Perspectives Charter Schools
Daily
Lesson Planning Template
Teacher
Ken LeeGrade
Level
6th & 7th
Subject
English/language ArtsDate
August 26, 2010Unit
First WeekEssential Question: What does it mean to be College for
Certain?
Lesson Topic: Roots
Objective (s):
** SWBAT identify the four reasons students get into conflicts
with others by writing them after conflict scenarios
** SWBAT develop problem solving methods to solve conflicts
peacefully
Power Standards Targeted:
Assessment:
** name four motivations for the roots of conflicts and develop
methods to solve conflicts peacefully
Exit Slip
1. Pamela pretends to trip down the stairs each time her line goes down to lunch. __________________________
Explain. ___________________________________
2. Tony’s pants flood, so he makes faces at a student who receives special services each time the student walks in the room. __________________________________ Explain.
__________________________________
3. When Mr. Lee pulled Kimberly into the hallway to talk to her, she refused to look at Mr. Lee. __________________________________ Explain. _____________________________________
4. Terry flicked his carrots into Donald’s lunch tray. Then Donald poured his milk in Terry’s lap. __________________________________ Explain.
_____________________________________
5. Sam cuts in line in front of students who are shorter than him. _______________________ Explain. ________
(Also include questions on strategies to use)
PDN
Have students read a short excerpt and identify the conflict, possible causes for the conflict, and predict what may happen next. Have students make a text/self connection to the conflict
Hook/
Motivation
“Often times when students start a conflict or argument with someone it is not because of what the two students are fighting over, it is because of something else, something bigger. The something bigger is called the roof of the conflict
Agenda
□ PDN
□
Opening
□
INM/GP
□ INM/GP 2
□ Exit Slip
Learning Activities
Introduction to New Material
1. Direct student to a transparency that reads: Roots of the Conflict (A tree is posted at the top of the paper and roots stream underneath the soil. Connected to each root are word boxes with three bullet points underneath.)
2. Tell students, “Oftentimes when students start a conflict or argument with someone it is not because of what the two students are fighting over, it is because of something else, something bigger. The something bigger is called the root of the conflict.”
3. Tell student that a tree is like a big reoccurring conflict, and the roots are what causes the conflict to grow. Ask for two volunteers and have the volunteers read the scenario card with you. Then reenact the following scene: Mr. Lee asks a question in class and calls on Boyd. Jimmy wants attention so he makes noises while Boyd answers Mr. Lee’s question.
4. Then ask students to turn to a partner and answer the question, “Why do you think the student was making noises?”
5. After thirty seconds, distribute Roots of Conflict sheets. Tell student they will identify four causes or roots of conflicts or arguments that student have with one another.
6. After several volunteers have answered the above question, say “The student made noises because he wanted attention. Have students write the words Want Attention in a root box and then list conflicts where students Want Attention: a person teases someone in front of others, a person makes noises in class, a person makes silly faces behind someone’s back while others look.
Guided Practice
Have students list the following roots: “Want Power,” “Want Revenge,” “Feel Insecure” on the tree. Have students list the conflicts that stem from each as well.
Want Attention
- Jane teases someone in front of others - Jane flicks food at others at lunch
- Jane makes silly faces behind Tim’s back while others look.
Want Power
- Tom refuses to move his binder off a student’s desk when she asks him to. - Tom bullies another student in front of others.
- Tom talks back to the teacher when the teacher tells him to sit.
Want Revenge
- John hits someone who talked bad about him.
- John spreads gossip about Scott because he stopped being his friend. - John lies on Vickie because Vickie filled out a reflection about John.
Feel Insecure (Unsure of oneself)
- Sarah teases someone during independent work because she can’t read. - Sarah tells jokes during math because she doesn’t understand long division. - Sarah bullies a girl who is overweight because she has on dirty clothes.
Roots of Conflicts: wants power, wants revenge, wants attention, feels insecure
Write the root of the conflict (cause of the problem) for the student whose name is in bold print.
Class work:
1. Buddy sticks out his tongue at Nathan because Nathan cut him in line. ________________________
2. Cindy didn’t comb her hair today, so she gossips about Megan’s short hair to another student.
_____________________________
3. Donny, a seventh grader, hits his fist into his palm each time he sees a fifth grader in the washroom.
_____________________________
4. Tammy slams her book down on the desk when she performs the First 5 __________________________________
INM 2
Strategies for Dealing with Our Roots in Socially Appropriate Ways
Read the strategies below to be able to resolve conflicts appropriately.
1. Strategies to use when you Want Attention
a. Identify who you want attention from. Are you trying to show off for someone in the classroom or on the bus? Are you trying to prove to someone that you are cool or popular? If so, ask yourself is it worth getting in trouble or losing trust with your parent, teachers, and the rest of your teammates. Most likely, it’s probably not.
b. Ask, “Is this the most appropriate time to get attention?” If you are in a serious room (a quiet classroom or on a quiet bus), show grit until you get home or someplace else where getting attention is the goal (like dancing during Joyfest Remix)
and give it to them; smile at someone; or raise your hand and ask if you can help someone. These are all positive ways of getting attention AND spreading joy.
d. Identify why you want attention. If you want attention because you feel insecure about something (like a bad grade on a test) read over the “Feel Insecure” strategies below.
2. Strategies to use when you Feel Insecure
a. Know that everyone feels insecure at times. Most of the people around us feel insecure about something. You just don’t know it because they are really good at hiding it. For example, did you know that one of the individuals in your class hates the way they look? Did you know that one of the individuals in your class thinks they are not smart enough to be here? They may be actually smirking while reading this right now. That’s how good they are at hiding it. Almost every person you know wishes they could be better at something, and when you know that it makes you feel more like the rest of the world and not paranoid, or panicky, about picking on other people.
b. Give yourself at least three compliments when you start to feel bad. These are called “affirmations.” Do you feel good when others compliment you? Then don’t wait on others to say good things to you. Say them to yourself. All of us have something that we do well. Think about those things. Write at least three on the lines below. Then, compliment yourself on those things when you start to feel insecure.
i. _________________________________________________________________
ii. ________________________________________________________________
iii. _______________________________________________________________
c. Share your insecurity with a friend, teacher, or another trusted adult. Say, “I’m feeling insecure about my ________________, Can you give me some words of encouragement?”
3. Strategies to use when you Want Revenge
a. Use one of the calming strategies. Don’t take any actions against a person before you calm down. When people do things under stress, they usually regret it later.
others? When you think about it, you may not want revenge as much as you thought.
c. Tell a trusted adult. Adults usually have more experience handling conflicts in a socially appropriate ways than children do. If you are extremely hurt that someone hurt you and you want revenge, tell an adult so they can handle the situation for you. When you have an adult that you trust handle the situation, you avoid making the conflict worse.
d. Give the person who hurt you an I-statement. Let the person who hurt you know how you feel and what they can do to make you feel better. Regardless of whether they apologize or respond, letting them know they hurt you sometimes makes you feel better than just keeping it to yourself.
4. Strategies to use when you Want Power
Connections
HOTS
List at least 3 HOTS questions that will be answered by students before the end of class
Know and Comprehend
(identify, state, find, locate, sequence, describe, explain, compare/contrast, discuss)
What are the four root causes for conflict?
Apply and Analyze(solve, calculate, complete, examine, infer, analyze, distinguish, categorize)
What is the root cause for the conflict in each scenario and what is a strategy the student could have used to solve this conflict
Synthesize and Evaluate
(Compose, choose, predict, argue, formulate, construct, design, determine, justify)
peacefully?
How will you
differentiate
for
Readiness?
Students will have graphic organizers to scaffold the thought processes.
Non-fiction
Reading &
Writing
List any readings or strategies that will be
used in the lesson.
SMART/Toulmin
ADL©
Solve conflicts peacefullyVocabulary
Key vocabulary for this lesson
Attention Power Revenge Insecurity
Nature of
Science
Which aspect is explicitly taught in the
lesson?
Inquiry/
Problem
Solving
List when appropriate. Science include Herron
Scale Rating
IEP
Goals/life
skills target
What IEP Goal/life skill will you address whenappropriate?
ISAT/ PSAE
Day 1: ACT Day 2: Math & Reading
WorkKeys® ISBE Science
Field Studies
How is the upcoming field study connected to your curriculum? How are you preparing
students before the field study? How are
you assessing the learning gained from
