SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Emily Morris___

Date: __11/15/16 ____ School: Glenbrook School___

Lesson #: _4__ Grade_6__ Class size_18-23_ Class/Time_8:37-9:24__

Unit/Theme _Conflict Resolution__ Lesson Focus _Conflict Brainstorm __
Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
MACF: 7.5 Apply attentive listening, feedback, and assertiveness skills to enhance positive
interpersonal communication.
NHES: 4.8.3 Demonstrate effective conflict management or resolution strategies.
Behavioral: SWBAT demonstrate proper communication and compromise skills that can be used
when resolving conflicts when participating in the Clenched fist activity of the lesson when
working with a partner.
Cognitive: SWBAT determine how to appropriately solve a conflict based on scenarios given to
them on the Conflict Outcomes worksheet in part 1 of the lesson with 100% accuracy.
Cognitive: SWBAT define the four different types of conflict outcomes described on the
worksheet used in activity 1 when asked by the teacher during the lesson closure with 80%
accuracy.
Affective: SWBAT show respect when working with a partner to compromise and communicate
to open their fist without using physical force and following activity directions.
Materials/Supplies/Lesson Preparation:
- Conflict Outcomes scenarios & Conflict Log worksheet
- Computer / ELMO
- YouTube videos
Special Accommodations (How will the special needs of individual students be met?)
- Provide extra explanation on worksheets if needed.
- Help ELL students with reading comprehension if they dont understand what they read.
- Provide scenarios that are understandable and relatable to the students and their age.
References/Resources (include books, articles, websites, etc.)
- Massachusetts Health Curriculum Framework, 1999
- Centers for Disease Control and Prevention (NEHS)
- YouTube (www.youtube.com/watch?
v=JcOOsy2awIM&index=3&list=PLopii4g34KYeEKfNJAv-5mHruhiL2suN8)
- Life Skills grades 6-12. McTavish, Sandra. 2004 (Page 111)

Procedures

Transition: Ms. Morris will greet students, settle them, and hand out the Conflict Outcomes
worksheet.
1
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Conflict Outcomes Worksheet: 12 minutes

Seatwork
Ms. Morris will explain to the students that they are going to practice their understanding
of conflict outcomes and what causes those outcomes.
Ms. Morris will read the four different outcomes that the students will be using in the
scenarios out loud so everyone is able to understand.
Avoidance: when one of the parties walks away from the issue, making the other party an
automatic winner in the conflict.
Passivity & dominance: is when one party passively gives up, allowing the other party to
win by default.
Compromise: when both parties compromise and give up something in order to solve the
conflict. No winner or loser.
Collaborative problem solving: when both sides, with help from a mediator, come up
with a mutually acceptable solution to the problem.
On the worksheet, there are four different case scenarios explained. The students must
determine which of the four methods is the conflict outcome and write it in the space that
is provided.
Once students have read and filled in the outcome, Ms. Morris will read each scenario
and students will name the outcome they chose. A class discussion will proceed to take
place about each scenario.

Transition: Students will pass their worksheet forward for Ms. Morris to collect.
2
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Scenario Videos: 8 min

Class Brainstorm
In this part of the lesson, students will watch short videos (under 1 min each).
These videos show people in a conflict within a group, or between two people. The
videos wont show a conflict resolution; this is up to the students.
After each video, students will tell Ms. Morris ways the people in the video can resolve
the conflict. Students may use ideas from the worksheet they completed in part 1 of the
lesson, or content and the TALK acronym weve discussed in past lessons.
(www.youtube.com/watch?v=JcOOsy2awIM&index=3&list=PLopii4g34KYeEKfNJAv5mHruhiL2suN8)
Last(https://www.youtube.com/watch?
v=QLbGHQo4qnA&index=4&list=PLopii4g34KYeEKfNJAv-5mHruhiL2suN8)
(https://www.youtube.com/watch?
v=DvSk5T_0UfU&list=PL_o9zxBXwUmXAlzYcKCrMMwIgNsDVskp6&index=9)

Transition: Ms. Morris will pass out the Conflict Log worksheet.
3
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Conflict Log Worksheet: 10 min

Seatwork
On this Conflict Log worksheet, students will think and describe one fictional or
nonfictional conflicts they have seen on TV, at the movies, read about, or seen in real life.

4
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They will write if the conflict had a positive or negative consequence or both. Students
will list the aggressors, victims, and bystanders in the incident. They will describe who, if
anyone, played the role of the problem solver.
Students will be working alone on this worksheet and will be able to read their log if they
would like to out loud.
Of those people choose to read out loud, the class will think of different ways the conflict
could have been handled.
Clenched Fist: 5 minutes
Partner Activity
With a partner, one student will clench his or her fist. As a team, they need to figure out a
way to unclench this students fist without touching.
The partner will keep their fist closed until they are satisfied with the communication to
make them feel comfortable enough to do so.
After a little while Ms. Morris will ask: How did you approach the conflict? How did you
get the person to unclench his or her fist? What worked? What didnt work?
The point of this activity is for students to use communication similar to as they would
when in a conflict. Each partner has to communicate and compromise.

5 Closure: 5 minutes
Ms. Morris will ask students to tell her what happens when one uses collaborative problem
solving, compromise, passivity & dominance, and avoidance. Students will use their
knowledge and worksheets used during part 1 of the lesson to define each outcome.
- Avoidance: when one of the parties walks away from the issue, making the other party an
automatic winner in the conflict.
- Passivity & dominance: is when one party passively gives up, allowing the other party to
win by default.
- Compromise: when both parties compromise and give up something in order to solve the
conflict. No winner or loser.
- Collaborative problem solving: when both sides, with help from a mediator, come up
with a mutually acceptable solution to the problem.
List Assessment(s) informal or formal how do you know they have learned the desired
- Completed Conflict outcomes worksheet. -- Formal
- Participation in class discussion of outcomes, determining proper problem solving for
videos -- informal.
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish?
How much did the students learn?
What would you leave the same and what might you change in the future to improve this
lesson?

This lesson went very well and was one of the best lessons Ive taught to the 6th graders so far.
The flow of the lesson was very smooth with little interruptions from the class. Each segment
lesson built off of previous lessons and from each other which helped students carry over
information to build more understanding of the Conflict Resolution topic. Students were very
well engaged which was a result of appropriate questioning from me as well as from other
students. Students did a great job at identifying different ways to resolve conflict and when
certain solutions are more appropriate. The clenched fist activity brought a new way of showing
conflict resolution to the students in a way they didnt think of practicing. Because we were a
little rushed on time, we only went through it once before discussing that communication and
compromise.