourced from You Tube.

Instructions:

Stop the music periodically and instruct children to find another child, or friend, to hug.
Variation: When you stop the music, instruct children to find another child, or friend, to dance with. Start the music, have the pair hold hands, and dance together. Stop the music again and instruct each pair to find another pair, to join them (ie circle of 4). Continue playing and stopping the music until all children are joined together.

Lyrics:

You've got a friend in me
You've got a friend in me
When the road looks rough ahead
And you're miles and miles
From your nice warm bed
Just remember what your old pal said
Boy, you've got a friend in me
You've got a friend in me
You've got a friend in me
You've got a friend in me
You've got troubles, well I've got 'em too
There isn't anything I wouldn't do for you
We stick together and we see it through
You've got a friend in me
You've got a friend in me

Some other folks might be
A little bit smarter than I am
Bigger and stronger too
Maybe
But none of them will ever love you the way I do
It's me and you
And as the years go by
Guys, our friendship will never die
You're gonna see
It's our destiny
You've got a friend in me
You've got a friend in me
You've got a friend in me

Conclusion and reflection
5 mins

Children sit in a circle and respond to the following questions.

How can you make sure that your classmates feel included in the activities we do every day?

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