Explore the picture.
- Display one of the pictures. Invite students to describe the scene portrayed
and how the child shown is likely feeling. Encourage students to imagine how
they would feel if they were this child. With caution regarding potentially
sensitive information, invite students to share experiences where they may have
been upset because of something that others did to them.
- Ask students, in pairs or small groups, to suggest how they might help the
child in the picture feel better. Call on each group to share one action with
the rest of the class. Record suggestions on the chalkboard or chart paper.
Develop criteria for friendly responses.
- Invite students to think about what it means to be a friendly
person by posing the following questions:
- How do I know when someone is my friend?
- What does it
look like when a person is being friendly to me?
- Create a chart
with three columns. Invite students to brainstorm the actions
of a friendly person and record these in the middle column. For
each action, ask students to indicate what this action reveals
about the person performing the action; i.e., what qualities
are revealed by each action. Ask, for example, If someone smiles
at you, does this suggest he or she likes you or hates you? If
someone shares his or her toys with you, does this mean he or
she wants you to feel happy or sad? Record qualities of a friendly
person in the first column. Use these implied qualities to help
students generate other actions of a friendly person. Ask, for
example, Besides smiling at me, how else might a friend show
that he or she likes me? How else, besides sharing his or her
toys, can a friend make me feel good? Use these questions to
expand the list of actions of a friendly person. After a number
of suggestions, ask students to describe what it looks like when
a person is not showing friendly qualities. Record these comments
in the third column. If necessary, generate more actions in this
column by returning to the qualities of a friendly person and
asking students to suggest how a person who did not have
these qualities might act. Ask, for example, Beside not letting
me join in, how else might a person show that he or she does
not care about my feelings?
Qualities of a Friendly Person
Actions of a Friendly Person
Actions of a Nonfriendly Person
- shows that he or she likes you
- makes you feel good
- cares about your feelings
- smiles at you
- shares toys
- encourages you
- says mean things to you
- ignores you
- doesn't let you join in
Introduce the critical challenge.
- When the class has generated lists of friendly and nonfriendly
actions, invite students to use this chart to help them recognize
whether or not someone is a friendly person. Return to the earlier
list of generated responses or the distressing situation in the picture
and present the critical question:
Which of the suggested responses best reflects the
qualities of a friendly person?
Ask students to evaluate the suggested solutions against the qualities listed in
the chart to choose the best response.
Role-play possible responses.
- Invite each of the original pairs or small groups to role-play
the situation in the picture and their suggested response. Invite
the slighted student, in each role-play, to describe his or her feelings
while portraying the character in the upsetting situation. Next,
ask the slighted student to describe the change in his or her feelings
after the friendly response. Invite students to role-play additional
responses and add these suggestions to the list of friendly actions.
- Distribute an enlarged copy (e.g., 11" x 17") of A Friendly Action to each student. Invite students to think about the
situation depicted in a picture that you provide or about an actual situation
where they were treated in an unfriendly manner. Ask students to draw the
problem and describe the person's feelings. They should then list (with help,
if needed) two possible responses and then draw a picture of the action that
best shows a friendly person. Encourage students to refer to the qualities of a
friendly person when explaining why their proposed action is the better