| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | No subject |
| What topic | friendship |
| What length (min) | 30 |
| What age group | Year or Grade 5 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
No Subject
Friendship
Grade 5
30 minutes
20
This lesson corresponds to the national curriculum goals of social emotional learning and interpersonal skills.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Friendship | 5 | Briefly introduce the topic of friendship. Ask students what friendship means to them and list some key qualities of a good friend on the whiteboard. |
| 2 | Group Discussion | 10 | Divide students into pairs to discuss their favorite memories with friends. Encourage them to think about what makes these moments special. |
| 3 | Activity - Giving Out Cards | 5 | Distribute printable cards to each student. Explain that they will fill these out during the lesson based on the discussion. |
| 4 | Reflection and Filling Cards | 5 | Allow students time to fill in their cards with the qualities of a good friend and a personal story related to friendship. |
| 5 | Collection of Cards | 5 | Collect or randomly check the cards for completion. Assure students that their submissions will remain confidential and not be presented to the class. |
| 6 | Wrap-Up | 5 | Conclude the lesson by summarizing key points discussed and encourage students to think about how they can be a good friend. |
No formal homework will be assigned. However, students are encouraged to practice qualities of a good friend in their daily interactions and reflect on these experiences for future discussions.
This lesson on friendship aims to help students develop their understanding of interpersonal relationships, providing them with the tools to be thoughtful and supportive friends.
"Good morning, everyone! Today, we are going to talk about something very special—friendship. Can anyone raise their hand and tell me what friendship means to them?"
Wait for student responses and jot down key points on the whiteboard.
"Great answers! Let’s think about some key qualities of a good friend. What do you think makes a person a good friend? I’ll write these qualities on the board as we go. Some examples might be: trustworthy, kind, fun, or a good listener. Keep these in mind, as they will be important for our activities today."
"Now, I’d like you to pair up with a classmate sitting next to you. In your pairs, take a moment to share your favorite memory with a friend. Think about what made that moment special. You’ll have about 10 minutes for this discussion, so really enjoy sharing and listening to each other!"
After 10 minutes, signal for time with a timer bell or chime.
"Fantastic discussions, everyone! Now that you’ve shared your memories, I have something for you. I’m going to give each of you a card. These cards are for you to fill out during our lesson. On this card, you’ll write down qualities of a good friend and reflect on your personal experiences with friendship."
Distribute the printable cards and markers or colored pencils to each student.
"Take a moment to look at your cards. We’ll use these to reflect on what we’ve discussed today."
"Now, I would like you to take about 5 minutes to fill out your cards. Write down the qualities you thought about during your discussion and a short personal story about a time when you felt you had a good friend. Think deeply and be honest with yourself."
Allow students time to work on their cards. Walk around the room to assist any students needing help.
"Time’s up, everyone! Please pass your cards to the front. If you prefer, you can hand them to me or leave them on your desk; I’ll collect them. I want to assure you that all submissions will remain confidential. No one will see your card but me."
Collect or check cards for completion, giving positive feedback.
"Thank you for sharing! Your reflections can help us learn more about friendship."
"To wrap up our lesson today, let’s take a few moments to summarize what we discussed. We talked about what friendship means, the qualities that make a good friend, and shared some memorable experiences. Remember, being a good friend takes practice. Think about how you can show these qualities in your daily interactions. How can you be a supportive and kind friend?"
Encourage a few students to share their thoughts about how they can be better friends.
"Great ideas, everyone! I hope you’ll carry these lessons about friendship with you. Thank you for participating today!"
| Question | Answer |
|---|---|
| What does friendship mean to you? | |
| What are some key qualities of a good friend? | |
| Can you share a favorite memory with a friend? | |
| What makes a special moment in your friendship? | |
| Why is it important to be trustworthy in a friendship? | |
| How can being a good listener improve your relationships with friends? | |
| What is one quality you believe you possess that makes you a good friend? | |
| How can you show kindness to your friends in everyday situations? | |
| Why is it important to reflect on your experiences with friendship? | |
| How can you be a supportive friend when someone is having a tough time? |