Beacon Lesson Plan Library

Can I Be Your Friend?

Ann Lyons


After reading, [Charlie, the Caterpillar] to the class, students write one paragraph about how they can be a good friend.


The student writes legibly using manuscript form (for example, prints numbers and upper- and lower- case letters; uses left to right sequencing; spaces between words and sentences).

The student maintains a single idea or topic in writing.

The student spells commonly used, phonetically regular words at first grade or higher level.

The student uses end punctuation and capitalizes initial words of sentences, names of people, `I`, days of the week, and months of the year.

The student uses complete sentences in writing.


-[Charlie, the Caterpillar] by Dom Deluise; illustrated by Christopher Santoro; Simon & Schuster Children's Books, April 1993 (ISBN: 0671796070)
-Copies of the writing rubric for each child, (Associated File)
-Copies of the writing prompt for each child, (Associated File)
-Chart paper


1. Obtain a copy of [Charlie the Caterpillar] by Dom Deluise to read to the class.
2. Obtain chart paper and markers.
3. Make copies of the writing prompt for each child, see Associated File.
4. Make copies of the writing rubric for each child, see Associated File.


1. Day 1: Introduce the book, [Charlie, the Caterpillar] to the class by discussing the qualities of a good friend. Have the children predict if Charlie will find a friend. Read the book to the class.

2. Day 2: After reviewing the book, as a class, list on chart paper some qualities of a good friend and what the children like to do with their friends. (Use whole sentences, correct capitalization, punctuation, etc.)

3. Day 3: Review the class list of the qualities of a good friend and what activities they do with their friends. Model explicitly legible printing, proper capitalization, punctuation, spelling and complete sentences as you record the student responses.

a. Using the prompt in the Associated File, have the children write one paragraph. Share the rubric in the Associated File with the children about what you are assessing. The students may refer to the ideas on the class list that was developed on Day 2.

4. Day 4: Share writing.
a. Students share their writing with a partner.
b. Choose several children to share their paragraphs with the class.
c. Collect all papers and assess each paragraph using the writing rubric.


Assess the student's paragraph with at least 3 sentences in response to the following prompt: Charlie wanted a best friend. If you were Charlie’s best friend, what would you do with him? (see Associated File for prompt writing form).

Assess the students’ writing based on the following criteria: (see the Rubric in the Associated File)
Rubric assessment includes:
· Legible writing
· Proper spelling of phonetically regular words
· Proper punctuation and capitalization
· Complete sentences


Read [I Wish I Were a Butterfly] by James Howe. This story revolves around a cricket who has his feelings hurts and wishes he was a butterfly. The students could compare and contrast how Charlie felt in [Charlie, the Caterpillar] and how the cricket felt in [I Wish I Were a Butterfly]. A Venn diagram would also be appropriate to use after reading both of these books.

This book would also fit into a science lesson about the life cycle of a butterfly.

Attached Files

Writing Rubric     File Extension: pdf

Writing Prompt     File Extension: pdf

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