1. society
2. dating

Sample Lesson
Welcome to Social Studies Alive! Me and My World. This document contains
everything you need to teach the sample lesson “How Do I Make Friends?” We
invite you to use this sample lesson today to discover how the TCI Approach can
make social studies come alive for your students.
Contents
Letter from Bert Bower, TCI Founder and CEO
2
Benefits of Social Studies Alive! Me and My World
3
Program Contents
4
Big Book: Sample Lesson 4: How Do I Make Friends?
5
Lesson Guide
12
Assessment
23
Poster Placards
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Welcome!
So c i a l Stu d i e s A l i ve ! M e a n d M y Wo rl d
You have in your hands a sample of Social Studies Alive! Me and My World
from TCI. This sample lesson is intended to give you the opportunity both to
review our program and to try it out in your own classroom so you can join
the growing body of elementary teachers who are turning to Social Studies
Alive! to reinvigorate their social studies and language arts programs.
As a high school teacher who teaches only one subject, I am in awe of
elementary teachers. You not only teach all subjects—math, language arts,
science, and social studies—you juggle a myriad of other teaching and nonteaching responsibilities as well. That’s why we created Social Studies Alive!
Me and My World—to make it easier for you to integrate language arts skills
and social studies skills, to create active lessons to keep kids engaged, and
to provide meaningful content to inspire young learners to care about the
world around them.
I’m confident you and your students will enjoy this sample lesson. I look
forward to welcoming you to the TCI community of inspired, active social
welcome
studies teachers!
2
Best,
Bert Bower, TCI Founder and CEO
Social Studies Alive! Me and My World was
created by teachers, for teachers. The program is flexible and easy to use, providing
a variety of ways to meet student needs.
Teachers can
•Cover state standards.
H
ow can we help our students to
understand their world? How do we
prepare them to participate in it effectively?
To these core social studies goals, TCI adds
another: How do we get students excited
about this learning? Social Studies Alive!
Me and My World delivers on all three
goals. Interactive classroom experiences,
coupled with fascinating reading, engage
all learners in today’s diverse classroom.
TCI recognizes the challenge to teachers of
fitting social studies into a school day that
must concentrate so heavily on the three
R’s. To meet this challenge, TCI has created
a social studies program that serves double
duty: reinforcing reading and language arts
skills at the same time that students learn
social studies.
•motivate student reading with the Reading
Further feature in each lesson—a highinterest case study that drills down into
interesting events, concepts, and people
discussed in the lesson.
•support language arts instruction in the
social studies curriculum with vocabulary
development, reading strategies, a variety
of writing activities, and numerous
opportunities to develop speaking and
listening skills.
•Measure student mastery with
observational checklists that cover social
studies, language arts, and participation
objectives.
•modify instruction for students needing
additional support and for enrichment.
•extend learning with recommended
additional reading opportunities and TCI’s
online Enrichment Resources, including
a Biography Bank and Enrichment
Readings.
benefits
Social Studies Alive! Me and My World will
help you ignite your students’ passion for
learning social studies and your passion for
teaching it!
3
So c i a l Stu d i e s A l i ve ! M e a n d M y Wo rl d
Benefits of Social Studies Alive!
Me and My World
Program Contents
So c i a l Stu d i e s A l i ve ! M e a n d M y Wo rl d
1 Who Am I?
2 What Is a Family?
3 How Do I Get Along with Others?
4 How Do I Make Friends?
5 How Do I Solve Problems
with Others?
6 How Can I Be a Good Helper
at School?
In Social Studies Alive! Me and
My World, an Essential Question
organizes each lesson and its
corresponding activity. By reading
the Big Book and participating in
the classroom activity, students
gain a deeper understanding of
the content.
7 What is in My Neighborhood?
8 Where Am I in the World?
9 How Do People Live Around
the World?
10 How Can I Help Take Care of
the World?
Sample Lesson:
4 How Do I Make Friends?
contents
F R E E 3 0 DAY T R I A L
4
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entire class interacting with one computer, an internet
connection and a projector. Students thrive on the
immediate feedback they get using the Student
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| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
I introduce myself.
4
How Do I
Make Friends?
6
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
7
I ask a friend to play.
20
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
8
I share.
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
9
I am kind.
22
HIRES
One group helped another.
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
How Did They
Make Friends
Long Ago?
Reading
Further
4
10
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
11
They shared.
They gave thanks.
S t u d i e s
S k i l l
B u i l d e r
How Do I Make Friends?
C H A P T E R
4
Overview
Materials
Students learn how to interact respectfully with one another in the classroom.
In a Preview activity, students offer their ideas for making friends with a newcomer and define friend. In a series of Social Studies Skill Builders, students
learn four skills for making new friends. In Reading Further, they learn how
making new friends was important to the Pilgrims. Finally, in a Processing
activity, students use what they have learned to role-play effective social interactions with one another.
Social Studies Alive! Me
and My World Big Book
Objectives
Transparencies 4A–4F
Poster Placards 4A–4G
Lesson Masters
• Information Masters
4A and 4B
• Student Handout 4
Social Studies
• Interactive Student
Handouts 4A and 4B
• Describe what it means to be a friend.
CD Track 3
• Distinguish between friendly (kind) and unfriendly (selfish) behavior.
dowel or large craft stick
• Identify the role that friendship played in the Pilgrims’ encounters with the
Wampanoags.
construction paper
Language Arts
• Perform modeled social interactions. (speaking and listening)
• Complete simple sentences. (writing)
pocket chart
blocks
picture books
mural paper
Time Estimates
Social Studies Vocabulary
Preview: 20 min.
friend, introduce, share
Social Studies Skill
Builder: 4 sessions
(20 min. or 25 min.)
Reading Further: 25 min.
Processing: 20 min.
Note: TCI uses the terms “visual” and “transparency” interchangeably.
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
S o c i a l
12
G u i d e
Activity
Suggested Time
Materials
Preview
20 minutes
• Social Studies Alive! Me and My World
Big Book, Chapter 4
• Connecting to Prior
Knowledge
• Poster Placard 4A
• Building Background
Knowledge
• Information Master 4A (enlarge and
cut apart)
• Developing Vocabulary
• CD Track 3
• pocket chart
• dowel or large craft stick
Social Studies Skill Builder
20-minute sessions (2)
Learning to interact socially in
order to make new friends
• Introductions (Steps 1
and 2)
• Social Studies Alive! Me and My World
Big Book, Chapter 4
• Invitations to play (Step 3)
• Transparencies 4A–4F or Poster
Placards 4B–4G
25-minute sessions (2)
• Student Handout 4 (2–4 sets, copied
onto heavy paper and cut apart)
• Sharing (Step 4)
• Kind words and actions
(Step 5)
• Interactive Student Handout 4A (1 copy
per student)
• CD Track 3
• Buddy Butterfly puppet (from Preview)
• construction paper (white and colored)
Reading Further
25 minutes
Learning about the Pilgrims
and the native people who
befriended them long ago
Processing
Demonstrating how to make a
friend
• Social Studies Alive! Me and My World
Big Book, Chapter 4 Reading Further
• Information Master 4B
• Interactive Student Handout 4B (1 copy
per student)
20 minutes
• Social Studies Alive! Me and My World
Big Book, Chapter 4
• CD Track 3
• blocks
• picture books
• mural paper
4
34 Chapter 11
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
P l a n n i n g
13
Preview
1 Connecting to Prior Knowledge: Help students define what a friend is.
• Before beginning the Preview, create a puppet from Poster Placard 4A:
Buddy Butterfly. Attach the puppet to a dowel or large craft stick. Also
make an enlargement of Information Master 4A: I Can Make New Friends
and cut the lyrics into sentence strips. (Option: Alternatively, handwrite
the lyrics on sentence strips.)
P o
P so ts et re rP lP al ca ac ra dr d4 A
1
Buddy Butterfly
FOLD
Social Studies Alive! Me and My World
© Teachers’ Curriculum Institute
6
Poster Placard 4A
I n f o r m a t i o n
M a s t e r
1 A
4
14
I Can Make New Friends
How do I make new friends?
How do I make new friends?
I introduce myself to someone I don’t know.
How do I make new friends?
How do I make new friends?
I ask a friend to play with me.
How do I make new friends?
How do I make new friends?
I always share and I am always kind.
How do I make new friends?
How do I make new friends?
I can make new friends.
Would you like to be my friend?
© Teachers’ Curriculum Institute
• To introduce Buddy Butterfly, tell students that someone new has come to
visit your class. Explain that he wants to make some new friends, but he
is shy and isn’t sure if he wants to come out. You may want to have Buddy
Butterfly peek out from behind something. Ask: What can we do to help
Buddy Butterfly come out? As needed, model a few ideas, such as “talk
to him” and “play with him.” Record students’ ideas, and then read their
ideas back to them. Encourage students to try some of their ideas to convince Buddy Butterfly to come out.
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
P r o c e d u r e s
How Do I Make Friends? 29
Information Master 4A
• Let students know that their ideas have convinced Buddy Butterfly to
come out to meet them. Introduce Buddy Butterfly to the class. Have
Buddy say his name and ask the students if they would like to be friends.
• Ask students to define what a friend is. Record their answers. Then paraphrase by saying, A friend is someone you like to be with and someone who
likes to be with you. Have Buddy Butterfly whisper in your ear, and then
say that Buddy Butterfly is very happy to have met so many new friends.
2 Building Background Knowledge: Help students recognize what it means to
be a friend and how to make a new one.
• Open the Social Studies Alive! Me and My World Big Book to Chapter 4.
• Read aloud the four pages of Chapter 4, having students repeat the
title and the sentences as you point to each word. Point out similarities
between the text and students’ ideas about how to make a new friend, and
praise the class for their insights.
How Do I Make Friends?
35
• Help students learn a song about making friends. Play CD Track 3, “I Can
Make New Friends.” Display the sentence-strip lyrics in the pocket chart.
Teach the words line by line. Then sing the song all together.
3 DevelopingVocabulary: Introduce the key social studies terms—friend,
introduce, and share—using methods described in Solutions for Effective
Instruction.
Social Studies Skill Builder
1 Helpstudentspracticethesocialskillofintroducingthemselves.
• Reread the title question and the first page of Chapter 4 in the Big Book.
Encourage students to interact with the text and picture by asking such
questions as: What do you think these children are doing? (meeting each
other, talking, listening) What might they be saying to each other? (hello,
their names)
• Display Poster Placard 4B or Transparency 4A: I Can Introduce Myself.
Read the steps aloud while using Buddy Butterfly to model each step with
a volunteer. Ask students to take turns introducing themselves to Buddy
Butterfly. (Option: Have students select a puppet or other toy to introduce
to Buddy Butterfly and to one another.)
2 HavestudentsplaytheCircle Introductiongame.
• Divide the class in half. Have students form two circles, one inside the
other. Direct the inside circle to face the outside circle. Ask students to
find a partner who is facing them. Make sure everyone has a partner.
• Explain that in this game, students will practice introducing themselves.
Although they may already know one another, they should pretend that
this is the first time they have met. Start by having students in the outside
circle introduce themselves to students in the inside circle, following the
five steps on Poster Placard 4B or Transparency 4A.
• After the first round of introductions, explain how the game proceeds. As
you play CD Track 3 again, have students in the outside circle join hands
and move to the left while the inside circle stands still. When you stop the
music, have students stop immediately and drop hands. Tell them to take
turns introducing themselves to the person standing across from them.
(Note: Ask those who do not have a partner when the music stops to raise
their hands, and help them find a partner.)
• Continue to play the Circle Introduction game, starting and stopping the
music several times. Afterward, tell students they have learned one great
way to make a new friend.
• Review the first page of Chapter 4 in the Big Book. Ask: How would you
introduce yourself to the children in the picture? Have several students demonstrate introducing themselves.
36 Chapter 4
Reading Strategy:
Do Shared Reading
Read the lyrics together
again after students have
heard the song more than
once. This provides a model
of fluent, phrased reading.
Highlight the high-frequency
words do, new, and friend
in the lyrics for repeated
reading practice.
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
P r o c e d u r e s
15
T r a n s p a r e n c y
4
1 A
I Can Introduce Myself
1. Approach
the person.
2. Look the person
in the eye.
3. Smile.
4. Say,
5. Be polite.
Say,
© Teachers’ Curriculum Institute
“Hello, my name
is ________.
What’s yours?”
“It’s nice to
meet you, _____.”
Social
Social Studies
Studies Alive!
Alive! Me
Me and
and My
My World
World 66
Transparency 4A
Poster Placard 4B
3 Help students practice inviting a friend to play.
• Before class, copy Student Handout 4: Cards for Asking a Friend to Play
onto heavy paper and cut out the cards. Prepare an appropriate number of
sets for the class; each card should have at least one match. (Option: You
may want to color and laminate the cards.)
S t u d e n t
• Demonstrate the Asking a Friend to Play game. Show students one of the
cards from Student Handout 4 and have them identify the activity pictured. Keep this card for Buddy Butterfly. Give three other cards to three
volunteers. Have Buddy Butterfly approach the first volunteer with his
card and model the steps from Poster Placard 4C or Transparency 4B. The
student should respond yes or no, depending on the activity illustrated on
his or her card. Finish modeling with the other two students. (Note: To
layer skills, ask students to introduce themselves before inviting their partner to play.)
• To play the game, distribute one card to each student. Ask students to
walk around the room inviting friends to play, until they find someone
with a matching card. When they have found a new friend, they should sit
down together.
• For further practice with invitations, play a second version of the Asking
a Friend to Play game. This version is similar to the Circle Introduction
game in Step 2, but in this version, each student has one card from Student
Handout 4. Students in the outside circle again rotate to the music (CD
Track 3). When the music stops, students follow the five steps to ask their
partner to play. If the two cards match, the player kindly accepts the invitation. If the cards do not match, the player politely declines. Start and
stop the music several times. Afterward, tell students they have learned
another great way to make a friend.
4 Help students distinguish between friendly (kind) and unfriendly (selfish)
behavior.
• To reintroduce the idea of sharing as friendly behavior, restate the
question in the Chapter 4 title and then read page 11 of the Big Book.
Encourage students to interact with the text and picture by asking such
questions as: What are these children doing? What clues in the picture tell
you they are happily sharing?
1 A
4
u ed n
e tn t H H
a d
n o
du
o tu t 1 A
4
S tS ut d
a n
jump rope
S t u d e n t
drawing
4 A
1
H a n d o u t
Cards for Asking a Friend to Play
blocks
ball
• To introduce the idea of inviting someone to play, restate the question
in the Chapter 4 title, and then read page 10 in the Big Book. Encourage
students to interact with the text and picture by asking such questions as:
What is happening in this picture? How can you tell that the children are
getting along? What types of things do you like to do with your friends?
• Display Poster Placard 4C or Transparency 4B: I Can Ask a Friend to Play.
Read the steps aloud while using Buddy Butterfly to model each step with
a volunteer. Have students take turns inviting Buddy Butterfly to play.
H a n d o u t
books
painting
32
Chapter 4
© Teachers’ Curriculum Institute
How Do I Make Friends?
© Teachers’ Curriculum Institute
30
Chapter 4
31
© Teachers’ Curriculum Institute
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
P r o c e d u r e s
Student Handout 4
16
T r a n s p a r e n c y
1
4 A
B
I Can Ask a Friend to Play
1. Approach
the person.
2. Look the person
in the eye.
3. Smile.
4. Ask,
“Hi, would you
like to play
blocks?”
5. Answer
politely,
© Teachers’ Curriculum Institute
“Yes, thanks for
asking.” Or, “No,
thank you. I’m
going to paint.”
Social Studies Alive! Me and My World 7
Transparency 4B
Poster Placard 4C
Writing Tip: Do Shared
Writing
Work as a class to write a
short story about how two of
the students became friends.
Did they introduce themselves? Did they invite each
other to join in their play?
Recast students’ ideas as
simple sentences. Write these
on the board or chart paper,
pointing out the capital letter
that starts each sentence and
the punctuation that ends it.
How Do I Make Friends?
37
• Show Poster Placards 4D–4G or Transparencies 4C–4F: Are We Sharing?
one at a time to discuss the four scenarios, with children sharing or not
sharing flowers, a ball, a puzzle, and colored markers. For each scene, ask:
What do you see? What is happening? Are the children being friendly? Why
or why not? Is anyone being selfish?
T r a n s p a r e n c y
1
4 A
E
1
4 D
A
Are We Sharing?
Are We Sharing?
Are We Sharing?
• For each scene that shows children who are not sharing, ask students what
the pictured children could say respectfully to request that their friend
share. Have several volunteers demonstrate what they might say. If you
are using the transparencies, choose students to “step into” the image,
modeling the behavior and an appropriate interaction. As a prompt, you
might model asking a polite question such as, May I please play ball with
you? (Option: Share a less respectful or more demanding way of asking,
typical of what is sometimes heard on the playground, and ask students to
improve upon your request.)
T
T rr a
a n
n ss p
p a
a rr ee n
n cc y
T r a n s p a r e n c y
1
4 A
C
Social Studies Alive! Me and My World 10
© Teachers’ Curriculum Institute
Social Studies Alive! Me and My World 9
© Teachers’ Curriculum Institute
Social Studies Alive! Me and My World 8
© Teachers’ Curriculum Institute
Transparencies 4C–4F
Poster Placards 4D–4G
• Place students in pairs with a sheet of construction paper and crayons.
Display the two unfriendly (nonsharing) scenarios again (Poster Placards
4E and 4G, or Transparencies 4D and 4F). Explain that students will work
in pairs to create a new picture that shows the same children sharing. Ask
partners to decide which picture they would like to improve. Point out
that to complete this picture they will have to practice sharing both drawing tools and their ideas. Allow time for them to draw and to invent dialogue between the pictured children that leads to sharing.
• Meet together as a group to talk about students’ shared drawings. Ask
each pair to explain their illustration and the dialogue they made up.
5 Help students identify words and actions that signify friendly behavior
and respect for others.
• Prepare a bulletin board for a Kindness Garden. Decorate it with green
construction paper to represent grass and flower stems.
• To introduce the concepts of kind words and kind actions, restate the
question in the Chapter 4 title, and then read page 12 of the Big Book.
Encourage students to interact with the text and pictures by asking such
questions as: What seems to be happening in the pictures? What are some
kind words that these children might be saying?
IS n
t ed re an ct t iHvae n S
t
t u
d to uu dt e 1n A
38 Chapter 4
H a n d o u t
4 A
A Flower of Kindness
• Direct attention to the Kindness Garden. Explain that this garden is one
of Buddy Butterfly’s favorite places to make new friends. Tell students that
they are going to make “flowers of kindness” for the garden.
• Distribute a copy of Interactive Student Handout 4A: A Flower of Kindness
to each student. Read the words in the circle aloud, and then have students repeat them. Explain that they should finish this sentence by writing
something kind that they say to or do with a friend. Students who need
help may dictate their words.
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
P r o c e d u r e s
I am a good friend
when I
.
34
Chapter 4
© Teachers’ Curriculum Institute
Interactive Student Handout 4A
17
• Brainstorm kind words and kind actions, listing students’ ideas on the
board. If necessary, suggest typical classroom situations to prompt kind
responses, including the expressions “good morning,” “please,” “thank
you,” and “you’re welcome,” and the actions of helping, taking turns, sharing, and listening quietly. For example: What kind words do you say when
you greet your teacher in the morning? What kind action do you do when a
classmate has spilled his box of crayons on the floor? Have students finish
the sentence in the center of the flower, using the listed ideas as models.
• Use a copy of the handout to demonstrate how to finish the flower. Create
petals by tearing colored construction paper. Glue the petals around the
perimeter of the circle, leaving the flower’s center uncovered.
• Distribute construction paper and glue sticks. As the students work on
their flowers, have Buddy Butterfly fly around the classroom listening for
kind words and watching for kind actions.
18
• After adding the flowers to your display, spend time exploring the
Kindness Garden with the class. Lead students in reading aloud the sentence on each flower. Ask volunteers to suggest situations in which each
kind word or action would be useful. Alternatively, have Buddy Butterfly
suggest a situation and help students find an appropriate response among
the flowers.
Reading Further: How Did They Make Friends Long Ago?
1 Help students identify the role that friendship played in the Pilgrims’
encounters with the Wampanoags.
• Gather students on the rug to hear a read-aloud story. Open the Big Book
to Reading Further 4 and read aloud the title. Give students a chance to
examine the pictures on pages 13 and 14. Ask about each one: What do
you see in this picture? Who do you think these people might be? What do
you think is happening? Do you think this is a picture from today or from
long ago? Tell students you will read them a story, and they should listen to
see if their ideas are right.
• Read aloud the story from Information Master 4B: Making Friends Long
Ago. Afterwards, ask students to point out anything in the paintings that
they heard about in the story. Help them identify both Squanto and the
Pilgrims.
• Prompt students to discuss the idea that part of being a friend is to share
and be kind, by asking such questions as: How was Squanto a good friend?
What did he share with the Pilgrims? In what way was he kind to them?
Direct attention to the bottom picture on page 14 and ask: How did the
Pilgrims and the Wampanoags behave as friends during the harvest festival?
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
P r o c e d u r e s
I n f S
o tr u
mdaet ni to nH a
Mna ds ot u
e rt
4 A
B
1
Making Friends Long Ago
Do you know the story of the first Thanksgiving? Did you know that it is a story
of friendship? This is an old, old story.
It all began almost 400 years ago when people we now call the Pilgrims came
to America. They sailed from England on a ship. They wanted to find a new home.
[Point out on the globe where the Pilgrims came across the sea from England to America,
and point out where they landed in what is now Massachusetts.]
When the Pilgrims arrived, it was wintertime. The weather was cold and snowy.
The Pilgrims had left their homes and friends and families back in England. They
had to begin all over again in this new place. It was not easy. There were no cities
and shops, like the ones they left in England. They had to build houses. And they
had to clear land where they could grow food. Life was very hard. Many of them
died during the first winter.
How did these people find a way to live? New friends helped them. One new
friend was called Squanto. He was an American Indian, of the Wampanoag [pronounced wahmp-uh-NO-ag, or sometimes wahmp-uh-NAHG] tribe. His people had
lived in America for thousands of years before the Pilgrims came. Many of the
Wampanoags did not trust these people who had moved into their homelands. But
it was their way to be polite and kind to strangers. Squanto became a friend to the
Pilgrims.
When spring came, Squanto helped the newcomers. He showed them how to
plant corn and how to get syrup from trees. Squanto also introduced the Pilgrims to
their Wampanoag neighbors.
Even with Squanto’s help, that summer was very hard for the Pilgrims. They had
much to learn. They had to learn where to fish. They had to learn how to hunt wild
birds, like ducks and geese. They had to learn which plants were safe to eat.
When fall came, the Pilgrims were thankful to still be alive. Fall was harvest
time, and the Pilgrims had a special feast to celebrate. Many of the Wampanoag
people came. They brought deer meat to share with the Pilgrims. The celebration
went on for three days. Everyone ate food. Everyone shared. The Pilgrims gave
thanks for all that they had.
Many years later, people started to call this harvest feast “the first Thanksgiving.” How was it like the Thanksgiving we celebrate today? How was it different?
© Teachers’ Curriculum Institute
How Do I Make Friends? 35
Information Master 4B
How Do I Make Friends?
39
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
P r o c e d u r e s
• As you help students explore the details in these pictures, explain that
these drawings are very old—but they are not as old as the story itself.
No one knows exactly what this “first Thanksgiving” looked like. There
were no cameras, and no one has found any drawings made at the time.
These paintings, which were done many years later, are just someone’s idea
of what life was like for the Pilgrims. Sometimes when we study things
that happened long ago, we have actual pictures that give us good clues.
Other times, we have to guess. Students should understand that each of
these pictures is some painter’s guess about what things looked like when
Squanto and the other Wampanoags became friends to the Pilgrims.
• Spend a bit of time discussing the last questions in the read-aloud, asking
students what is the same and different about Thanksgiving as we celebrate it today. Remind students about family traditions, and briefly discuss
any Thanksgiving traditions they know.
19
2 Help students re-create the basic story sequence of the Pilgrims’ arrival in
America as it unfolded through a year.
• Write four events on sentence strips. Display the strips randomly. Help
students read each strip and then place the four sentences in sequence in a
pocket chart. For example, use sentences like these:
In winter, the Pilgrims came to America.
The next spring, Squanto helped the Pilgrims plant corn.
All summer, the Pilgrims worked hard.
That fall, the Pilgrims and Wampanoags shared a special meal.
While students are placing the strips in order, encourage them to talk
about the sequence of events using terms such as before and after, or first,
next, and last.
• After students have successfully reconstructed the story sequence, ask
them to retell the story, adding details they remember from the read-aloud
or from the pictures in the Big Book. Have them identify events from the
beginning, middle, and end of the story.
3 Help students connect this story to making new friends in their own lives.
• Call on small groups of students to role-play historical figures in the
read-aloud story. Have them use their social skills for making new
friends to dramatize what it might have been like when the Pilgrims and
Wampanoags met. Ask the Pilgrims: How would you introduce yourselves?
How would you ask for help? Ask the Wampanoags: How would you introduce yourselves? What would you tell the Pilgrims to help them?
• Distribute a copy of Interactive Student Handout 4B: Friends Can Help Us to
each student. Read the title and the unfinished sentence aloud. Explain that
students should draw a picture showing how a new friend helps them and
finish the sentence to tell about their picture. (Note: If students have trouble
thinking of an actual new friend who helps them, encourage them to think of a
new friend they would like to make. Ask: How could this new friend help you?)
40 Chapter 4
IS n
t ed re an ct t iHvae n S
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d to uu dt e 1n At
H a n d o u t
4 B
Friends Can Help Us
My new friend helps me
.
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Chapter 4
© Teachers’ Curriculum Institute
Interactive Student Handout 4B
Processing
1 Preparematerialsfortheactivity.Use mural paper to make a banner for
students to decorate during the activity. Print the words, “We Are Friends!”
and leave lots of drawing room on the banner. Prepare three stations: blocks,
books, and drawing (the banner). Copy the corresponding cards from
Student Handout 4, making enough so that each student gets one card. There
should be an equal number of partners at each station. (Note:If you have an
odd number of students, have one set of three work together.)
2 Reviewthefourelementsofmakingnewfriends.Read Chapter 4 of the Big
Book again and have students repeat the sentence on each page. Then play
CD Track 3 while students sing along.
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
P r o c e d u r e s
3 Havestudentsrole-playmakingfriendstoplaywith.
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• Tell students they will visit three Friendship Stations to show how much
they have learned about making friends. Explain that they will play with
a different friend at each station. Briefly explain the goal of each station:
exploring books with a friend, building blocks with a friend, and making
drawings to decorate the class friendship banner.
• Give each student one of the cards (blocks, books, or drawing) from
Student Handout 4. Have students find someone with a matching card,
introduce themselves, ask each other to play, and go to the station that is
pictured on their cards. You might use Buddy Butterfly to model the steps.
(Note:When the students are at their stations, collect the cards.)
• After five minutes, tell students which station they will visit next. Before
rotating, ask them to introduce themselves to another student within their
group and proceed to the next station together. Repeat this step so students visit all three stations.
• During the rotations, use Buddy Butterfly to compliment well-done introductions, comment on how well students are sharing, and praise students
for using kind words and kind actions. (Note: Save the Buddy Butterfly
puppet for use in subsequent chapters.)
4 Hangthe“WeAreFriends!”banner.Explain that the banner will help
students remember what a terrific job they did making friends. Share some
of the friendly observations Buddy Butterfly made during the activity. Ask:
What friendly things did you notice at your stations? Where else can you use
the skills you’ve learned to make new friends? (on the playground, in afterschool care, at the park, on sport teams, and so on)
Assessment
For assessment of student success during the activity, refer to the observational
checklist for this chapter in the Lesson Masters. You may use the checklist to
assess individual students or the class as a whole.
How Do I Make Friends? 41
I n s t r u c t i o n
Students Needing Additional Support
As students work on their Interactive Student Handouts, assist them with their
writing as needed. On Interactive Student Handout 4B: Friends Can Help Us,
encourage them to draw a picture first to capture their idea and guide their
writing. If students are challenged by writing, have them dictate the words to
you. Depending on the students’ individual needs, either write all the words for
them, allow them to copy your words onto their page, or write the words lightly
and have the students trace over the letters.
Enrichment
Provide picture books about friendship from the class or school library (see, for
example, the Additional Reading Opportunities on the following page). Have
students read or examine one book and draw a scene that shows two characters becoming friends or being kind to one another. Then ask students to write
about (or share with the class orally) specific friendly behaviors demonstrated
by the chosen characters, drawing on ideas the class discussed during the
Chapter 4 activities.
In conjunction with the read-aloud about the Pilgrims and Wampanoags
(and perhaps the Plimoth Plantation books listed under Additional Reading
Opportunities), help students develop a two-column Then and Now chart that
explores details of life in those days and how life is different today. Include, for
example, contrasts like these: mode of travel across the ocean, mode of travel
on land, clothing, ways to obtain food, types of food, ways of cooking food,
how children helped their families, and so forth.
42 Chapter 4
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
D i f f e r e n t i a t i n g
21
L e a r n i n g
Enrichment Resources
Help students find out more about friendship by exploring the following Enrichment
Resources for Social Studies Alive! Me and My World at www.teachtci.com:
Internet Connections
These recommended Web sites provide useful and engaging resources that reinforce
chapter content.
Enrichment Readings
These activities encourage students to explore selected topics related to the chapter
in an interactive way.
Additional Reading Opportunities
| Bi g Bo o k | L e s s o n G u i d e | A s s e s s m e n t | Po s te r P l a c a rd s |
E n h a n c i n g
22
The following books, which can be read aloud to students, offer opportunities to
extend the content in this chapter.
Don’t Need Friends by Carolyn Crimi. Illustrated by Lynn Munsinger. (New York:
Dragonfly Books, 2001)
In this heart-warming story, Rat loses his best friend when Possum moves away. It
takes a while, but eventually the grumpy Rat and an equally grumpy Dog discover
that they were meant to be friends. The difficulty of building new friendships will
resonate with young students.
How to Be a Friend: A Guide to Making Friends and Keeping Them by Laurie Krasny
Brown. Illustrated by Marc Brown. (Boston: Little, Brown Books for Young Readers, 2001)
Some whimsical green dinosaurs demonstrate many simple rules for maintaining friendships in very real situations, with practical suggestions for handling difficult people.
Margaret and Margarita by Lynn Reiser (New York: HarperCollins, 1996)
Is it possible to make new friends with someone who doesn’t speak your language?
Two young girls visiting the park with their mothers discover that it’s not just possible but a lot of fun—and they learn a bit of each other’s language, too.
Tapenum’s Day: A Wampanoag Indian Boy in Pilgrim Times by Kate Waters.
Photographs by Russ Kendall. (New York: Scholastic Press, 1996)
This title and two others by the same author team—Samuel Eaton’s Day: A Day in
the Life of a Pilgrim Boy and Sarah Morton’s Day: A Day in the Life of a Pilgrim Girl—
use vivid photographs of reenactments at Plimoth Plantation, a living museum, to
give students a glimpse of the lives of those who celebrated the “first Thanksgiving”
as new friends.
Yo! Yes? by Chris Raschka (New York: Scholastic Inc., 2000)
In this story written with very few, one-syllable words, two boys meet and discover
through a series of simple questions and answers that it’s easy to become fast friends.
The use of limited words helps emphasize the importance of body language, facial
expressions, and voice inflection in social interactions. The first edition was a 1994
Caldecott Honor Book.
How Do I Make Friends?
43
To protect the integrity of assessment questions, this
feature has been removed from the sample lesson.
These videos will help you learn more about our print and
online assessment tools.
Creating Printable Assessments (2:33 min)
Creating Online Assessments (2:25 min)
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Assessment
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Buddy Butterfly
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© Teachers’ Curriculum Institute
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I Can Introduce Myself
1. Approach
the person.
2. Look the person
in the eye.
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3. Smile.
4. Say,
5. Be polite.
Say,
© Teachers’ Curriculum Institute
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“Hello, my name
is _________.
What’s yours?”
“It’s nice to
meet you, ______.”
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I Can Ask a Friend to Play
1. Approach
the person.
2. Look the person
in the eye.
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3. Smile.
4. Ask,
5. Answer
politely,
© Teachers’ Curriculum Institute
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“Hi, would you
like to play
blocks?”
“Yes, thanks for
asking.” Or, “No,
thank you. I’m
going to paint.”
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Are We Sharing?
© Teachers’ Curriculum Institute
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Are We Sharing?
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Are We Sharing?
© Teachers’ Curriculum Institute
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Are We Sharing?
© Teachers’ Curriculum Institute
© 2010 by Teachers’ Curriculum Institute
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