THEME: Out and About
LINKS TO PREVIOUS LEARNING
I can say sorry when I have been unkind.
LEARNING OBJECTIVE (WALT)
I can tell you what being a good friend means to me. I can work well in a group.
LEARNING OUTCOMES (WILF)
I know how to help a friend.
I can be a good friend.
I have thought about the importance of having friends and how I can be a good friend to someone when they need it.
KEY VOCABULARY
Friend, friendship, help, care, share, understand, trust.
RESOURCES/SUPPORT
· SEAL unit “Getting On and Falling Out” – Blue Book Y1 and Y2
· Assembly story about Rani and Leroy’s friendship from the Seal resources “Additional Assembly (date of issue 03-2006 ref: DfES 1759-2006PDS-EN) available online
· Story “Frog and Toad are friends” by Arnold Lobel
· Large sheets of paper and writing equipment
TEACHING/LEARNING ACTIVITIES
Introduction
Following on from the assembly story linked to this SEAL unit, read a similar story, such as “Frog and Toad are Friends” by Arnold Lobel and discuss what each character does in order to make the other feel special or cared about.
Ask the children to think about whether they have a special friend. Is it someone in their family, or at school, or someone away from the school environment?
MAIN TEACHING AND LEARNING
Activity 1 - In a small group (or as a class if this is more appropriate)
Ask the children to make a mind map (the Tacade file “I am, I know, I can” ) has a template for this) around the words… “a good friend …”. This could include what a good friend does or how they might behave. It could be written or drawn. Once complete, discuss what has been constructed and talk about why they have added what is there.
Activity 2 - In pairs
Using the information that the children have shared, ask the pairs to make a “wanted” poster for a friend. This could be drawn or written and should include the qualities that they would like to have in a friend as well as the things about them that they think a new friend would like.DIFFERENTIATION
Some children may require support with the writing/drawing. Children may be paired accordingly.
PLENARY
At the end of the session, display all the posters and compare them to see whether there are any similarities.
Make a class recipe for a good friend and display this in the room. Should there be any disagreements during playtimes use the recipe as a starting point for a discussion about what / why the disagreement occurred.
Children could nominate a ‘friend of the day’ who is given a badge/ star for example as a reward for this.
KEY QUESTIONS
1. Why do we have friends?
2. How do we treat a friend?
3. What do we look for in a friend?
4. How can we make up with a friend if we have had a disagreement?
£££ Remind the children about last term’s discussion about whether friendship can be bought.
ASSESSMENT FOR LEARNING
This will come at the end of each day if you adopt the ‘friend of the day’ idea. Asking the children who they think should be the nominated pupil and why, will reinforce the idea of how a friend should respond.
CROSS CURRICULAR LINKS
Core skills
Writing opportunities
· Writing a list of qualities for the ‘recipe’ for a good friend.
· Making the mind map.
· Develop the idea into poetry about friendship
Speaking and Listening opportunities
· Use the ideas in the SEAL unit (Go and Fo page 8) that encourage active participation when listening.
· Play “Rounds” games such as ‘My friend is like me because….’ Or ‘my friend is different from me because…’.
· Learn greetings/ gestures from different languages and cultures to say ‘hello’.
Use of ICT
· Use a paint program to make the friend posters or complete the list of qualities we look for in a friend on a whiteboard.
· Use the Internet to research the different greetings.
HOME LEARNING ACTIVITY
Ask the children to make a poster using all the different greetings for ‘hello’ that they know and can find out about, encouraging those at home to join in too.
EVALUATION
Resources:
Mind Map for a Good Friend: helps me
Autumn 2 KS1 Yr1/A Lesson 1