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Direct Instruction Lesson Plan Template

GENERAL INFORMATION
Grade: Post-High School Subject: Work Conflicts Teacher: Lundstrom/Wylie
Unit: Career Exploration Approximate time: 20-30
min
Lesson: Practice Resolving
Conflicts at Work
Standards/Indicators: (Common Core, NETS *T, NETS* S, CEC)
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
Materials needed: Transitions curriculum worksheets
Pens
Video clip (http://www.youtube.com/watch?v=gA8CVNBBIG8) and computer setup
OBJECTIVES AND USING DATA TO MEASURE OUTCOMES:
The student will be able to: effectively discuss how to solve a conflict at work.

How student will reach objective: The teacher will model behaviors for students,
students will practice via worksheet alongside teacher, and then students will complete
role play independently.

How I will measure mastery of the objective: TSW complete successful conflict
resolution steps 2/3 times during guided and independent practice.


DIRECTION INSTRUCTION LESSON OUTLINE
INTRODUCTION OF LESSON

Anticipatory Set: Students will watch a video clip from The Office where a staff
member gets in conflict with his boss. (4-5min mark of YouTube clip)

Stating the Objective in student language: Today, we are teaching you about solving
conflicts between you and your boss.

Rationale of lesson in student language: As you begin to complete work placements,
you will realize that conflicts with a boss can sometimes be different from conflicts with a
friend or parent. These are important skills to learn before getting a job!





The Gradual Release of Responsibility in the Lesson

BODY OF LESSON: (I do or Teacher Does)

Input: How is teacher going to teach the lesson?
Students will discuss an example of a time they were in conflict with someone older
than them. We will pair one teacher: one student to discuss.
After the discussion, the teacher will introduce the 4 steps to Conflict Resolution
(worksheet) and read through the worksheet.
Next, the teacher will discuss a time that they had a conflict with their boss.

Modeling: Show examples to students
The teacher will explain her thought process (thinking out loud) of how the situation
went (successfully) and the four steps it took to go through this process. The teacher
will be sure to point out how the thought process directly related to the 4 steps
worksheet.

Checking for understanding: Ask the student general questions about if he/she
understands the examples. Reteach if student does not understand
The teacher will now give another problem/solution steps, and the students will find the
4 steps within the solution process. Student and teacher will pair-share to confirm that
the steps are accurate, and clarify if needed.

PRACTICE
Guided Practice (we do it together)
1.) Give a problem.
2.) See if student and you can do problem together. Reteach if the student does
not do the problems correctly.
Students will be given the Resolving Conflicts worksheet and asked to work
with their teacher pair on the Sara problem (#1). Students will be asked to solve
by themselves, but will be given teacher support and clarification if needed.


Independent Practice: (student does it by himself)
After both students have completed their guided problem, the students will be
asked to do #2-3 on their own, checking with the other students to confirm after
completing the worksheet.

CLOSURE

Closure statement and what was learned today:
Today, we talked about conflict resolution with a boss or coworker. The video
shows how the boss from earlier today solved his problem with his coworker.
Even if you dont follow the script, you can still resolve a problem with a boss.

Students will watch closing clip from Office episode where the staff member
resolves his conflict with the boss-just like we did! (19:10-19:40)



EVALUATION: (How will the teacher measure the mastery of the objectiveNEEDS
TO USE DATA, needs to match the objective, and use the Depth of Knowledge/Blooms
Taxonomy)
Students will complete 2/3 worksheet problems accurately with the four steps during
independent work time.
INSPECT & REFLECT:

1.) Did the students enjoy it?

2.) What can I improve on my teaching?

3.) Did my students understand this lesson? What does the data show?

4.) What are my next steps in teaching?

Revised April 22, 2014