NCSS Notable Trade Book Lesson Plan What if you are ...

What if you are someone new? 1

NCSS Notable Trade Book Lesson Plan

What if you are someone new?

Someone New with a companion book, I am new here. Written by Anne Sibley O’Brien

O. Matthew Odebiyi, Cynthia S. Sunal and Dennis S. Sunal

The University of Alabama

Abstract

This early grades lesson set for ages 4-8 explores the concepts of diversity, inclusion, and

friendship, involving three young students who are recent immigrants. The lesson set uses two

companion books. In I am new here three recently immigrated young children from Guatemala,

Korea and Somalia step into and experience their new school in their new country, the USA. In

the companion book, Someone new, their classmates explore how to reach out to, and become

friends with these new peers. The companion books are a resource for this lesson set as they

portray typical young learners’ who are immigrants exploring their identities and sources of

support, and how their presence and experiences challenge their classmates to find ways to

support them in their new environment. Students are guided to see themselves and others as

unique individuals with a range of abilities including the ability to speak different languages, to

read and write in different ways, so they may initiate discussion and connect with classmates.

Students occupy both the roles of new immigrant students and domestic students while they read

the books, model how to interact with a new friend, and represent their experiences in the lesson

set.


Book Summary

Someone new and I am new here are companion books that together present a story of

diversity, inclusion and friendship rendered in different perspectives. Three young students who

are immigrants from Guatemala, Korea and Somalia, and their classmates, make efforts to

understand and relate to each other. The books promote young learners' interactions within and

across groups. Both the domestic and immigrant students are encouraged to approach the

experience of difference in school spaces as mutually beneficial, providing opportunities to learn

more about self and others as well as to develop a sense of inclusivity and friendship.

Compelling Questions 1. How do we make friends with someone new in our

classroom?

2. How do we make friends if we are new in a classroom?

C3 Framework

Indicator

D2.Civ.7.K-2, 3-5: Apply civic virtues when participating in

school settings.

NCSS Standard Culture

People, places, and environments

Civic ideals and practices

Staging the Compelling

Question

Ask, what is it like to be someone new in a place like your

school? When did you come to our school (example: pre-

kindergarten, kindergarten, grade 1 etc.)? What was it like to be

new? Was everybody else in your class new, or just you?

Follow-up with, when you were new, was everybody in your

class like you? How were you different from other students?

Follow-up again with were you new to our community? Did you


move from somewhere else? End with a short discussion of how

we all are new at some time and we all are different from

everyone else, and that is what makes us special. But, being new

can be a little scary. We might not be sure how to make friends

with our classmates.

Supporting Question 1 Supporting Question 2

What does it mean to be new in school, in

your neighborhood?

What can we learn from a classmate who comes

from a different place?

Formative Performance Tasks Formative Performance Tasks

Complete a concept web to describe their

own experience of being new and make

connections between how people notice

the students were new and how the

students themselves would characterize

someone new (e.g. dress or accent).

Develop a claim supported by relevant evidence

drawn from classroom discussion, their own

experience and the experience of others (within

and outside the class) about one or two benefits

of meeting and interacting with someone new.

Featured Sources Featured Sources

Source A: Personal story, Students’

personal experience of being new in a

school.

Source B: Concept web, When I was new

Source C: Rubric, Experience in a New

Space

Source A: Notable book, Someone new.

Source B: Notable book, I am new here.

Source C: Video clip, Why multilingual school

kids want to learn more languages:

https://www.youtube.com/watch?v=BF83GlBo-

d0

https://www.youtube.com/watch?v=BF83GlBo-d0



Source D: Google translate, Kiswahili

translation

Source E: Rubric, Someone new as my friend.

Summative Performance Task Arguments: Use relevant evidence from

classroom activities and resources to construct

and express a thought (e.g. drawing, short

outline, audio recording, poster, a photo collage

or short video) that discusses what we can learn

from someone who came from a different place

and what they can learn from us as well.

Taking informed Action ACT: Create a photovoice, drawing, poster,

short outline or short video project

demonstrating how we can support a classmate

who has a characteristic of being new (such as

speaking, reading, and writing in a different

language which is not English language), and a

new classmate without a friend.

Materials The books Someone new and I am new here

Flip charts (25"x 30") or Smartboard or

whiteboards

Pencils/Pens

Markers

Scissors


Globe

Erasers

Crayons

Manila folders

Computer with internet access

STAGING THE COMPELLING QUESTION

Exploration

Objectives:

1. Students will describe

their own experience of

being new to a place.

2. Students will make

connections between

how people notice the

students were new and

how the students

themselves would

characterize someone

new (e.g. dress or

accent).

Supporting Question 1: What does it mean to be new in

school, in your neighborhood?

1. In the whole group, introduce this lesson set by telling

a personal story about when you were someone new at

a place. Indicate characteristics that made you

noticeable as someone new. Follow up your story by

asking students, "How did the other children know you

were new when you first came to this school?” Sample

follow-up questions can be: Did you come as a

kindergartener (or 4-year-old) when everyone in your

class was new?” “Did you come later, so you didn’t

know anybody in the class?” “Did you speak

differently, like, a different language?” “Did you like

to ask for help in finding places like the playground or

restroom?” “Who were the people you started to talk

to at lunch?” “How does it feel to be new at school?”


Be sensitive to questions that may need rephrasing or

may not be appropriate for all of the students. Pair

students and have each student share 2-3 ideas with a

partner about being new to a place.

2. Have the students share their responses to the questions

below, focusing on what makes them noticeable as

someone new and calling upon one-third of the

students to respond to each question.

How did the other children know you were new

when you first came to this school?

How did you feel when you were new in your

neighborhood? (As students share, write responses

on a whiteboard or chart paper or smartboard and

use tally marks to record similar students'

responses.

3. Engage students in a discussion of everyday personal

experiences of being new to a place. Give each student

a copy of When I was new (Appendix 1). Talk about

the questions in When I was new form in Appendix 1

with the students. The appendix addresses:

The location and situation where students were

someone new.


How people knew the students were someone

new,

Their feelings when they were noticeably new

at a place,

How students would know if someone is new in

their classroom.

4. Tell students to take the form home and ask a family

member to help them complete it. Tell students to

return the form the following school day. You may

also upload the form, share with the students and have

them complete it on electronic platforms such as

Clever. Offer assistance to students you know in

advance have limited assistance at home. Rephrase the

statements as needed to cater to individual students'

circumstances.

5. As you discuss Appendix 1, point out and note (on a

flip chart or Smartboard) keywords used to describe

why students think they were new in a certain space,

why they think people noticed they were new, and how

they would know if someone is new. Ask, “What does

it mean to be someone new?” As students respond to

this prompt, pay attention to an expression that may

represent the important common characteristics of


people who are new because they came from different

places. Keep the responses for When I was new for

future use.

Assessment: Consider students' description of their

experience of being someone new in a space concerning

how they think people perceive them. Use a checklist

(may be an electronic checklist) of students' names to

check off students who appear to have accurate awareness

of being someone new in a space (Appendix 2:

Experience in a New Space Rubric).

Development

Objectives:

1. Students will develop a claim

supported by relevant

evidence drawn from

classroom discussion, their

own experience and the

experience of others (within

and outside the class) about

one or two benefits of

meeting and interacting with

someone new.

Supporting Question 2: What can we learn from a

classmate who comes from a different place?

1. Place students in a circle. Show or project the book I

am new here and tell the students the book is about

“what three children, from Guatemala, Korea and

Somalia, who just came to their new country, the USA,

think about their new school”. Anticipate questions

such as “What are the students’ names?” and “Who

brought the children to the school or the USA?” Tell

students “we will find out”. Show the students the

cover page of the book and read its title. Read the first

nine pages of the book (or e-book version). The book

title page is designated page one. As you read, show the


pictures on each page to the students and, as possible,

pass the book around or display each page through the

projector.

2. Page 1-5. Ask “What do you see in the picture? (Page

1: Pictures of three students and their parents entering

the school building). Skip page 2, the

acknowledgement. Turn the book to pages 3-5. Ask,

what about on these pages? (Page 3: female student

with trousers holding a backpack; page 4: male student

holding book to his chest; page 5: female student with

headscarf holding Tote bag)?” Read the texts on pages

3-5 including those in dialogue balloons (Pages 3-5: The

text is “I am new here”. “Class, this is Maria…Boys

and girls, please welcome Jin….We have a new student,

everyone. Her name is Fatimah”). Follow-up with the

questions, “Why do we need to introduce a new student

in our class? How did you introduce yourself when you

were new in this class? Identify some of the items

students use in the picture: backpack, Tote bag, and of

particular interest is the headscarf (a burka) used by a

student on page 3. Explain what a burka is to the

students. Explain also the religion significance of the


headscarf as it relates to the background of the student

who wears it.

3. Read pages 6-7 to consider Maria’s thoughts about the

new school. The text on page 6 is “Back home I knew

the language. My friends and I talked all day long.

Our voices flowed like water and flew between us like

birds”.

4. Read pages 8-9 and show the pictures of different

languages on the pages to consider Jin’s thoughts about

the new school. Then, read pages 10-11 to consider

Fatimah’s thoughts. Identify different home countries

and languages spoken back home by Maria (Spanish,

evidence in dialogue balloons on page 6), Jin (Korean,

evidence on writings on pages 8-9), and Fatima

(Somali, evidence on page 10 dialogue balloons).

Locate each country on a globe, if available.

5. Have students practice the pronunciation of the Somali

statement on page 10 dialogue bubbles about three to

four times: ‘“Subax wannaagsan, macalin.” Ask, “How

does speaking Somali feel to you, is it easy? Is it

hard?” “Do you know what the Somali statement

means in English language?” Work with the students

to use Google Translate (as age appropriate) to translate


the Somali (Text on page 10 dialogue balloon is

“Subax wannaagsan, macalin.” It literarily means

“Good morning, teacher” in the English language).

Explain to the students what language the statement

represents. You may point to the meaning of the

statement via Google Translate on the digital device

screen. Ask, “What language is ‘Subax wannaagsan,

macalin’?” Follow-up and ask, “What does it mean to

understand new words?” “What does it mean to have

“new ways” of doing things?”

6. Tell students that Maria, Jin and Fatimah represent an

example of what we called an immigrant in the USA.

Help students define the term immigrant and engage

students in discussion of what it means to be an

immigrant.

Immigrants: People, children and adults, who came

from a different country to live in a new country. For

example, Fatimah is an immigrant because she came

from Somalia to live in a new country, the United

States of America. These people may speak, read and

write in languages different from those used by many

people in their new country. They may do things (e.g.

dress, have different beliefs, say hello) in ways that are


different from many people in their new country. Also,

guide students to understand a US resident who goes to

a different country to live is also an immigrant. Tell

students if their family moved from the USA to live in

Ghana, they would be called an immigrant.

7. Read pages 12-14. (The text on page 12-13 is: “Here I

am alone. Here I am confused. Here I am sad”). Ask,

“What does it mean to be alone? What does it mean to

get confused?” “What do you think can make an

immigrant student feel alone and sad in their new

school in the USA?” After reading page 14, ask, “Do

you and your partner speak, read and write in the same

language?” “Do you know anyone who speaks, reads

and writes in a language different from the one you

use?” “What can we learn from our classmates or

neighbors who read, write, speak or dress differently?”

Allow for discussion and expression of ideas. Note

unique words used by the students that relate to the

benefits of interacting with a new classmate.

Discuss how new students can be different in the

classroom, and how new students can feel alone,

confused and sad in the classroom. Anticipate

questions about physical appearance and new students’


English fluency abilities in reference to the book and

beyond. Emphasize how the ways in which new

students speak, read and write may help us learn

different languages, make new friends and learn

different ways of doing things. Use Awareness in a

New Space Rubric (Appendix 3) to assess students’

demonstration of understanding of the experience of

being new during discussions. Note: This rubric would

be used at different stages in classroom discussion to

document students’ progress. This may take a week.

8. Place students in a circle and have them look at pictures

on pages 15-17. You can also display the book on a

projector to show the pictures and anchor discussions.

Ask, “What do you think these children are doing?”

Are they playing?” “Is everyone in the picture playing

together?” “Who is and who is not?” “Why do you

think so?”

9. Read pages 15-17. Ask, “What does it mean to find a

new friend?” Allow for discussions, expression of

thoughts, questions and clarifications that may result

from students’ curiosity.

10. Read pages 18-24 and show the accompanying pictures

including the picture on page 25. Ask, “What does it


mean to learn from other people?” “How can we learn

from others?” “What can other people learn from us?”

“What can we share with other classmates?” “What

can other classmates share with us” “What can we say

or do for a new classmate to share with us?” Engage

students in discussing each of the questions, paying

close attention to students who may express an

unwillingness to interact with a new classmate.

11. Read pages 26-30. Ask, “How can we make friends

with a new classmate who is an immigrant?” “Why is it

a good thing for you to make friends with a new

classmate who is an immigrant?” “How is it a good

thing to make friends with your classmate if you speak,

read and write in different language or do things

differently from other people?” Allow for questions

that may extend from the book reading, discussions and

personal experiences outside the school setting.

12. In whole class, have students (as age appropriate)

watch the short video clip:


Determine how applicable the video clip is to students’

developmental levels and provide support as necessary



to eliminate confusions. You may source an alternative

video clip in place of the one identified here.

13. Instruct students to take note of what other students

who are not in the USA think about what we can learn

from people who speak a language that is different

from the one we use. After the students have watched

the video ask, “Why do you think it is important to

make friends with new people in our class and

neighborhood?”

Discuss the importance of making friends with new

classmates and allow students to discuss their thoughts, ask

questions, address concerns that may arise from students’

curiosity and provide clarifications. Note key terms and

thoughts from students’ responses that draw from personal

experiences that relate to learning from and making friends

with a new classmate or neighbor.

Assessment: Use Awareness in a New Space Rubric

(Appendix 3) to assess students’ demonstration of

understanding during discussions. Comparison of each

students’ rubric score at the end of stages 7 and 12 may

provide insights on individual student’s progress in

demonstrating understanding of the importance of making

friends with new classmates. This may take a week.


14. Place students in a circle. Show or project the book

Someone New, which tells a story about immigrant

children in the classroom from the perspective of

domestic students who have someone new in their

classroom. Clarify to the students that the first book,

I’m new here is about what three students: Maria, Jin

and Fatimah think about their new school in a new

country, the USA, while the second one is about what

the classmates of Maria, Jin and Fatimah think about

these new students. Read the first 11 pages of the book

(or e-book version) Someone New starting with the

book cover. The cover page is designated page one.

Skip page 2: the Acknowledgement.

15. Read pages 1-5 and show the accompanying pictures

(Texts in pages 1-5 are “There’s someone new in my

class. Everyone, let’s do all we can to welcome Maria.

Jin just arrived. He loves to write stories. Emma,

please help Fatimah feel at home). Ask, “what would

you like to know about a new classmate?”

16. Read pages 6-13. As you read, show the pictures on

the pages to the students. After reading page 6-7, ask,

“What does it mean to come from another country?”

Anticipate questions such as “what is a country?”


Also, anticipate confusion about country as an

independent nation such as the USA and Kenya, and

country as locally used to refer to a rural or remote

area of a place. Clarify the differences and explain to

students the class is considering country as an

independent nation outside of the USA. To anchor the

discussion, you may use questions such as, “Have you

or your parents been to another place different from

where you leave now?” “Where, if any?” As students

describe opportunities to travel to another place, point

it out on a globe or national map. If you expect

students to only have visited another state or part of a

state, use a state map. If you expect students may have

traveled only within their city, consider using a city

map. “Did you or your parents ask for help to get

around at the new place?” “Have you ever met anyone

from another country?” “What is the name of the

country?” (Use a globe to find it.)

Discuss each of the questions. Allow students to

express their thoughts and make notes of relevant

student experiences such as how they or their parents

asked for help to get around at the new place.


17. Read pages 8-13. Ask, “What does it mean to look

frustrated?” “What does it mean to feel

uncomfortable?” “Why might we feel uncomfortable

with a new classmate?” (Likely responses include

because the new classmate does not speak the same

language as us, does not understand what we are

saying, does not understand we would like to share

with them, and does not understand we would like to

work or play with them.)” Allow students to discuss

instances of when they feel sad because their

classmates did not know they would like to share their

toys. The discussion may extend to how the students

feel when other children in the neighborhood did not

understand the students would like to share.

18. Read pages 14-15 and show the accompanying

pictures. Create a poll on Google Drive with YES or

NO response. Ask, “If you were on the playground and

a new classmate who is an immigrant asks to play with

you, would you say Yes or No?” Have each student

complete the ballot or complete the ballots with them

and rephrase the questions as necessary (depending on

level of maturity and abilities).


Assessment: Check students’ responses and randomly ask

¼ of the students who said “Yes” and those who said “No”

to tell you how they would respond to the request. Ask,

“Why would you say Yes?” or “Why would you say No to

the new friend’s request to play with you?” Note the

reason(s) offered by the selected students and document

them in a class Onedrive, Google Drive or other digital

technology tool accessible to the class. Pay close attention

to the reasons provided by those who say “No”. Engage

students in discussion on importance of making friends

with new classmates as a way to learn from them and to

support them.

19. Read pages 16-23. Ask, “What can we do to make a

classmate who is an immigrant understand what you

say or do?” “How can we help a classmate who is an

immigrant understand the classwork” Have students

attempt explanations. You may provide clarifications

on the differences in language alphabets such as

English and Korean by comparing pictures on the pages

read. Prompt students to draw from discussions on

how other students in the book were able to make

connections with Fatimah, Jin and Maria to develop

own possible immigrant students’ support approach.


20. Read pages 24-30. After reading page 24. Ask, “What

might make immigrants leave their countries” “Why is

it a good thing to help them while they are here in their

new classroom and new country?” Guide students to

discuss the reasons why young immigrants might leave

their countries, which include: violence in forms of

civil and political unrest. Note: This discussion has to

be carefully done such that it takes into cognizance the

diversity of thoughts, situations, and students’ lived-

experiences represented in the classroom. Guide

students to consider that the understanding and sharing

the feelings of other people are a reason why we should

support immigrant classmates. Allow students to ask

questions and seek clarifications.

21. Read from pages 24 through 31. Ask, “How can

making a new friend help us? How does making a new

friend who is an immigrant help students in the class

who are not immigrants? How does making a new

friend help a student who is an immigrant? (It helps us

know more about each other? Our families? Our skills

such as in drawing and painting? And what we each

like to do such as playing baseball, soccer?)”. Consider


the appropriateness of the question to the students’

level of development and rephrase as necessary.

22. Hand out or share e-copy of Someone new as my friend

(Appendix 4) through Google Drive, Clever or other

available technology tool supporting document sharing

and collaboration. Provide each student with a piece of

plain paper (8.5" x 11"), a pencil, an eraser, and a

crayon. Students can also complete the activities

highlighted here on a computer using available tools

such as Sketchpad and MS Word for drawing and

writing. Have students respond to the questions

through drawing, writing, short audio or video

recordings or reading. Record student’s oral responses

(depending on the student's choice and skills). Note:

Provide extra plain paper, access to a computer Google

Doc or notebook paper for writing or have students talk

about the following questions and take notes.

a) How can we make a new friend in our

neighborhood?

b) What would you like to talk about with a new friend

you just met?

c) What would you like to know about the new friend?


Offer clarifications and provide support for students’

drawing and writing and other products. Take notes for

those who perform the activity through oral responses. You

may allow students to complete the activity at home and tell

them to return it the next day.

Assessment: Have a few volunteer students describe why

they think it is important to make new friends who are

different from the other people in their classroom or

neighborhood? Have students suggest ways they can learn

from and support young children who are immigrants. Use

chart paper or a Smartboard to list reasons and support

approaches mentioned.

23. Together, discuss the two books and the importance of

interacting with new friends as highlighted in Someone

New and I’m New Here. Ask, “Why are some people

called an immigrant?”, “What might make someone

leave their own country for another country like the

USA?”, “What can we learn by playing and talking with

a classmate who is an immigrant?” “What can we do so

they can learn from us?” Depending on the maturity

level of your students, you may need to rephrase and be

selective about these questions.


24. Closure. Discuss the reasons given in the book and

those identified thus far to explain why people are who

they are. Ask questions such as “Why are you shorter

or taller? Why are you faster? Why are your hands

smaller than mine? Why am I called an adult and you

are called a child?” Depending on the maturity level of

your students, you may need to rephrase and be

selective about these questions.

Assessment: Ask students to tell you two ways in which we

can make new friends. Also, have each students provide

two benefits of making new friends. Students can record

the responses using an audio recorder and share their

recording folder with you through Onedrive, Google Drive

or any other available tools supporting collaboration. Use a

checklist (an electronic version is also a choice) to identify

which students are able to identify approach to making new

friends and benefits of interacting with a new friend and

which are unable to do so, thus, need more support. Record

appropriateness and accuracy of each student’s response on

a checklist with their names. Use Receptive to New Friends

Rubrics in Appendix 5 to focus on students’ competence in

conceptualizing the benefits of having and interacting with

someone new.


Expansion

Objective: Students will

demonstrate how we can

support a classmate who has a

characteristic of being new:

(such as speaking, reading and

writing in a language other than

English), and a new classmate

without a friend.

Taking Informed Action: What actions can be taken to

support a classmate with an experience of being new?

1. Return each student’s copy of When I was new

(Appendix 1). In the whole group ask, “What was it like

for the students in the book being new in the class?

What would make you want to know someone new in

your class?” Why is it okay to meet and make friends

with someone new in our neighborhood? What would

you do if someone is new in your class and does not

have a friend?” (Be sensitive to questions that may need

rephrasing or may not be appropriate for all of the

students.) Students should check their completed When

I was new for clues to help them articulate their

thoughts. Read to students who need help from their

When I was new responses. Document students’

responses.

2. Work with students to combine their responses to When

I was new and Someone new as my friend into one or

more picture books (or electronic-compatible version

such as PDF) named “A friend with someone new.” If

you wish, the picture book(s) can be loaded onto a Prezi

or other form of electronic media of choice.


3. Have students write, tell, draw or record video or audio

(depending on age) of what being someone new means

to them. You can employ other approaches that help

students express their thoughts. Help students annotate

the drawings if they are not mature enough to write. Put

the picture book(s) where students can access them,

which may include via an electronic venue.

4. Additional Activity that may replace expansion activity

highlighted above: Pair students in a group of two.

Provide ruler, sheet of paper and support the pair to

make a T-table with each student’s name on a side.

Students can use MS word documents or Google Doc

for this purpose as well. Have one student ask the other

to describe a place where they have felt like someone

new and help students documents their partner’s

response at the appropriate section of the T-table they

have created. Have each group exchange their

responses: Group one exchanges with group two. Group

three exchanges their response with group four. If

needed, read group one’s response to group two and also

read group three’s response to group four. With

guidance, have each group source three digital pictures

or source and cut out pictures in a newspaper or


magazine of a place that represents where the groups

have felt new (For example, group one will source photo

for group two’s response). After they have sourced the

photo, have:

Each group fill in, provide a short outline, tell,

draw, or record short audio to discuss what they

would do to support their classmates in a place

they were new.

Each group attach the photo they have sourced

with their responses and discuss their thoughts

on what they would do to support their

classmates with the class, and

Work with students to collate all responses and

annotate each response category and post around

the classroom. Students can also create a digital

photo collage with annotations from various

pictures they have sourced via photo-editing and

photo collage software such as Adobe Photoshop

Express, GIMP or any other software available

to students. These responses may be converted

and saved to Google Slides, Prezi or in an

electronic media of your choice and stored in the

cloud.


5. Lesson summary. Review the activities done in the

lesson set. Engage students in a short discussion of how

we all are new at some time and we all are different

from everyone else, and that is what makes us special.

But, being new can be a little scary. We might not be

sure how to make friends with our classmates. Allow

for questions and clarifications from students.

Assessment: Examine students’ picture books, drawings,

photo collage and writings for accuracy, appropriateness,

and understanding of making and interacting with and

supporting someone new.


Appendix 1

When I was someone new

Use this map to talk about the students’ experiences of when people notice they were new at a

place. Write student’s name in the first box and write their responses to the questions in the

boxes on a separate sheet of paper or a Google doc (and share it with your teacher). You can add

to your map to tell us more about your experience.

My name is

_______________________________

Where (a place) did you

feel like you were new?

___________________

How did people notice you

were new?

_____________________

How did you feel when

you knew that people

noticed you were new?

____________________

____________________


Appendix 2

Experience in a New Space Rubrics

Student

Name

Student’s contributions

during discussion provide

sufficient detail to describe

experience of being new at

school, in their

neighborhood.

Student’s contributions

during discussion indicate

experience of being new in

a space, but details are

missing to make description

sufficient.

Student’s contribution

did not represent an

experience of being

new in a space.

Student did not contribute to the

discussion.

Student A

Student B

Student C

Student D

Student E


Appendix 3

Awareness in a New Space Rubrics

Student

Name

Student shows an adequate

awareness of a space

where s/he was considered

someone new and of the

uniqueness of other

individuals in the same

space.

Student shows awareness of

noticeable unique

characteristics of

individuals in a space, but

some important ideas are

missing.

Student shows limited

awareness of own and

others’ uniqueness in a

new place.

The student is unable to

describe own and others'

uniqueness at a new place.

Student A

Student B

Student C

Student D

Student E


Appendix 4

Someone New as My Friend

Respond to the questions below through drawing, short outline, short audio or video recordings

or saying you responses to an adult who may help you record them.

I. How can we make a new friend in our neighborhood?

II. What would you like to talk about with a new friend you just met in your

neighborhood?

III. What would you like to know about the new friend?

What do you think?

What do you think?

What do you think?


Appendix 5

Receptive to New Friend Rubrics

Student

Name

Student’s product

(drawing, writing, oral

responses, video or audio

recording) shows adequate

consideration of the

benefits of, and openness

to, making friends with

someone new.

Student shows

considerations of benefits

of, and openness to, making

friends with someone new,

but some important ideas

are missing.

Student shows limited

consideration of

benefits of, and

openness to, making

friends with someone

new.

The student is unable to

describe benefits of interacting

with someone new.

Student A

Student B

Student C

Student D

Student E

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