Lesson Plan Instructional Procedures 553y3l

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Sponge Activity

Set Induction

Pre-assessment of student understanding of the lesson concept/process/s kill

Large Group Instruction

ACTIVITY (Conflict Resolution ) Quickwrite: What has been the most difficult situation or problem you have faced in your life? Were you able to resolve it? How? Or, why not? • Share-out with partners or whole-class if time permits • Reflect: Why is it important to resolve problems after much thought? What happens if we do not resolve problems? Read chapter excerpt from Stuck in Neutral where Paul reacts to the two kids bullying his brother, Shawn, who has cerebral palsy. • How did Paul resolve the problem with the bullies in the novel? • Was he correct in his action? Why? Why not? Pre-assessment conducted based on classroom behavior for speaking/listening • 50% of students use proper speaking/listening skills Skills to consider from pre-assessment that are needed in mastery of objective: • Maintaining eye with the person speaking • Waiting one’s turn to speak • Explaining one’s thoughts or ideas succinctly and in an understandable as well as appropriate manner • Politely questioning others or challenging others’ ideas Model • • • •

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Independent or Group Work

Conflict Resolution Review first slide of the PowerPoint Sit in the outer circle for the first scenario Model ing the “talking stick” bunny to share talking time Model appropriate responses with sentence stems: - If I was in this situation, I would… - I like that you said… because I too would… - Even though you said you would… I think I would… - I would react by… because… Once students are ready, move to the outer circle and model challenging - What if…

After first scenario, ask students: • What did you notice the people did who spoke? • What did you notice the people did who were listening? • What changes could we make to ensure a better conversation? Complete the following scenarios • Participate as an outer circle person (teacher – in order to properly monitor all students) • Repeat questions – if necessary – from modeling first scenario in order to properly reflect

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Say: Problems are not always easy to solve. Oftentimes, there is not one clear answer to solving the problem, and you must look at it from a variety of angles. These angles are provided by the outer circle “what ifs,” and your ability to bounce back and consider these alternatives shows your ability to listen and communicate effectively.

Evaluation Post assessment of concept, process, and/or skill

Students are able to answer the following questions: 1. What was the most difficult part of solving these problems? 2. What was the easiest part of solving these problems? 3. How did your communication skills aid you in solving these problems? 4. How did your listening skills aid you in solving these problems?

Closure

85% of students use proper speaking/listening skills Say: today, we spoke about proper speaking and listening skills needed to solve problems • What is necessary to solve a problem? • Is there ever one answer to a problem? Why? • Why is it important to listen and communicate effectively in problem solving situations?

PowerPoint Slides 1. Guidelines slide: • Scenarios will be presented • Inner circle: Discuss potential reactions – Consider the ideas of others – Build off of one another • Outer Circle: Record questions that arise – But what if… – Devil’s advocate 2. Scenario 1: Difficult People • Background: You are working on a major group project in school that can severely impact your grade. It is the subject you don’t necessarily do the best in, but you are in a group with Billy, who always aces the class. Billy likes to do things the way he thinks is best and tells others what to do, whether they ask or not. He’s so annoying! • Conflict: However, Billy is always slacking and not actually doing the work. He may get it done, but fails to meet the teacher’s strict deadlines. Oftentimes, Billy asks another person the answers to the homework assignment. One day, your group is up for review from the teacher. Billy is not prepared yet again. When he sees you, he states, “Whatever. I do this all the time, and I know I can still get the A. As long as you don’t say anything, nobody will ever know. Just shut the %&# up and do what I say." • What do you do? 3. Scenario 2: Unfair Teacher • Background: Ms. Frizzle, one of your current teachers, has to be your least favorite teacher EVER. She is always playing favorites, and she seems to have it out for you. While in previous years you used to do well in the subject, now you can barely stay afloat with a C-average. Your parents are on your case, and you

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know you can’t blame the teacher, because they’ll take her side. Conflict: Today is the day you get back the test from last week. You know you’ve failed it, even though you studied. You talk to Ms. Frizzle before class to express your frustration with the assignment, and to let her know that you studied for two hours – you aren’t exaggerating! When Ms. Frizzle hands out the graded papers, she loudly jokes, “Guess you study as well as you do in this class,” and hands you a paper with an “F” on it. Everyone laughs and you are humiliated. What do you do?

4. Scenario 3: BF/GF Problems • Background: Your best friend is dating this guy. She thinks he is the greatest guy ever and they’ve been dating for a long time. He always does a lot of cute gestures like buys her stuff and better yet, her parents really like him! He texts her a lot though, and when she doesn’t answer, he keeps sending hostile texts like, “Why aren’t you texting me back?!” “Who are you with?” Even though she likes it when he walks her to class, he won’t let her ever walk alone or with anyone other than him. He is starting to seem pretty controlling. • Conflict: One day, you see him start to hit her. At first, it looks just like a play hit, but when you get closer to them, you notice he is up in her face and yelling, but not loud enough for anyone else to hear. He is squeezing her arm, and she looks like she is crying. When she says something to him, he hits her across the face. It’s a hard hit, and it leaves a mark. When he turns away, he looks directly at you and snorts, “What are you looking at?” • What do you do? 5. Scenario 4: Sibling Love • Background: Your brother/sister has a difficult time on his/her own. They are not necessarily disabled, but they are definitely “different.” Sometimes they get picked on at school, and they don’t have a ton of friends. Even though sometimes life is really difficult with them around, you love them regardless and would do anything for them. Unfortunately, your sibling does not want you always taking care of him/her. He/she often feels a bit bad for making your life more complicated just being there. • Conflict: One day, you see two kids that are your age messing with your brother/sister. Because your sibling is shy and a bit insecure, he/she is not doing much to fight back. At first, the one kid is just up in your brother/sister’s face and making rude comments, but then in the next moment, they are flicking your sibling’s ear and provoking him/her. Knowing your sibling, he/she will probably do nothing and is waiting for them to get bored and leave, but it doesn’t seem like they are going to leave. • What do you do? 6. Scenario 5: International Relations • Background: Darfur is a region in Sudan the size of . It is home to about 6 million people from nearly 100 tribes. Some nomads. Some farmers. All Muslims. • Conflict: Currently, two Darfuri rebel movements are rebelling against the Sudanese government, because they feel the government is not doing its job. Sudanese forces and other militia are attacking hundreds of villages throughout Darfur. Over 400 villages are completely destroyed and millions of civilians are forced to flee their homes. In the ongoing genocide, African farmers and others in Darfur are being systematically displaced and murdered at the hands of the Arab militia. The genocide in Darfur has claimed 400,000 lives and displaced over 2,500,000 people. More than one hundred people continue to die each day; five

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thousand die every month. The Sudanese government disputes these estimates and denies any connection with the Arab militia. The Sudanese government appears unwilling to address the human rights crisis in the region and has not taken the necessary steps to restrict the activities of the Arab militia, who are currently directing a campaign of mass killing, rape, and pillage against civilians in Darfur. What should the United States do?