Can't+we+just+get+along?

Learning outcomes
Students will:
 * review and learn additional benefits of getting along with others.
 * review and learn additional ways to get along with others.
 * identify their own behaviors that make it easier and harder to get along with others.
 * develop an action plan for improving current behaviors to help them get along with others.

Pre-activities
It could be helpful for students to explore how different character traits relate to either getting along with others or getting in trouble with others.
 * Students can explore how the following character traits improve peer relations: responsibility, respect, courage, fairness, citizenship, honesty, kindness, and perseverance.
 * Have students explore negative consequences when students do not get along with each other. Examples may include: feeling rejected, feeling unhappy, being excluded from activities, getting in trouble, being blamed for accidents, being unliked by peers, parents are ashamed, unpopular, and losing friends easily.

Activities

 * 1) Instruct students to explore different benefits for getting along with others. Have them write down 1-2 positive consequences for getting along with others. Then brainstorm the class’ responses by listing them on the board. Have students add class ideas that are generated to their Lesson 1 worksheet. (Include benefits like: have more friends, not left out of games, win more team games, parents are proud, fewer fights, less arguments, others share more, don’t get as hurt, makes the world a better place to live, get special privileges, and geel happier.)
 * 2) Have students consider different behaviors that help us get along with others. State all behaviors positively. For example, instead of recording “Don’t lie,” rephrase as “Tell the truth” or “Be honest.” Each student should write down 2-3 behaviors individually before having the class share responses. (See attachment for Lesson 1). When compiling class responses on the board, have students include all behaviors on their individual worksheets. (Positive behaviors can include: share with others, help others, tell the truth, invite others to play, compliment others, respect others, be polite, use my manners, smile, follow rules, be patient, forgive others, and admit mistakes.)
 * 3) After students have recognized many of the benefits of getting along with others and specific ways to do so, they are ready to evaluate their own behaviors. Using different behavioral opposites, have students place an “X” to best describe their behavior along the continuum. You can use a Likert scale or simple line between behaviors. (See attachment for Lesson 2) (Behavior opposites can include: Lies/Tells the Truth, Selfish/Sharing, Positive/Negative Attitude, Patient/Impatient, Blames Others/Admits Mistakes, Inconsistent/Dependable, and Puts Others Down/Stands Up For Others.)
 * 4) After students evaluate their current behaviors, have them identify the three behaviors that most impede their getting along with others (on the worksheet, they are the “X’s” that are on the left).
 * 5) Then, have students determine specific ways to engage in the opposite behaviors more often. For example, a student with the behavior “Lies” might decide to “Tell the truth” more on the bus and at lunch. Another example could include how a student who is “Selfish” could decide that he/she could “Share” more compliments, praise, and belongings with classmates.
 * 6) In conclusion, distribute index cards for students to record the three targeted behaviors for them to concentrate on improving. Ask where the index cards can be placed to be most helpful to use as a daily reminder. Some students will choose to have them taped on their desk, others will want it on their mirror at home, while others will want it taped to their notebook, locker, planner, or bookbag.

Assessment
Lesson goals can easily be evaluated by looking at each student’s worksheet and seeing how much information has been completed. Students should list 8-12 Benefits of Getting Along With Others and 12-18 Ways to Get Along With Others. On the Lesson 2 handout, students should identify the 3 behaviors they need to improve the most and write how they plan to change those behaviors.

Comments
Follow-up lessons can include a “Get Along Gang” group for smaller numbers of students to explore behaviors that would assist in peer relations. Daily and weekly self-reports can monitor success of targeted behaviors.

SCoPE Site Lesson Plan

Title: Lesson 1 — Let’s Talk about Friends (EN000201)

Abstract Children listen and respond to literature that includes stories about friendship. Children make predictions before reading the story and discuss the plot after reading the story. They begin to differentiate between fiction and nonfiction. Each child has a turn to say something about friendship. Good speaking and good listening skills are practiced.

Subject Area: English Language Arts

Grade Level and Course Title: Kindergarten/Building a Foundation for Reading, Writing, Listening, Speaking, and Viewing

Unit of Study: Friendship

Grade Level Content Expectation · Fleuntly apply concepts about print necessary to make predictions (R.CM.00.05, R.FL.00.01).

Key Concepts illustration prediction

Instructional Resources __Equipment/Manipulative__ 6” x 18” paper 8” x 11” paper Computers Glue sticks Listening center with recorder and microphone Old magazines Picture or photograph of a pig, a mouse, and a chicken Scissors Student chalkboards and chalk Whiteboard or chalkboard

=Teacher Resource= Heine, Helme. //Friends//. New York: Atheneum, 1982.

//Insta-Learn.// Mukilteo, WA: Step, n.d.

//Reader Rabbit Preschool – Sparkle Star Rescue.// CD-ROM. Novato, CA: The Learning Company, 2000.

//Wee Sing Children’s Songs and Fingerplays.// Los Angeles: Price Stern Sloan, 1994.

Sequence of Activities __Block 1 — Reading Aloud, Shared Reading, Independent Reading (whole group 30–45 minutes)__.

1. Read the title, //Friends,// and show the illustration on the front cover of the book. Ask the children to predict what the story will be about.

2. Read the story. Explain that the “plot” of a story is what happens. Ask the children to discuss the plot.

3. Ask the children what the animals did to show that they were friends. Record their words to use later in the class book and class movie about friendship. Make a list on the board and turn a tape recorder on while the discussion takes place.

__Block 2 — Guided Reading, Literacy Centers (small groups and independent work 45–60 minutes)__. Plan four centers: 1. teacher table, 2. computers, 3. listening, 4. activity center (dramatic play, puppets, manipulatives, art, games).

1. At the teacher table show a picture of a real pig, mouse, and chicken. Compare them to the animals in the story. Ask: “Do animals ride bikes? Can animals talk?” Explain that “fact” is what can really happen and “fantasy” is what we can pretend. Explain that in literature we call fantasy stories “fiction” and factual stories “nonfiction.” Ask the children to tell a few things that chickens, pigs, and mice really do. Ask what the chicken, pig, and mouse do in the story. Ask the children if they think the story is fiction or nonfiction and have them justify their decision.

2. At the computer station the children use primary language arts software, //Reader Rabbit Preschool- Sparkle Star Rescue.// If this program is not available, choose any software that has letter recognition and letter/sound association. If the classroom does not have computers, it will be necessary to plan for an alternative learning center for alphabet letter practice. Set up a center using self-checking //Insta-Learn// language board activities. Children work on alphabet sequencing or let the children work in pairs to put alphabet cards in sequential order. Partners check each other.

3. At the listening center children listen to the song, //Where is Thumbkin?,// and other favorite songs on the //Wee Sing Children’s Songs and Fingerplays// audiocassette.

4. At the activity center children look through magazines to find pictures that show acts of friendship. For example: children helping bake cookies, children playing soccer, children climbing a tree, friends going for a walk, two friends hugging. Cut and paste the picture in the middle of an 8” x 11” sheet of paper, draw a frame around the picture, and label it “Friends.” Punch holes in the left margin and put the pages in a three-ring binder for the class to share. The children may take turns taking this book home to show their family.

__Block 3 — Word Study (whole group 15–30 minutes)__. 1. Print //Friend// on the chalkboard or white board. Spell the letters aloud as you print. Emphasize the sound of //f, r, n//, and //d//. Give the children a turn to print the word on the individual student chalkboards.

__Block 4 — Writing Workshop, Interactive Writing (30–45 minutes)__. 1. Explain that stories have a beginning, middle, and ending. Ask the children to tell what happened in the beginning of //Friends,// in the middle, and at the end. Fold a 6” x 18” paper in thirds. The children draw a picture in the first box to show what happened in the beginning of the story. They draw a picture in the second box to show what happened in the middle of the story. They draw a picture in the third box to show what happened at the end of the story.

Assessment
Informally assess each child's ability to make predictions based on an illustration or portion of a story.

Application Beyond School The children may talk with their family about what good friends do together. Connections __Arts__ Fingerplay — Play the music game, //Where is Thumbkin?// Hide both hands behind your back. Bring one hand out and wiggle thumb. Sing, “Where is thumbkin, where is thumbkin?” Bring the other hand out, wiggle thumb, and sing, “Here I am, here I am.” Then the first thumb wiggles and you sing, “How are you today, sir?” The second thumb wiggles and answers, “Very well, I thank you.” Sing, “Run away.” Hide the first hand. Repeat, “Run away,” and hide the second hand.

Repeat using the other fingers, but instead of using the names for the fingers; pointer, tall man, ring man, and pinky; use the names of children in class. For example:

Hide both hands behind your back. Bring one hand out and wiggle the index finger. Sing, “Where is Mary, where is Mary?” Bring the other hand out, wiggle index finger, and sing, “Here I am, here I am.” Then the first finger wiggles and sing, “How are you today, ma’am?” The second finger wiggles and answers, “Very well, I thank you.” Sing, “Run away.” Hide the first hand. Repeat, “Run away,” and hide the second hand. Continue.

Title: Lesson 8 — A Friend Is (EN000208)

Abstract Children listen and respond to literature. They discuss the main idea of a story. The children dictate a complete sentence to an adult. Emphasis will be given to developing a complete thought. High frequency words are used in building sentences. Capitalization and punctuation will be stressed.

Subject Area: English Language Arts

Grade Level and Course Title: Kindergarten/Building a Foundation for Reading, Writing, Listening, Speaking, and Viewing

Unit of Study: Friendship

Grade Level Content Expectation · Demonstrate phonemic awareness and recognize that words are composed of sounds and begin to know letter sound correspondence (R.WS.00.01, R.WS.00.02, R.WS.00.04).

Key Concepts dictate upper/lower case letters

Instructional Resources __Equipment/Manipulative__ Computers Example of a paper birthday cake, ditto or construction paper sample //Insta-Learn.// Mukilteo, WA: Step. Listening center with recorder and microphone Sandwich baggies Set of high frequency word cards = Whiteboard, chalkboard, or chart paper =

=Teacher Resource= //Adventure Workshop Preschool – 1st Grade.// CD-ROM. Novato, CA: The Learning Company, 2000.

Beali, Pamela. //Wee Sing Children’s Songs and Fingerplays//. Audiocassette. Price Stern Sloan, 1994.

//Let’s Sing Fun Songs.// Audiocassette. Metacom, 1991.

Mayer, Mercer. //Just a Little Different//. New York: Golden Press, 1998.

- - -. //Just My Friend and Me.// New York: Golden Press, 1998.

Sequence of Activities Block 1 — Reading Aloud, Shared Reading, Independent Reading (whole group 30–45 minutes).

1. Read Mercer Mayer’s, //Just a Little Different//. Ask the children, “What do you think is the main idea of the story?” Discuss that families can be different from ours, but we can still be friends.

2. Read, //Just My Friend and Me.// Ask the children, “What do you think is the main idea of the story?” Discuss that you do not need to be with friends all the time, it is all right to be alone sometimes.

__Block 2 — Guided Reading, Literacy Centers (small groups and independent work 45–60 minutes)__. Plan four centers: 1. teacher table, 2. computers, 3. listening, 4. activity center (dramatic play, puppets, manipulatives, art, games).

1. At the teacher table give each child a set of high frequency words and a period (.) printed on card stock. Children cut on the lines to make their own cards. Store the cards in sandwich bags for each child.


 * I || am ||
 * a || he ||
 * she || is ||
 * friend || . ||

Use the word cards to make sentences with the children. Print the words with both a capital and a lower case beginning letter. Point out letter/sound correspondence. Explain and demonstrate that we begin a sentence with a capital letter, and end a sentence with a period.

I am a friend. He is a friend. She is a friend.

2. At the computer station the children use primary language arts software: //Adventure Workshop Preschool- 1st Grade.// If this program is not available, choose any software that has high frequency word recognition practice.

If the classroom does not have computers, children use self-checking //Insta-Learn// //Language Board// activities for story sequencing.

3. At the listening center, the children listen to //Old MacDonald Had a Farm//.

4. At the activity center, children color and cut a birthday cake.

__Block 3 — Word Study (whole group 15–30 minutes)__.

Write several examples using classmates’ names in a sentence. For example: Adam is a friend; Sally is a friend. Explain that we can use pronouns in place of a person’s name. Display and read sentence strips:

Adam is a friend. I am a friend. He is a friend. She is a friend. __Block 4 — Writing Workshop, Interactive Writing (30–45 minutes)__. Use the word cards again. Build a sentence beginning with “A friend is _.” Ask the children to finish the sentence. Accept their answers if it makes sense. Write sentence strips:

A friend is pretty. A friend is nice. A friend is funny. A friend is happy. A friend is honest. A friend is trusting. A friend is good. A friend shares.

Assessment To assess the children formally, listen to or record each child as they dictate to an adult their concept of a good friend. Note if they speak in complete sentences and whether their words make sense in the context of describing a friend. Possible character trait lesson on friendship or any other conflict resolution activities. The lesson could also be used in isolation.

Activities

 * 1) Read the story Lilly’s Purple Plastic Purse. Preface the story by asking the students to listen to find out what happens to Lilly when she does not use Self-Discipline, and what she could have done instead. Ask students to identify what the word “self-discipline” means after listening to the story.
 * 2) Teach the 3R strategy of handling anger and conflict to the students. Provide examples of each from the story on the incorrect way to use the 3R method:
 * Lilly “Reacted” first by creating the negative picture of her teacher.
 * Then she “Retreated” by going home that day, angry after school, and on her way home she saw the note and the snacks from her teacher.
 * Then she used “Rethink” after she felt bad and wrote the apology to her teacher.
 * 1) Allow the students to create the correct way of using the 3R Strategy with the help of the counselor or teacher. This 3R strategy is a method for using Self-Discipline, or Self-Control.
 * Lilly could Retreat first, by walking or moving away from the situation in order to calm down.
 * Then she could Rethink what she wanted to say or do.
 * Lilly could then React in a more positive way, without hurting herself or anyone else.

Assessment
In order to assess the students, they can write a letter to Lilly, suggesting the 3R strategy or other useful ways to deal with anger. Students should use the correct format for writing letters.

Supplemental information
A teacher/counselor-created handout titled, “Safe Ways to Handle Anger” could be included with relaxation techniques, taking a walk, punching or hitting safely, etc.

Comments
This lesson is easily adaptable in an individual or group counseling setting with students in conflict. I have already adapted the 3R’s for 6-8th graders dealing with self-control issues. The counselor can break down the student’s negative way of dealing with the 3R’s, then have the student rearrange the 3R’s using self-discipline and write how he/she could use this strategy in the future.

Learning outcomes
Students will learn:
 * that sometimes we are surprised when we spend time with someone we previously thought we would not like and find this person to be very likable and he/she may become a great friend.
 * not to judge someone until they really get to know them well.
 * that spending time with someone is the best way to get to know them.
 * that our friendships can fluctuate and change.

Time required for lesson
30-40 minutes

Materials/resources

 * [|Friendship Recipe] attachment
 * Book: [|Enemy Pie] by Derek Munson
 * Index cards for grades 2-3. Large sheet of paper for K-1 grades for “class friendship recipe”
 * Bowl,Measuring cups,and pie plate as props

Technology resources
Make an overhead of the Friendship Recipe attachment.

Activities
> Ask students:
 * 1) The school counselor/teacher will ask students to help her brainstorm ingredients (for about five minutes) for a secret recipe for creating great friends.
 * 2) The counselor/teacher will then read the book, Enemy Pie by Derek Munson. Discussion of the book will follow.
 * What does the word “enemy” mean to you?
 * Why do you think children have enemies?
 * Why was Jeremy Ross on his “enemy list”?
 * What did the boy learn from spending the entire day with his number one enemy?
 * How did he manage to turn his enemy into a friend?
 * 1) Review the overhead example of a recipe for “Friendship Pie.” Tell each student they may become famous for their new “Friendship Pie” which will be even bigger and better than the example with all their great ideas on friendship. Encourage them to use the measurement tools they have learned in math this year.
 * 2) Kindergarten and first grader will make a class recipe with the counselor/teacher writing the recipe on a large sheet of paper. Second and third grade classrooms will each be given an index card to make their own “Friendship Pie.”
 * 3) Summarize the meaning of friendships through students sharing their “soon to be famous” Friendship Recipe(s) with the class.

Assessment
Students will be able to discuss the questions posed by the counselor/teacher concerning Enemy Pie. Students will be able to create at least four ingredients for their recipe for friendship.