CEP Lesson Plan Form

Teacher: Susie Medina Date: Monday

1/26/16

School: Colorado FACS High-School Grade Level: Junior & Senior Content
Area: Teen Choices

Title: Dealing with Conflict Lesson #: 5 of 5

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

FMCS.01.04.a (Teen) Analyze the origin and development of attitudes and

behaviors regarding conflict.

FMCS.01.04.b (Teen) Explain how similarities and differences among people

affect conflict prevention and management.

FMCS.01.04.c (Teen) Apply the roles of decision making and problem solving in
reducing and managing conflict.

FMCS.01.04.d (Teen) Demonstrate nonviolent strategies that address conflict.

FMCS.01.04.f (Teen) Assess community resources that support conflict

prevention and management.

Understandings: (Big Ideas)

Conflict is natural

Conflict can resort to frustration

There are positive outcomes to conflict

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

What causes conflict?

How do you deal with conflict in a positive way?

Why and when is it okay to disagree?

Evidence Outcomes: (Learning Targets/Objectives) Follow the ABCD format,

using student voice.

1. I can: contribute two times to a group discussion about conflict in a historical

sense.

This means: assess and interpret the importance and the effects of
conflict.

2. I can form my own opinion on the pro's and con's of conflict

Colorado State University College of Health and Human Sciences Page 1

 CEP Lesson Plan Form

> This means I will be able to see how conflict will effect my life and how I can react
to it.

List of Assessments: (Write the number of the learning target associated with
each assessment)

Contributions to discussion

List of Significant Vocabulary: (List the significant vocabulary words and

definitions for this lesson)

Context
Mediator
Suffrage

Planned Lesson Activities

Name, Purpose & Rationale of Lesson
Why is this lesson important? What has already
happened in this classroom surrounding the
subject you will be teaching? What do students
already know? Why are you going to teach this
topic now? What instructional strategy will
you be using? Why did you choose this
specific instructional strategy?
Conflict
This lesson will be taught as the closing lesson
for the unit. It has a broad scope that requires
the students to think on a Global and a Society
level in regards to relationships. It is also a good
conclusion because it requires students to think
on one highest aspects of Maslows Hierarchy of
Needs; Empathy.

This lessons instructional strategy is discussion

based. Students will think pair share. Write their
opinions on the board and are required to
participate in a class discussion.

An important aspect of this assignment is

Approx. Time and Materials/Procedures
How long do you expect the activity to last and
what materials will you need? What do you need
to collect, prepare, reserve, set-up, etc. ahead of
incorporating the Making Thinking Visible
strategy, What makes you say that? This
strategy keeps students engaged and helps
them explore their own thought processes b
making them dig deeper into their thinking. The
strategy is part of the strategies that help
students expand their learning. I can see myself
using this strategy in my high school classroom
because students at that age have a higher
level of thinking according to Jean Piaget and his
Cognitive Stages of Development. High-
schooler's are beginning to think more
abstractly and theoretically. This is a perfect
questioning strategy to help scaffold that
thought process.
(90 minutes)
Teacher Materials: Book excerpt handouts.

Colorado State University College of Health and Human Sciences Page 2

 CEP Lesson Plan Form
time?
Pre-Assessment
How will you pre-assess students knowledge of
the topic to be covered? Describe both formal
and informal ways you will assess their knowledge
Procedures/Instructional Input/Learning
Chunks/Scaffolding for Learning (this is the
largest part of your lesson plan)
(Include a play-by-play account of what will
happen in the class from the minute students
arrive to the minute they leave your classroom.
Indicate the length of each segment of the lesson.
List actual minutes.)
Include the following components in scripted
format:
-Teacher input-what you will share (lecture
outline, notes of interest, facts, vocabulary,
description of activities, etc.)
-Modeling (demonstrations, stories, examples,
etc.)
-questioning strategies (what questions will you
ask to CSU)
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other (FCCLA, FFA, etc. connection)
Closure/Conclusion/Summary/Adjustments/
Wrap-up/Clean-up
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students
bring things together in their own minds, to make
sense out of what has just been taught. Any
Questions? No. OK, lets move on is not closure.
Closure is used:
Differentiation/Modifications/Adaptations/Ac
commodations To modify: If the activity is too
advanced for a child, how will you modify it so
Colorado State University College of Health and Human Sciences
Before the last class is over, I will ask them to
start a discussion on google classrooms about
conflict management.
Anticipatory set (7 minutes)
Word wall Conflict (10 minutes)
- Think pair share a few synonyms and
have one person from each group
write on the board.
- Think pair share a conflict the students
have had
Historical Conflict Group work (15
minutes)
- Have 5 images of historical conflict
- War, Civil rights, Natural Disaster, Pop
Culture, etc.
- Students sit in groups and are given
an image. They have one sticky note
per group to write down a word that
reminds them of the image
- The images are passed to every group
and they write a word and stick it to
the image.
Historical Conflict Discussion
- The images will be projected on the
overhead projector.
- Students will be asked to participate at
least two times to the discussion.
- Guided questions like
- What did this accomplish?
- Which side benefitted?
- Could this have been a compromise
instead?
A word wall with the pros of conflict.
And hand out a paper on dealing with conflict.
Modification: If a student cannot participate in
discussion, I will ask them to e-mail me two
questions that relate to the topic of conflict
Page 3
 CEP Lesson Plan Form
that they can be successful?
To extend: If the activity is too easy for a child,
how will you extend it to develop their emerging
skills?
Assessment/Pre-Post/On-going
How will you know if students met the learning
targets? Review each learning target and
determine the assessment that met that target.
Can the students answer your inquiry questions?
Write a description of what you were looking for in
each assessment.
Colorado State University College of Health and Human Sciences
resolution. I will ask them during discussion.
Accommodation: I think because this is a
discussion, that mastery is not a given. High
level students can participate in this lesson and
be a great attribute.
Extend: Students can blog about a personal
conflict they had with someone and explain
what steps they would have used to fix it. This is
applicable to their own lives, therefore making
stronger connections to the material.
Discussion input- If the students add to the
discussion in a though provoking way, then they
are thinking genuinely about the impact of
conflict.
Page 4