LESSON 8 Conflict Resolution For Preview Only Geographic... · Introduce the lesson on conflict...

© Copyright 2014 Safe and Sound for Life Middle School Lesson 8 11

Conflict Resolution

Student Learning Objective

National Health Education Standards

and Performance Indicators

Michigan Health Education Standards

and Grade Level Expectations

• Demonstrateeffectiveconflictresolutionskills. • InterpersonalCommunication [4.8.3]

• DecisionMaking [5.8.2;5.8.3;5.8.4;5.8.5;5.8.6]

• InterpersonalCommunication [3.12;4.12]

• DecisionMaking [3.11;4.9]

Lesson Synopsis

HavestudentssharetheirmethodsofteachinganadultTheWISEWay.Introducethelessononconflictresolution.ExplainhowtouseTheWISEWaywhenresolvingconflicts.Identifywhattodobeforetryingtoresolveaconflict.Explaintheimportanceofagreeingonagoal.Practiceresolvingconflictsusingstudent-writtenconflicts.Providethe“HealthNewsBreak!SkillstoMakeLifeEasier”andaskstudentstoreviewitwithparentsoranothertrustedadult.

Activity Time Materials Needed

Introduction 15minutes Supplied by the Teacher• Paper• Pensorpencils• Projectorandscreen

DigitalTools:• Computersorotherdevices• Districtapprovedsoftware

formakingpresentations

TraditionalTools:• Writingpaper• Pensorpencils• Artsupplies

Input 14minutes Health Education Materials• Poster:“TheWISEWaytoResolveConflicts,”EducationalMaterialsCenter

Teacher Resources• PowerPointsorTransparencyMasters:“TheWISEWaytoResolveConflicts”

Supplied by the Teacher• Projectorandscreen

DigitalTools:• Computersorotherdevices

TraditionalTools:• Transparencies

8LESSON

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Lesson 8 Middle School Safe and Sound for Life © Copyright 2014

Application 14minutes Health Education Materials• Poster:“TheWISEWaytoResolveConflicts,”EducationalMaterialsCenter

Teacher Resources• StudentWorksheet:“TheWISEWaytoResolveConflicts”• AssessmentToolsforInfluencesandTheWISEWaytoResolveConflicts: – TeacherAssessmentRubrics – StudentSelf-AssessmentRubrics – TeacherChecklist – StudentChecklist – PeerChecklist

Supplied by the Teacher• Studentgeneratedconflictsituations


TraditionalTools:• Pensorpencils

Closure 2minutes Teacher Resources• StudentWorksheet:“Influences”• FamilyResource:“HealthNewsBreak!SkillstoMakeLifeEasier”

Supplied by the Teacher

DigitalTools:• Computersorotherdevices• Flashdriveorpersonalfolderon

thecomputerornetworkdrive,oneperstudent

TraditionalTools:• Pensorpencils• Foldersorthree-ringbinders,

oneperstudent

TOTAL 45 minutes

Preparation

Prior to the Lesson • Reviewtheassessmenttools.Select oneormoretouse.• Preparetheconflictsituationsgeneratedbystudents.

Introduction • Decidehowtodivideintosmallgroupswiththreeorfourstudentsineachgroup.

Input • PreparetodisplaythePowerPointsortransparencies,ordisplaytheposter.

Application • Decidehowtodivideintosmallgroupswiththreeorfourstudentsineachgroup.• Displaythe posterforstudentreference.• Providethestudentworksheetforeachstudent.• Providethestudent-generatedconflictsituations.• Providestudentswiththeassessmentrubricsand/orchecklistsifneeded.

Closure • Providethestudentworksheetforeachstudent.• Providethefamilyresourceforeachstudent.

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© Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page113

LESSON PROCEDURE

Introduction: HavestudentssharetheirmethodsofteachinganadultTheWISEWay.Introducethelessononconflictresolution.

15 minutes

Instructional Steps Script and Detailed Directions

HavestudentssharetheirmethodsofteachinganadultTheWISEWay.

Formgroupsofthreeorfourstudents.Assignonestudentineachgrouptobetheleader.

We are going to begin today by hearing or seeing how you taught (plan to teach) your parents or another trusted adult The WISE Way. Each person in your small group will have two or three minutes to share his or her method.

Assistthegroupsbyhelpingthemrotatefromstudenttostudenteverythreeminutes.

MonitorthegroupstobesuretheyunderstandTheWISEWay.

Iftimepermits,askfortwoorthreevolunteerstosharewiththeclass.

Introducethelesson. Now that we understand the four steps, we’ll expand our use of the four steps to situations involving conflicts between two people.

Input: ExplainhowtouseTheWISEWaywhenresolvingconflicts.Identifywhattodobeforetryingtoresolveaconflict.Explaintheimportanceofagreeingonagoal.

14 minutes


ExplainhowtouseTheWISEWaywhenresolvingconflicts.Usetheposter,PowerPointsortransparencies,“TheWISEwaytoResolveConflicts.”

Identifywhattodobeforetryingtoresolveaconflict.

Displaytheposter,PowerPointsortransparencies,“TheWISEWaytoResolveConflicts.”

We’ll start with a simple example. Imagine you and a friend have made plans to go to the movies together on Friday. Your friend phones and says he or she is doing something else with another friend. You aren’t invited. You ask your friend if you can talk with him or her about it.

Before you begin to talk, it will help to use several of the skills and strategies we have learned.

• Check out how you feel. How might you feel?• Manage any strong emotions. • Use empathy skills to consider how the other person might feel.

When you talk with your friend, you need to be sure you are:

• listening carefully, and • ready to share your ideas, feelings, and thoughts in an I-statement.For P

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Explaintheimportanceofagreeingonagoal.

Continuewithsteptwo.

Completestepsthreeandfour.

Start by stating what the situation is for you and what you want to happen. It may be different for your friend. Ask him or her to share his or her point of view. It is important to agree on the situation and the goal. If you don’t agree, keep talking until you can. Be sure to use the Check It Out criteria as you consider a goal to work towards.

Talkwithstudentsaboutthepossiblesituationandgoalforeachperson.Forexample:

• Situationandgoalforyou:WehadaplanforFridaynightandthefrienddecidedtodosomethingwithsomeoneelse.Youareangry.Yourgoalistofindoutwhyyourfriendisn’tkeepinghisorherpromiseandwhyheorshedoesn’twhattospendtimewithyouonFriday.

• Situationandgoalforyourfriend:Yourfriendtalkedwithyouaboutgoingtothemovies,butdidn’tthinkitwasafirmdecision.Then,yourfriend’sneighborofferedhimorheratickettotheballgame.Yourfrienddecidedtogo.Itwasabiggame.Yourfriend’sgoalistounderstandwhyyouaresoangryandfindawaytostayfriends.

• Situationthetwoagreedupon:YouandyourfriendinterpretedthediscussionaboutFridaynight’splandifferently.Yourmutualgoalistofindawaytobesureyoubothhavethesameunderstandingwhenyoutalkaboutthingstodotogetherinthefuturesothattherearefewerornomisunderstandings.

InvitestudentstotellyouifthisgoalsatisfiestheCheckItOutcriteria.

In step 2 of The WISE Way, you identify as many ideas or ways to reach the goal and use the Check It Out criteria to eliminate any ideas that don’t meet the standards.

Askstudentstosuggestideasthatcouldhelpreachthegoal.Forexample:

• Composeawrittenagreementwhenyouaregoingtodosomethingtogether.• Summarizewhatissaidsothatyouaresureyouunderstand.• Askathirdpersontolistentowhatyoudecided.

InvitestudentstotellyouiftheseideassatisfytheCheckItOutcriteria.

In step 3, take the remaining ideas and talk with your friend about what would happen if each idea were chosen. Then, select one and act on it. Each person has veto power.

The written agreement and asking a third person to listen seem like too much effort for this conflict. Probably just summarizing what is said to be sure there is mutual understanding will solve the conflict.

Step 4 happens after you have acted on your idea. In this situation, if the two people try summarizing and they discover that they still aren’t seeing things the same way, they may want to try a written agreement or ask a third person to listen. Or, they could go back and brainstorm more ideas.

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© Copyright 2014 Safe and Sound for Life Middle School Lesson 8 Page 115

Application:Practiceresolvingconflictsusingstudent-writtenconflicts.14 minutes


Practiceresolvingconflictsusingstudent-writtenconflicts.Usethestudentworksheet,“TheWISEWaytoResolveConflicts.”

Divideintosmallgroupsofthreeorfour.Assignaleader.

Now it’s time for you to practice. I have selected some of the conflicts you wrote. Your task is to use The WISE Way to Resolve Conflicts with the situation I assign to you. Each member of the group should complete the worksheet.

Youmaywantstudentstoselectaconflictfromseveralyouprovide,butthisoptionwilladdsometimetothelesson.

Provideanyassessmenttoolsyouplantouseandexplainthecriteriaforassessment.

Providethestudentworksheet,“TheWISEWaytoResolveConflicts,”anddistributetheconflictsituations.

Usingstudent-writtenconflictsituationscanincreasethemotivationforpracticing.If,however,yourstudentsdidn’tprovideyouwithenoughconflictssituations,checktheteacherreference,“ConflictSituationstoResolve,”forideas.

Ifstudentsdonotfinishtheworksheet,askthemtotaketheirworksheethometocompleteandbereadytoturnitinforyourreviewduringthenexthealthlesson.

Closure:Providethe“HealthNewsBreak!SkillstoMakeLifeEasier”andaskstudentstoreviewitwithparentsoranothertrustedadult.Previewthenextlesson.

2 minutes


Providethe“HealthNewsBreak!”andaskstudentstoreviewitwithparentsoranothertrustedadult.

I have another “Health News Break!” for you to take home. This news break describes the additional skills we have learned to use. Your task is to review it with a parent or other trusted adult and list situations where you think these skills will be helpful. They are not only useful in stressful and emotion-filled situations. They can make life easier in many different situations. Bring your list of situations back to class along with an acknowledgement that your parents or another trusted adult worked with you on this assignment.

Assignawritingassignment.Usethestudentworksheet,“Influences.”

Providethestudentworksheet,“Influences.”

You have one more homework assignment. Select one of the three writing assignments on the worksheet to complete before tomorrow.

Provideanyassessmenttoolsyouplantouseandexplainthecriteriaforassessment.

Previewthenextlesson. In our next health lesson, we’ll examine ways to take control!

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Transparency Master Set, #1

The WISE Way to Resolve Conflicts

Person A Person B

Whatisthesituation?

What isthebestgoal?

Check It Out

Whatisthesituation?

What isthebestgoal?

Check It Out

Mutuallyagreeonthesituationandgoal.

Check It Out

Answerthefivequestions:

Doesthisideafollowmypersonalandfamilyvalues?

Willthisideahelpmestaysafeandhealthy?

Doesthisideafollowfamily,school,andcommunityrules?

Doesthisideashowrespectformyselfandothers?

Couldthisideareallywork,thatis,isitrealistic?

Ask a trusted adult for help.

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Person A Person B

Ideastothinkabout.Brainstormtogether!

Check It Out

Check It Out

Answerthefivequestions:

Values?

Safeandhealthy?

Rules?

Respect?

Realistic?

Ask a trusted adult for help.


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Person A Person B

Selectthebestideaandact.Ask“WhatIf?”foreachidea.Eachpersonhasvetopower.

Evaluatewhathappenedtogether.


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STEP ONE

Person A Person B

Whatisthesituation?

Whatisthebestgoal?

Whatisthesituation?

Whatisthebestgoal?


STEP TWO

Ideastothinkabout.

Brainstormtogetherlotsofwaystoreachyourmutualgoal.

StudentWorksheet,Page1 Name ____________________________

Thebestgoalorideaisonethatyoucananswer“Yes”toallfiveCheckItOutquestions:1. Doesthisgoalorideafollowmy

personalandfamilyvalues?2. Willthisgoalorideahelpmestay

safeandhealthy?3. Doesthisgoalorideafollowfamily,

school,andcommunityrules?4. Doesthisgoalorideashow

respectformyselfandothers?5. Couldthisgoalorideareallywork,

thatis,isitrealistic?

Keepgoalsandideasthatget“Yes”answerstoallfivequestions.Ifagoalorideagetsa“No”answertoanyquestion,crossthatgoalorideaoffyourlistandcheckoutthenextgoal oridea.

Askatrustedadultwhatheorshethinksofyourgoalsandideas.Whomightyouaskifyougetstuck?

The Way to Resolve ConflictsWISEWISEFo

r Prev

iew

Only


STEP THREE

Selectthebestidea.Tohelpselectthebestidea,ask“Whatif?”

Whatwouldhappenifweactedonthisidea?

Bothpeoplehavevetopoweroveranyidea!

Then,ACT!

STEP FOUR

Evaluatewhathappened.Together,askthesequestions:

• Didwereachthegoalbyusingtheideawechose?• Ifourideaworked,howdowefeelaboutreachingthegoalthatway?• Iftheideawechosedidn’twork,dowewanttotryagainwithanotheridea?Ifso,whichone?• Wouldwewanttodoanythingdifferentnexttime?Ifso,why?

StudentWorksheet,Page2 Name ____________________________

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Conflict Situations

Situation #1:

OliviaandSophiaareplayingtheirfavoritevideogameonSophia’sfamilycomputer.Herolderbrotherandhisfriendwanttousethecomputer.Thereisn’tanothercomputeravailable.

Situation #2:

YolandaandHakeemareonthecommitteetoplantheend-of-schoolparty.Theybothwantlotsofmusic.Yolandawantsapartofthegymusedasadancefloorandtheotherpartasaplacewherekidscansitandtalk.Hakeemwantsthegymopenforbasketballandthepoolopenforswimming.

Situation #3:

Selenafoundacellphoneinthegirls’restroom.Sheiscarryingitinherhandasshemakesherwaytotheofficetoturnitin.Marissaisfrantic.Shelostherphone.SheseesSelenawithitinherhand.MarissaexplodescallingSelenaathief.

Teacher Reference

toResolve

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Student Worksheet Name ____________________________

Completeoneofthethreeoptionsbelow.Yourwrittendescriptionmustuselanguageappropriatefortheclassroom.

Option #1: Listentoapopularsong.Describehowitencouragespeopletoshowoneanotherrespectorhowitpromotesverbalorphysicalviolence.

Option #2: Watchatelevisionshowandwriteabriefsummaryoftheplot.Describehowitencouragespeopletoshowoneanotherrespectorhowitpromotesverbalorphysicalviolence.

Option #3: Playafavoritevideogame.Describehowitencouragespeopletoshowoneanotherrespectorhowitpromotesverbalorphysicalviolence.

InfluencesFo

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Nomatterwhatourage,somedays

areeasierthanothers.Thoseare

thedayswithminimalproblems

andconflicts.Unfortunately,these

daysmaynothappenasfrequently

aswewouldlike.Consequently,

weneedtohaveskillsmastered

thatwillhelpusmanagethe

day-to-dayproblemsandconflicts.

Yourstudenthasbeenlearning

allabouthowtomake

lifeeasierwith

theseskills.

Health News Break!

to Make

Life Easier

Showing Empathy

Empathyistheab

ilitytosenseothe

rpeople’s

emotionsandtoim

aginewhatsomeo

neelsemight

bethinkingorfee

ling.Thisskillisu

sefulwhenyou

aretalkingwithso

meonewhoisdis

tressedorwhen

youneedtoresolv

eaconflictwiths

omeone.

Cluestowhatan

otherpersonmig

htbefeeling:

• Observewhatis

happeningaround

you.

• Observethepers

onwhoisexpres

singhisor

herfeelings.

• Noticeinconsiste

nciesinwhatiss

aidand

howapersonlook

sorbehaves.

Listening CarefullyListeningisperhapsthemostbasiccommunicationskill.Yet,itisoftenoverlooked.Ittakespracticeto beaneffectivelistener.Thesetipswillhelpimprovelisteningskills!• Stopwhatyouaredoing.• Look at the personinarelaxedway.• Focusonwhatthepersonissayingratherthan

changingthesubjectorlettingyourmindwander.• Letthepersonfinishbeforeyoubegintotalk.• Askquestionsormakecommentsaboutwhat

thepersonsays.• Summarizewhatthepersonsays.Putwhatheorshesaysinyourownwords.

Skills FamilyResource

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WISEMaking Decisions and Solving Problems the “The WISE Way”

WISEisanacronymthathelpspeoplerememberthefourstepsindecisionmakingandproblemsolving.

Whatisthesituation,andwhatisthebestgoal?

Ideastothinkabout.

Selectthebestoptionandact.

Evaluatewhathappened.

Tohelpselectthebestgoalandwaytoreachthegoal,CheckItOutcriteriaareused.

Using I-Statements

I-statementshelpyouhonestlystateyourfeelings,

thoughts,oropinionswithoutbeingdisrespectfulto

othersbyblamingorputtingthemdown.Ifyouwant

toassertivelystatesomethingthatbothersyouor

somethingyouappreciate,thisskilliskey.

Tryusinga pattern to help yougetstarted:

“When…[describewhathappened]

I feel…[stateyourfeelings,thoughtsoropinions]

Because… [describetheimpactonyouofwhathappened]

Please…”[statewhatyou’dlikethepersontodoifsomethingneedstochange]

Answerthesefivequestions:

• Doesthisideafollowmypersonalandfamilyvalues?

• Willthisideahelpmestaysafeandhealthy?

• Doesthisideafollowfamily,school,andcommunityrules?

• Doesthisideashowrespectformyselfandothers?

• Couldthisideareallywork,thatis,isitrealistic?

Ifyouanswer“yes”toallfivequestions,it’sagreatgoalandidea.Ifnot,lookforanotherone.

Askingatrustedadultforhelpisalwaysagoodstrategy.

Whensomeoneisbotheringyou,include four parts:

1. Whatthepersondid2. Howyoufeelaboutwhatheorshedid3. Theimpactonyoubecauseofwhatthepersondid4. Whatyou’dlikethepersontodoinstead

Whensomeonehasdonesomethingyouappreciate, include these three parts:

1. Whatthepersondid2. Howyoufeelaboutwhatheorshedid3. Whatyoulikedaboutwhatthepersondid

FamilyResource

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Resolving Conflicts

Thisskillinvolvesalloftheotherskillsworkingtogether.Beginby:

• Checkingouthowyoufeel.• Managinganystrongemotions.

Talkwiththepersoninvolvedintheconflict.Besureto:

• Useempathyskills.• Listencarefully.• UseI-statementstoshareyourideas,feelings,andthoughts.• Usethefourstepsin“The WISE Way.”

Person A Person B

Whatisthesituation?

What isthebestgoal?

Check It Out

Whatisthesituation?

What isthebestgoal?

Check It Out


Ideastothinkabout.Brainstormtogether!

Check It Out

Selectthebestideaandact.Ask“WhatIf?”foreachidea.Eachpersonhasvetopower.

Evaluatewhathappenedtogether.

When do you think these skills wouldbehelpfuland make life easier?

FamilyResource

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Teacher Assessment RubricA

sse

ssm

en

t R

ub

ric

: In

flu

en

ce

s

ElementsoftheAssignment

•Com

pleteoneofthethreeoptions:

–Listentoapopularsong

–Watchatelevisionshow

–Playafavoritevideogame

•Describe howitencouragespeopletoshowoneanotherrespectorhowitpromotesverbalorphysicalviolence.

•Thewrittendescriptionmustuselanguageappropriatefortheclassroom.

Thefollowing

ho

listi

crubriccanbeusedforassessingstudentabilitytoidentifyinfluences.

Thestudenthasdem

onstratedtheelem

entslistedabovethroughwrittenordigitalassignm

ent.

Ele

men

tE

xcee

ds

Exp

ecta

tio

ns

4

Mee

ts

Exp

ecta

tio

ns

3

ProgressingToward

Exp

ecta

tio

ns

2

DoesNotMeet

Exp

ecta

tio

ns

1

Co

mm

ents

Wri

tten

Assignment

Thedescription

isclear,accurate

andincludesall

relevantinformation.

Theresponseis

comprehensive

andshow

sadepth

ofunderstanding

oftheconcepts

and/orproficiency

ineffectively

performingtheskill.

Theresponseuses

appropriatelanguage

fortheclassroom.

Thedescriptionis

clear,accurate,and

includesrelevant

information.The

responseuses

appropriatelanguage

fortheclassroom.

Som

eofthe

descriptionmaybe

unclearorinaccurate

andtheremaybe

somemissingor

irrelevantinformation.

Theresponseuses

appropriatelanguage

fortheclassroom.

Mostofthe

descriptionis

unclearand

inaccurate,and

thereisim

portant

missinginformation.

Theresponse

usesappropriate

languageforthe

classroom.

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Se

lf-A

sse

ssm

en

t R

ub

ric

: In

flu

en

ce

s

Thisrubriccanbeusedforassessingyourabilitytoidentifyinfluences.

Thesearetheelem

entsoftheassignm

ent:

•Com

pleteoneofthethreeoptions:

–Listentoapopularsong

–Watchatelevisionshow

–Playafavoritevideogame

•Describehowitencouragespeopletoshowoneanotherrespectorhowitpromotesverbalorphysicalviolence.

•Yourwrittendescriptionmustuselanguageappropriatefortheclassroom.

ReviewthedirectionsintheReviewthedirectionsintheassignment.

Reviewtherubricandcirclethenumberintheheadingwiththestatem

entsthatbestrepresentsyourworkfortheassignment.

Ele

men

tE

xcee

ds

Exp

ecta

tio

ns

4

Mee

ts

Exp

ecta

tio

ns

3

ProgressingToward

Exp

ecta

tio

ns

2

DoesNotMeet

Exp

ecta

tio

ns

1C

om

men

ts

Wri

tten

Assignment

Mydescriptionis

clear,accurate

andincludesall

relevantinformation.

Myresponseis

comprehensiveand

show

sthedepthof

myunderstanding

oftheconcepts

and/orproficiency

ineffectively

performingtheskill.

Myresponseuses

appropriatelanguage

fortheclassroom.

Mydescriptionis

clear,accurate,and

includesrelevant

information.My

responseuses

appropriatelanguage

fortheclassroom.

Som

eofmy

descriptionmaybe

unclearorinaccurate

andtheremaybe

somemissingor

irrelevantinformation.

Myresponseuses

appropriatelanguage

fortheclassroom.

Mostofm

ydescription

isunclearor

inaccurate,

andthereis

importantm

issing

information.My

responseuses

appropriate

languageforthe

classroom.

Student Self-Assessment Rubric Name ____________________________

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Teacher Assessment RubricA

sse

ssm

en

t R

ub

ric

: T

he

WIS

E W

ay t

o R

eso

lve

Co

nfl

icts

Ele

men

ts o

f th

e S

kill

•Identifythesituationandthebestgoalforeachperson.

•Decideonamutuallyagreeduponsituationandgoal.

•Identifyideastothinkabout.

•Selectthebestidea,ask“whatif”,act.

•Evaluate whathappened.

•UseCheckItOut.

•Talktoatrustedadult.

Thefollowing

ho

listi

crubriccanbeusedforassessingstudentabilitytoresolveconflicts.

Thestudenthasdem

onstratedtheelem

entslistedabovethroughwrittenordigitalassignm

ents.

Ele

men

tE

xcee

ds

Exp

ecta

tio

ns

4

Mee

ts

Exp

ecta

tio

ns

3

ProgressingToward

Exp

ecta

tio

ns

2

DoesNotMeet

Exp

ecta

tio

ns

1

Co

mm

ents

•Situationforeach

person

•Goalforeachperson

•Mutualsituationand

goal

•Ideas

•Select

•Act

•Evaluate

•CheckItOut

•Askatrustedadult

Alloftheelem

ents

areincludedclearly

andaccurately.

Theresponseis

comprehensive

andshow

sadepth

ofunderstanding

oftheconcepts

and/orproficiency

ineffectively

performingtheskill.

Alloftheelem

ents

areincludedclearly,

effectively,and

accurately.

Mostoftheelements

areincluded.S

ome

maybeunclear

orineffective,and

thereareafewslight

inaccuracies.

Few

ornoneof

theelem

entsare

included.M

ost

areunclearand

ineffective,and

thereareimportant

inaccuracies

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TeacherAssessmentChecklist,Page1A

sse

ssm

en

t C

he

ck

list:

T

he

WIS

E W

ay t

o R

eso

lve

Co

nfl

icts

Thefollowingtablecanbeusedasachecklistfortrackingstudentabilitytousetheskillofconflictresolution.

Thechecklistcanalsobeusedasananalyticrubricforscoringstudentw

orkbyassigninganum

ericvaluetotheskilllevels:E

vident,

Emerging,andNotEvident.Ifyouassignanum

ericscorevaluetothestudent’sskilllevel,youcanuseitinavarietyofw

ays.

•Youcanassignthesameweighttoeachelementoftheskill.Forexample,inaskillhavingthreeelem

ents,thestudentwould

receive5pointsforeachelementperformedcorrectly.Thestudentcouldreceiveatotalscoreof15points.

•Youcouldweighttheelementsoftheskilldifferently.Forexample,thestudentcouldearnupto5pointsforthefirstelement,upto

9pointsforthesecondelement,andonepointforthethirdelement,foramaximum

totalof15points.

Thestudenthasdem

onstratedtheelem

entslistedthroughwrittenordigitalassignm

ents.

Ele

men

tsEvident

Emerging

NotEvident

Co

mm

ents

DescribethesituationforpersonA.

Identify abestgoalforpersonA.

DescribethesituationforpersonB.

IdentifyabestgoalforpersonB.

Describethemutuallyagreedupon

situationandbestgoal.

Identifyideastothinkabout.

Selectthebestoption,ask“whatif”

andact.

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Ele

men

tsEvident

Emerging

NotEvident

Co

mm

ents

CheckItOut!

TheseimportantskillsmightnotbeevidentiftheWISEW

aytoResolveConflictsiscompletedonlyasawrittenassignment.

Checking offeelings.

Managem

entofanystrongem

otions.

Useofempathyskills.

Carefullistening.

UseofI-statementstoshareideas,

feelings,andthoughts.

Thelasttwostepsmaynotbeevidentormaybeevidentinaplanofhowtheywouldoccur.

Evaluatewhathappened.

Discusswithtrustedadults.

TeacherAssessmentChecklist,Page2

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Se

lf-A

sse

ssm

en

t R

ub

ric

: T

he

WIS

E W

ay t

o R

eso

lve

Co

nfl

icts

Thisrubriccanbeusedforassessingyourabilitytoresolveconflicts.

Thesearetheelem

entsoftheskill:

•Identifythesituationandthebestgoalforeachperson.

•Decideonamutuallyagreeduponsituationandgoal.

•Identifyideastothinkabout.

•Selectthebestidea,ask“whatif”,act.

•Evaluate whathappened.

•UseCheckItOut.

•Talktoatrustedadult.

Reviewthedirectionsoftheassignm

ent.

Reviewtherubricandcirclethenumberwiththestatem

entsthatbestrepresentsyourworkforthisassignm

ent.

Ele

men

tE

xcee

ds

Exp

ecta

tio

ns

4

Mee

ts

Exp

ecta

tio

ns

3

ProgressingToward

Exp

ecta

tio

ns

2

DoesNotMeet

Exp

ecta

tio

ns

1C

om

men

ts

•Situation foreach

person

•Goalforeachper-

son

•Mutualsituation

andgoal

•Ideas

•Select

•Act

•Evaluate

•CheckItOut

•Askatrustedadult

Iincludedallofthe

elem

entsclearly

andaccurately.

Myresponseis

comprehensive

andshow

sadepth

ofunderstanding

oftheconcepts

and/orproficiency

ineffectively

performingthe

skill.

Iincludedallofthe

elem

entsclearly,

effectively,and

accurately.

Iincludedmostof

theelem

ents.M

yresponsemaybe

unclearorineffective,

andthereareafew

slightinaccuracies.

Iincludedfew

ornoneofthe

elem

ents.M

yresponseisunclear

andineffective,and

thereareimportant

inaccuracies.

Student Self-Assessment Rubric Name ____________________________

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Se

lf-A

sse

ssm

en

t C

he

ck

list:

T

he

WIS

E W

ay t

o R

eso

lve

Co

nfl

icts

Directions:

•Reviewthedirectionsoftheassignm

ent.

•Usethefollowingchecklisttoassessyourabilitytoresolveconflicts.

•Thinkabouteachactionintheleft-handcolum

n.•

Placean“x”underthestatem

entthatbestdescribeswhatyoudidandhow

easyordifficultitwas.

•Writeanyideasorthoughtsyouhaveinthe“Com

ments”column.

I did

th

is, a

nd

it

wasveryeasy.

Writeyour

responsetothis

questioninthe

“Com

ments”

column:

W

hy

do

yo

u

thinkthiswas

veryeasy?

I did

th

is, a

nd

itwassortof

easy

. Write your

responsetothis

questioninthe

“Com

ments”

column:

W

hy

do

yo

u

thinkthiswas

sort

of

easy

?

I did

th

is, b

ut

itwassortof

har

d.

Write your

responsetothis

questioninthe

“Com

ments”

column:

W

hy

do

yo

u

thinkthiswas

sort

of

har

d?

I did

no

t d

o t

his

. Write your

responsetothis

questioninthe

“Com

ments”

column:

W

hy

do

yo

u

thin

k yo

u d

id

no

t d

o t

his

?

Co

mm

ents

Idescribedthesituationfor

personA.

Iidentifiedabestgoalfor

personA.

Idescribedthesituationfor

personB.

Iidentifiedabestgoalfor

personB.

Idescribedamutually

agreeduponsituationand

bestgoal.

Student Self-Assessment Checklist, Name ____________________________ Page1

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Iidentifiedideasto

think about.

Iselectedthebestoption,

asked“whatif”andacted.

IusedCheckItOut.


aytoResolveConflictsiscompletedonlyasawritten

assignment.

I checkedmyfeelings.

Imanagedanystrong

em

otions.

Iusedem

pathyskills.

Ilistenedcarefully.

IusedI-statem

entsto

shareideas,feelings,

andthoughts.

Thelasttwostepsmaynotbeevidentormaybeevidentinaplanofhowtheywouldoccur.

Ievaluatedwhathappened.

Idiscussedwithtrusted

adults.

Student Self-Assessment Checklist, Name ____________________________ Page2

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Pe

er

Asse

ssm

en

t C

he

ck

list:

Th

e W

ISE

Wa

y t

o R

eso

lve

Co

nfl

icts

Directions:

•Reviewthedirectionsoftheassignm

ent.

•Usethefollowingchecklisttoassessuseofconflictresolutionskills.

•Thinkabouteachactionintheleft-handcolum

n.•

Placean“x”underthestatem

entthatbestdescribeswhatyousaw

orheard.

•Writeanyideasorthoughtsyouhaveinthe“Com

ments”column.

•Answerthequestionsattheendofthechecklist.

Iobservedorheard:

Evident

Emerging

NotEvident

Co

mm

ents

Adescriptionofthesituation

forpersonA.

Anidentifiedbestgoalfor

personA.

Adescriptionofthesituation

forpersonB.

Anidentifiedbestgoalfor

personB.

Amutuallyagreedupon

situationandbestgoal.

Identifiedideastothinkabout.

Selectionofthebestoption,

asking“whatif”andaction.

Peer Assessment Checklist, NameofStudentAssessing _____________________

Page1 NameofStudentBeingAssessed _________________

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UseofC

heckItOut!

Talkingwithatrustedadult.


aytoResolveConflictsiscompletedonlyasawrittenassignment.

Checkingoffeelings.

Managem

ent ofanystrong

emotions.

Useofempathyskills.

Carefullistening.

UseofI-statementstoshare

ideas,feelings,andthoughts.

Thelaststepmaynotbeevidentormaybeevidentinaplanofhowitwouldoccur.

Anevaluationofwhat

happened.

Whatstrengthsdidyouobserve?Considerknow

ledgeand/orskills.

Whatclarificationsareneeded?

Peer Assessment Checklist, NameofStudentAssessing _____________________

Page2 NameofStudentBeingAssessed _________________

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Taking Control

Student Learning Objectives

National Health Education Standards

and Performance Indicators

Michigan Health Education Standards

and Grade Level Expectations

• Analyzeinfluencesthatpromoteaggressionandviolence.

• Identifysafetyguidelinestoavoiddangeroussituations.

• Demonstratestrategiesforavoidingdangeroussituations,includingrefusalskills.

• Examinesituationswhereadulthelpisneeded,includingdepression.

• CoreConcepts [1.8.3;1.8.5;1.8.7;1.8.8]

• AnalyzingInfluences [2.8.2;2.8.5;2.8.6;2.8.7]

• AccessingInformation [3.8.2;3.8.4;3.8.5]

• InterpersonalCommunication[4.8.2]

• SelfManagement [7.8.1;7.8.2;7.8.3]

• CoreConcepts[4.2]

• AnalyzingInfluences[3.10]

• AccessingInformation [3.5;4.3;4.4;4.5;5.3]

• InterpersonalCommunication[3.13]

• SelfManagement [3.6;3.7;3.8]

Lesson Synopsis

Reviewthehomeworkassignmentlistingsituationswhereusingtheskillslearnedwouldbebeneficial.Introducethelessononself-control.Discussinfluencesthatpromoterespectandthosethatpromoteviolence.Listwaystopreventbecominginvolvedindangerousorthreateningsituations.Explainhowaskingquestionscanhelpapersonstaysafe.Reviewrefusalskills.Namesituationswherefindingadulthelpiscritical.Refocusonasituationthatneedsadultattention:depression.Identifysignsofdepression.Applycommunicationskillstohelpsomeone.Applyrefusalskillsusingvideoscenarios.Reviewthesixwayspeoplehavecontrol.Explainhowtodecidewhengettinghelpisthebestchoice.Providethe“HealthNewsBreak!TakingControl.”

Activity Time Materials Needed

Introduction 5minutes Teacher Resources• PowerPointorTransparencyMaster#1:“YouHaveControl”• FamilyResource:“HealthNewsBreak!SkillstoMakeLifeEasier”

(fromlesson8)

Supplied by the Teacher• Projectorandscreen


TraditionalTools:• Transparencies

9LESSON

Say

“No!”

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LESSON 8 Conflict Resolution For Preview Only Geographic... · Introduce the lesson on conflict...

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