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Student Instructions
LI: To identify what it means to be a good friend.
SC: I can identify what a good friend sounds like.
I can identify what a good friend looks like.
I can identify what a good friend feels like.
1. Create your friend bunting. You can use the class brainstorming to help you.
What friendship looks like, sounds like, feels like.
2. EXTENSION: Good Friends ACROSTIC poem - for those that want to extend themselves (time permitting).
3. Use the 
to record yourself answering the reflection questions.
Teacher Notes (not visible to students)
This activity allows students to better understand that being a good friend is a choice. Being a good friend doesn’t discriminate and it is a very easy and achievable thing to do. 1. Ask students to consider what a good friend sounds like, feels like and looks like. Place these three headings on the board and brainstorm some ideas as a class. 2. Discuss some things a good friend would say, how a good friend makes you feel and what a good friend might look like (what might you see them doing and/or how might you identify a good friend physically – embrace diversity). 3. Select students (those willing) present their flag bunting to the class, identifying what they think a good friend sounds like, looks like and feels like. Differentiation Supporting Strategies: Brainstorm ideas as a class. Work in pairs to complete one bunting flag instead of three. Extension Strategies: Acrostic poem. Complete independently. Reflection question: When do you feel good around your friends? How do you think you make your friends feel? What is one thing that you’re going to change or do differently after this activity?
