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Amanda Jensen
October 6, 1997
T350
Helping
Grade level: 2nd - 3rd grade
Length: 30-40 minutes
*to be done at the beginning of the school year
Performance Expectations:
*The student will be able to act out a helpful behavior.
Resources: Pictures of helpful situations (person helping others
to pick up toys; some one showing a new student around the school,
etc.), job chart of some sort (can be made out of material, or
it can be on laminated paper) and the poem A New Friend
by Marjorie Allen Anderson.
Procedures
*Introduction: Read the poem A New Friend by Majorie
Allen Anderson. Ask the students what the neighborhood children
could have done to help this boy feel more welcomed in their neighborhood.
Tell them that we are going to make our classroom as friendly
as we want the neighborhood.
*Development: Show pictures to the students that show peers being
friendly and helpful. Ask the students to tell how the various
people are being helpful or showing their friendship. List some
of these qualities on the board. Go over the list with the children
after you are finished looking at the pictures. Using the list
that the students just made, ask the students to list ways that
they can help in the classroom. Why are the things they list
helpful? What would happen if the things listed weren't done?
Each student should be able to tell why the task is helpful to
the classroom (whatever they suggest). Make up a list of jobs
that the students need to fulfill in order to make sure that the
classroom is taken care of well. Have a job chart ready to put
the newly-created jobs on.
Have the students act out situations in the classroom in which
people show they are friends (emphasizing the chart the children
have made of "helpful" qualities). For example: A
person is hurting on the playground. Have the students come up
with their own ways of solving the situation.
*Closure: Ask the students why it is good to be helpful in the
classroom. Recap the qualities listed on the board. Ask the
students to become aware of peers who perform the helpful qualities.
Have a form in the classroom to be used by the students. Whenever
they see a person being helpful in the room (outside of his/her
job responsibilities), a student can fill out the form and hang
it somewhere in the classroom (on a door, or a bulletin specifically
designed for this activity).
Assessment:
*The teacher will take anecdotal notes while the students are
performing their skits.
*The students will evaluate the skits. For each role play, each
student will write down the good qualities about the skit, what
can be improved on, and what the skit's helpful behavior quality
was.
Adaptation/Consideration: If the students are not able to come
up with a list of helpful actions from the pictures, then the
teacher can help the students by acting out part of situation
so that the children can understand the meaning behind the pictures.
If there is a physically disabled person in the room, be sure
to included him/her in the discussion. Ask him/her what kind
of help he/she might want in the classroom.
Reference:
Anderson, M. A. (1991) A new friend. Boston, MA:
Houghton Mifflin Social
Studies.
Armento, B. J., Nash, G. B., Salter, C. L., & Wixson,
K. K. (1991) From sea to
shining sea. Boston, MA: Houghton Mifflin Social Studies.
A. Jensen. Personal communication, October 5, 1997.
A New Friend
by Marjoie Allen Anderson
They've taken in the furniture;
I watched them carefully.
I wondered, "Will there be a child
Just right to play with me?"
So I peeked through the garden fence
(I couldn't wait to see).
I found the little boy next door
Was peeking back at me.
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