USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First Subject/Content: Social Studies

Group Size: 17

Name: Tori McNealy

Date of Lesson: October 1, 2014

Lesson Content
What Standards (national or
SS.1.C.3.1 Explain how decisions can be made or how conflicts might be resolved in fair and just ways
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Essential Understanding
How can we resolve conflicts?
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
Using a three-column graphic organizer, students will be able to define and give examples of the
teaching?
key terms conflict and resolution, with no errors.
(Student-centered: What will
Through a read aloud and subsequent collaborative whole-group discussion, students will be able
students know and be able to do
to recognize and identify ways to make a decision or resolve a conflict, such as talking about
after this lesson? Include the
problems or listening to each other.
ABCDs of objectives: action,
Given the opportunity to role-play conflict resolution, students will be able to describe strategies
behavior, condition, and degree of
for solving conflicts in a fair and just way (e.g., taking turns, sharing, talking it out, finding an
mastery, i.e., "C: Given a sentence
adult).
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
I am teaching these objectives to ensure students can examine different kinds of hurtful behavior
Address the following questions:
and develop strategies for dealing with hurtful behavior (conflict resolution).
Why are you teaching this
This lesson fits within the larger plan of being able to identify how peoples actions affect others.
objective?
I am teaching the lesson in this particular way in order to address the multiple learning styles and
Where does this lesson fit
educational needs of my students.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First Subject/Content: Social Studies
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?

What background knowledge is

necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

Group Size: 17

Name: Tori McNealy

Date of Lesson: October 1, 2014

It is important that students learn this concept so that they will learn how to work with their
peers to create an environment (in/outside of school) in which they treat each other respectfully.

Formative Evidence
Index card conflict drawing
Quick WriteDefine conflict
Think-Pair-Share
Collaborative Group Discussion
Summative Evidence
Conflict Resolution Presentations
Exit TicketConflict resolution strategy
Key Terms
ConflictWhen two or more people have a problem/cannot agree on something
ResolutionA solution or end to an argument or other conflict
FairGive equal treatment
Steps to Solve Conflicts
1. TALK to the person you have a conflict with, tell him/her what you feel is the problem
2. Dont be afraid to SHARE your feelings
3. LISTEN to other persons thoughts and feelings
Students need to be able to make text-to-self connections (specifically describe an instance in
which they may have experienced conflict)
I will ensure students have this previous knowledge by administering a pre-assessment:
Ask students to illustrate/caption one hurtful incident that has happened to them on an index
card, and define the word conflict on their own through a quick, open-ended writing exercise on
the back of their index card.
Learners (First Grade)
o Total of 17 students (7 boys, 10 girls)
o Ethnicities
10 African American students
3 Caucasian students

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First Subject/Content: Social Studies

What misconceptions might

students have about this content?
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in

Group Size: 17

Name: Tori McNealy

Date of Lesson: October 1, 2014

2 Hispanic students
1 Multiracial student
o Socioeconomic status
16 students eligible for free lunch
1 student eligible for reduced-price lunch
o Exceptionalities
2 students with language impairments (including 1 English Language Learner)
2 students with speech impairments (including 1 student with ADHD diagnosis)
Readiness for Content: Students have been actively completing Unit 4: Good Citizens for the past
couple of weeks to date. Students have previously learned the characteristics of responsible
citizenship in the school community, how to show respect and kindness to people and animals, the
rights and responsibilities students have in the school community, rules at school and laws in the
community, and people with/without authority, with no errors.
Conflict doesnt occur that often in school and/or at home
Conflict is always a matter of right vs. wrong
Resolving student conflict is the teachers responsibility
Lesson Implementation

5 Es
Engagement: Index card activity
Exploration: Think-Pair-ShareExample conflicts and resolutions
Explanation: Collaborative whole-group discussion
Elaboration: Conflict resolution role-play (presentations)
Evaluation: Exit ticket
Time
Who is
Each content area may require a different step-by-step format. Use whichever
responsible
plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or
you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)?
Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Prior
to
lesson

Students

Pre-Assessment: Ask students to take an index card and describe one hurtful
incident (a time when you may have experienced conflict) that has happened to
them. Write the word conflict on the board and ask students to define the word
on their own through a quick, open-ended writing exercise (quick write) on the
back of their index card.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First Subject/Content: Social Studies

groups and how will you

determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

1:10
PM

Teacher

Group Size: 17

Name: Tori McNealy

Date of Lesson: October 1, 2014

Lesson
Briefly discuss the index card activity from the previous day. Explain that a
conflict is when two or more people have a problem/cannot agree on
something. Explain that a resolution is a solution or end to an argument or other
conflict. Record definitions on chart paper (three-column graphic organizer) to
use as a reference.
Word
Conflict
Resolution

Definition

Example

1:12
PM

Teacher/
Students

Review students index cardsdisplay pictures on ELMO and/or read-aloud

quick writes. Record students common themes (examples of conflict) on paper.
Lead a classroom discussion by asking students to turn and talk to a neighbor
and discuss a resolution for the given example conflict. Record examples on
three-column chart.

1:17
PM

Teacher/
Students

Read pages 126-127 in Our Community and Beyond textbook. Emphasize the
three ways to solve conflicts (record on chart paper to use as a reference):
1. TALK to the person you have a conflict with, tell him/her what you feel is
the problem
2. Dont be afraid to SHARE your feelings
3. LISTEN to other persons thoughts and feelings

1:22
PM

Teacher/
Students

Explain the benefits of settling conflicts quickly and fairly:

Quickly"From time to time we all have conflicts. We can't always be
the first one in line, play with our first choice of toy, or watch a certain
program on TV if someone else wants to watch a different show.
Sometimes so much time is spent fighting that none of us are able to do
what we want."
FairlyAsk students When the conflict is settled in a way that isn't
fair, how do people feel? Allow students to turn and talk to a neighbor
and share their responses with the whole group. As a class, discuss the
fact that one person may feel pretty good, while the other may feel pretty
bad.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First Subject/Content: Social Studies

Group Size: 17

Name: Tori McNealy

Date of Lesson: October 1, 2014

1:25
PM

Teacher/
Students

Divide class into small groups (3-4 students per group). Review rules for
working in small groups:
Use each others names
Listen carefully
Make sure everyone has a turn to speak
Do not use put-downs or discouraging words, be positive
Speak softly
When the teacher raises her hand, stop talking and listen to the teacher

1:27
PM

Teacher/
Students

Provide students directions for small group activity:

Each group will be given a slip of paper with a scenario
In small groups, students will discuss and decide upon a possible
resolution to the given conflict
Students will role-play (act out) the conflict and resolution; Make sure to
include at least one of the three ways to solve the conflict (talk, share,
listen)
Scenarios
You and your friends meet at the lake to go fishing. Only one of you
brings a fishing pole. All of you want to fish but you cant with only one
fishing pole. What do you do to solve the problem without fighting?
Only one piece of cake is left at a birthday party and two people still have
not had cake. What steps do you take to solve the problem without
fighting?
You and your friends are watching a basketball game. Your favorite team
gets beat by your best friends favorite team. Your friend begins to brag
about the win. What steps do you take to solve the problem without
fighting?
While you were at reading group, your classmate accidentally knocks
over the tower you built with blocks. When you come back, he tells you
what happened. What steps might you take to solve the problem without
fighting?

1:40
PM

Teacher/
Students

Presentation: Each group will present their skit (scenario) to the class. Each
presentation will be graded based on the following three-point rubric scale
evaluating students skills in brainstorming creative ways to deal with problems
and in presenting their ideas in an interesting and dramatic way:

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First Subject/Content: Social Studies
Three Points
Two Points

One Point
Zero Points

What will you do if

What will you do if

1:50
PM

Students

1:55
PM

Students

Group Size: 17

Name: Tori McNealy

Date of Lesson: October 1, 2014
Demonstrated highly creative
problem-solving strategies and gave a
clear presentation to the class
Demonstrated somewhat creative
problem-solving strategies and gave a
somewhat clear presentation to the
class
Demonstrated weak problem-solving
strategies and gave an unclear
presentation to the class
Did not demonstrate problem-solving
strategies or give a presentation to
the class

Wrap Up: After all the groups have presented their skits, students will compile a
class list of strategies displayed in each skit, used to resolve the conflict.

Exit Ticket: On a piece of paper, students will briefly write which conflict
resolution strategy they feel would work best for them. Students will also
complete an evaluation based upon their understanding of the lesson by drawing
a smiling face (I got it!) or a frowning face (I didnt understand).
a student struggles with the content?
Provide the student with a worksheet including sentence frames and a word/phrase bank so that the
student may be able to identify/match the appropriate resolution (word/phrase) for a given conflict
(complete sentence frame).
a student masters the content quickly?
Allow student to use the collective class list of resolution strategies as the basis for creating a class
contract about ways to resolve conflicts in our class. Encourage the student to collect signatures from
classmates in support of the conflict resolution strategies. Provide the student an opportunity to answer
the following questions in an open-ended written responses:
How could you apply the ideas in the class contract to situations that may arise at home?
Do you think a contract is a useful way of dealing with conflict with your parents or siblings?
What would you include in a family contract?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: First Subject/Content: Social Studies
Meeting your students needs as
people and as learners

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

Group Size: 17

Name: Tori McNealy

Date of Lesson: October 1, 2014

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
Students are able to work collaboratively with partners and small groups (preference recorded on
student interest surveys). Students are also able dramatize their learning (appeals to multiple learning
styles).
If applicable, how does this lesson connect to/reflect the local community?
This lesson will help to alleviate the level of crime/violence in the local community by challenging
students to apply effective strategies for resolving conflict in a non-violent manner.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Over the course of the week, have students keep a record of how many times the class needed to use a
strategy to resolve a conflict and which strategy they used. The record can be a written log or a graph. Ask
students whether they notice any trends or patterns of when conflicts arise and why they think so. If
students do notice any trends, have them think of what they can do at those times to prevent conflict.
How will you differentiate instruction for students who need additional language support?
Provide student(s) with visual examples and/or picture dictionary of different conflicts and various
resolution strategies. Encourage the student(s) to draw an illustration of a conflict they have experienced.
Allow the student(s) to act out their particular conflict and what resolution strategy they would have
chosen with a native speaking partner.
N/A

Index cards
Chart paper
Pencils
Markers
Paper