GENEVA COLLEGE

Beaver Falls, PA

Name: Emma Boyer & Mrs. Angela Date: 04/26/22

Subject: Social Skills Grade Level: 6th - 8th
Autistic Support

Topic: Disagreements

PA or Common Core Standards

Standard - 5.2.3.B Identify the sources of conflict and disagreement and different ways
conflict can be resolved.

Learning Objectives: Objectives must be written using observable verbs

After the two teachers demonstrated not appropriate and appreciate way to handle a
disagreement TSWBAT implement appropriate skills when having a disagreement with others.

Materials
● White board (teacher)
● Youtube video: https://www.youtube.com/watch?v=dG5fkAgJmqc
● Conversation prompt cards (teacher)
● Disagreeing Respectfully worksheets (students)
● Disagreement task cards (students)

Lesson Development
Introduction
To begin the lesson teacher Ms. Emma and Mrs. Angela will do a demonstration of
having a disagreement on who gets to teach first today in front of the class. The teachers will
first have an inappropriate disagreement with each other. Then ask students what about that
argument was not appropriate while writing responses under the negative column on a T-chart on
the whiteboard. Then the two teachers will have the same argument with each other, but this time
showing how to do it appropriately. They will write under the positive column what about that
disagreement went well.
Lesson development (activities, procedures)
1. (10 minutes) Then the teacher will have students watch the video “Kid President: How to
disagree.” Then the teacher will write on the board the five main points of disagreement
with others for students to reflect on later. 1. Treat people like their people. 2. Breath. 3.
Listen to the other person. 4. Accept that everyone is different.
2. (2 minutes) Before the teacher has students do a role-play disagreement activity they will
put on the board disagreement prompts and agreement prompts for students to reference
when talking with their partner.
3. (20-30 minutes) Then the teacher will call up students into a selected pair to practice
disagreeing with each other in the front of the class. One student will draw from the bag a
conflict card who will be the one in the situation, while the other student takes the role of
the antagonist. Then students will practice solving the problem with skills learned earlier
in the lesson. If students do not wish to act out the situation they can explain what they
would do in the situation and best it would be to handle the problem.
4. Then to finish the lesson students will fill in a respectful worksheet. Students will state
what they disagreed on, why they disagreed, ways to do it positively and negatively, what
they are in control of and what they are not in control of. Students will then use this in
their Notebooks they take home and look back on it as needed to practice these skills with
other real life situations.

Evidence of differentiated instruction (content, process, product, or learning environment)

Learning environment- This lesson will be different for student Aiden who will verbally
explain how to disagree with someone to one the teachers privately in the back of the classroom.

Closure (summary)
(5 - 10 minutes) The teacher will inform students how they learned to appropriately
disagree with others and now they can have some free time before their next lesson.

Assessment/evaluation
1. Objective 1- Students will be formally assessed on Disagreeing Respectfully with others
worksheet by explaining appropriate skills when having a disagreement with others and
getting at least a 8/10.
 2. Objective 1- Students will be informally assessed through teacher observation on peer
role-plays of disagreeing with others about a situation and implement appropriate skills
when having a disagreement with others.

Modifications or accommodations
1. This lesson will be accommodated for student Bradein by clarifying and reading aloud
instruction and having noise canceling headphones as needed.
2. This lesson will be accommodated for student Atreyu by being given
redirection/corrective feedback, cues, visual supports, clarification and reading of
instructions, and allowed appropriate wait time.
3. This lesson will be accommodated for students Jayden by being allowed extra time to
work on assignments.
4. This lesson will be accommodated for student Owen by having clarification and reading
aloud of instruction, use verbal and visual cues, and extended time on in class
assignment.
5. This lesson will be accommodated for student Jacob by giving clarification on directions
and frequent breaks.
6. This lesson will be accommodated for student Mason by having directions read aloud and
extra time to work on assignments.

Self-evaluation

Cooperating Teacher Approval ________________________________________ Date

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