Developed By:  Sandra Casey

Level: K-2

How to Be a Good Friend

Standards

Learning 
Expectations

 This activity will help students acquire competencies which relate to the following standards:
8.0  Self-knowledge applications
9.0  Acquire personal safety skills


The student will:

8.2  Identify possible consequences of decisions and choices.
9.1  Practice appropriate coping skills
 

General Approach

 The general approach is that students will be able to recognize appropriate friendship skills as well as recognize inappropriate friendship skills.  Students will then be able to act upon these skills through role plays.


 

Activity Steps
 

 Counselor will lead a discussion on friendship.

     Friendship is an important part of life.  Sometimes the things we may do or the things we may say affect whether or not others want to be friends with us.  Raise your hand if you can name something about a friend that makes you want to be that person's friend. (Allow students to answer)
Why are these things important to being a good friend?  (Allow students to answer)
We are going to play a little game.  I am going to hand out a sheet of paper with questions on it.  Some of these questions are examples of being a good friend, and some of them are not.  I want to see if you can pick out the ones that are examples of being a good friend.  For the ones that are about being a good friend I want you to put a "Y" next to them for "Yes."  The questions that are not examples of being a good friend I want you to put an "N" next to those for "No."
I am going to read these out loud and we will go through them together.

1.  Pass out the "How to Be a Good Friend"  worksheets.

After going through the worksheet with the class, have the students turn their pages face down on the desk and ask the class to raise their hands if they can remember a question on the sheet that had to do with being a good friend.
After completing this, have the students turn their sheets back over and look at the sheet.  Ask the students to raise their hands when they have found a quality on the sheet they think is most important to being a good friend. (Allow students to answer) For each quality allow students to place the quality they chose on the friendship poster.
Then ask the students to pick out a quality on the sheet that is an example of someone who really needs to work on their friendship skills and raise their hands to share.  Allow students to share.
 If a person pushed you or said things to you that weren't very nice, how would you feel?
Is it important to think about how what we say or do may make another person feel?
Repeat after me:
"Treat others the way you would like to be treated."
"If you can't say anything nice, then don't say anything at all."
 

 

Time Required

 This activity may requires about 20 minutes.

Resources Needed

 Resources needed:
1.  "How to Be a Good Friend" worksheet.
2.  Directions on how to make the "Friendship poster."
3. Pencils
 
 

 

Performance 
Indicators

 Students will be able to:
Recognize qualities of being a good friend.
Recognize how their actions may make others feel.