Ssedtpa

Lesson Title
Conflict Resolution Lesson 1

Unit Title
edTPA Task
Section A. Lesson Preparation
Date
10-29-2015
Subject/Grade Level/Lesson Duration
Social Studies 7th Grade 1 hour
Rationale Why is it important for students to learn the content of the lesson?
This lesson provides words and the content the words relate to that students will need in order to
construct ideas about conflict resolution and conduct an informed discussion.
Description of Learners What factors must be considered in order to accommodate the
diversity of learners in your class?
1. What are your students developmental assets? (Cognitive? Physical? Social? Emotional?
Motivational?)
There are 21 students in this class. The students in this class are used to working together.
They enjoy getting up making large charts and posters and presenting their work to the
other students in the class.
2. How can the personal/cultural/community assets of your students can be utilized in this
lesson?
This set of lessons requires students to work together and make presentations. They are
comfortable enough with each other that they would be able to debate about issues and
have meaningful discussions.
3. What prior knowledge, skills, and understanding must students have in order to
successfully engage in this lesson?
Students will be expected to know vocabulary words (provided in lesson plan),
understand ethical problem solving, and know about different kinds of conflict
resolutions.
4. What preconceptions/misconceptions/misunderstandings/errors might students have
about the concepts in this lesson?
Students might think that conflict resolution is something that is small scale. They may
not associate conflict resolution as a part of international affairs, the government, and
society. Students might also think that countries only address conflict with war. I will
incorporate a diagnostic assessment by going around the class and sharing anything they
might know about conflict resolution. This will give me a clear starting point for the
lessons as I can plan around what they already know.
5. What are individual learning needs in this class? What
supports/modifications/accommodations to instruction or assessment may need to be
made? (Content? Process? Product?)
The class has two English Language Learners and a student with ADHD. These students
are accepted by their classmates but do require slight assignment modifications. The ELL
students speak English well, but struggle with reading and writing. They like to know
vocabulary words but often forget their definitions. For this, I have the vocabulary
needed for each lesson posted on a class webpage so it can be easily referenced. They
also have to work with another student when writing. By saying what they would like to
write and having the other student help them write out sentences that make sense will
help them further develop their writing skills. Also, teaching outlining and drafting skills
will be especially helpful for organizing their writing points. The student with ADHD
often acts on impulse. His impulses are often very distracting to the other students. He is
very good at using computer programs and other pieces of technology. He likes to lead
discussions and debate. For him, he will benefit from including the option of using
computers to complete assignments. He also will get the most out of meaningful
discussions if he is able to lead the discussion and debate with other students. Throughout
these lessons, he will have opportunities to use technology, establish his opinions, and
conduct debates about his opinions. For writing portions, I can provide sentences starters
and graphic organizers to help guide him.
6. What might be common preconceptions/misconceptions/errors/misunderstandings
relating to the content of this lesson? How will you identify and address them in this
lesson? Conflict resolution is not necessarily only preparing students for bullying and
problems between friends. I will urge students to think about conflict resolution on a
much larger scale. I will inform them that conflicts arise between people, neighborhoods,
political parties, interest groups, and even countries. I will also have them consider ways,
other than war, that can resolve large scale conflicts between large groups of people or
countries. I will make this relevant to students by drawing connections about changes in
their neighborhood, city, state, or the whole country and how compromises are made.
Objectives/Learner Outcomes and Assessments (formal and informal)
1. List the measurable learning outcomes (knowledge, skills, dispositions) that students are
expected to demonstrate as a result of the lesson?
Students will know the vocabulary presented in the lessons.
Students will know about different conflicts and their resolutions in history.
2. For each of the above outcomes, what assessments will you use to evaluate each of your
learning outcomes? (Give a brief description).
Students will be given a vocabulary word, they will be asked to work with a partner to
look up a definition, research conflicts and how the vocabulary applies to the topic, and
produce a post on padlet.com.
Later, they will show their vocabulary mastery by using at least 5 vocabulary words in a
correct context in their final project.
Standards Addressed What Core State Standards (English/Language Arts, Math, Disciplinary
Literacy) or Wisconsin model academic standards (Science, Social Studies, Foreign Language)
are specifically addressed in the lesson? Please list the number and text of the standard. If only a
portion of a standard is being addressed, then only list the relevant part(s).
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
Materials/Resources/Technology List all materials/resources/technology needed to support
instructional procedures in this lesson.
-Chalkboard/ Whiteboard
-Computers/ tablets with internet access
Section B: Introduction to Lesson
Purpose How will you state the purpose of the lesson?
The purpose of this lesson is to learn the necessary vocabulary for an informed discussion
about conflict resolution.
Prior learning What do students know? What can they do? What are they learning to
do? How will you make connections to prior learning? Students can provide basic
definitions for a few words related to conflict resolution but most are understood for
small scale conflicts.
Connections to personal/cultural/community assets How will you make connections to
your students strengths as a way to motivate students to engage in the learning activities
you have planned? (HOOKS) Students will be asked to work together as they collaborate
well. They will also be given the freedom to use technology to inform the content of their
Padlet post.
Section C: Content/Procedures/Sequence (Include estimated time for each activity)
Content outline
Present unit topic and assess prior
knowledge- 5mins
Connect different types of

solutions to vocabulary- 5mins
Introduce assignment- 5mins

ADD CURRENT EVENT?
Instructional strategies/learning tasks/sequence of

activities (include what you and the students will be doing
that supports diverse student needs)
I will ask students how they would define conflict or
provide words that they think are the same as conflict. I
will also look to see if students reference conflicts on a
large scale. I will ask about different ways to solve
problems between friends. Then I will challenge them to
consider if these solutions are applicable to conflicts that
are much larger and more complicated. Students will be
expected to participate in the conversation by sharing
thoughts, ideas, and opinions.
I will explain that conflicts can be as small as an argument
between friends or as large as a major disagreement
between countries. I will connect the conflicts on different
scales to different vocabulary. I will also explain to
students that they will need to know words like this to
have an informed, meaningful discussion or debate about
conflict resolution. Students will just we expected to listen
for this brief part of the lesson.
I will assign students to work in pairs. I will explain the
components of the assignment by distributing vocabulary
word index cards to each student and explaining what they
are to do with their words. They will be asked to research a
definition of their word, look for historical or current use
or application of their word in conflict or conflict
resolution, and they will be asked to create their own
definition/ understanding of the word and write it in a
word processed document. Students will be expected to
make a plan with their partner about how they will
research their words.
Students researching words on

computers- 25-30 mins
Students will be expected to use search engines and other

online research tools to complete each part of the
assignment. I will be checking to make sure students are
using information for reliable websites and answering any
questions they may have. TEACH HOW TO ON
RELIABILITY
Introduce Padlet.com and make

vocabulary word post. 10mins
I will ask each pair to go to Padlet.com. I will instruct

them through the process of making a post on the class
page. Students will be expected to listen to each step of the
process and post their vocabulary word assignment on the
class page.
Review class page
I will look over each posting and check for completion. I

will also ask students to read other students vocabulary
word research and check that their own posted to the page
properly.
Section D: Closure
Summary of lesson How will you bring the lesson to a close? (One-two statements that
you will say at the end of the lesson) I will ask students to finish with the computers and
regroup for a quick closure. I will ask students if they thought writing their own
definition was easy or hard. I will also ask if they learned anything new or surprising
during their research.
Assignment What independent work will be assigned?
I will ask students to read other students postings as a way to learn vocabulary for
discussions in later classes.
VOCABULARY STUDIED
ROOT WORD VOCAB?
1.
Abrogate
2.
Adversary
3.
Advocacy
4.
Compelling
5.
Alliance
6.
Cohesion
7.
Compromise
8.
Conflict
9.
Conspiracy
10.
Diplomacy
11.
Disengage
12.
Dissident
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Immunity
Morality
Perspective
Persuade
Rationale
Recrimination
Representation
Resolution
Sovereignty
Strategic
Treaty
Lesson Title
Unit Title
edTPA Task
Date
10-29-2015
Social Studies 7th Grade 2 hours
The historical knowledge that they will gain will prepare them to complete the rest of the
activities in this unit..
1.
List the measurable learning outcomes (knowledge, skills, dispositions) that students
are expected to demonstrate as a result of the lesson?
Students will be able to identify parts of a war that will correspond with a scenario
they will be studying later. They will align the parts with story elements (literacy
component) like setting, characters, beginning, middle, end, problem, and solution.
2. For each of the above outcomes, what ASSESSMENTS will you use to evaluate each of
your learning outcomes? (Give a brief description).
Students will be asked to work in groups and design a story map based on the war they
are studying. They will be given the freedom to create the story map as a graphic
organizer with the layout of their choosing.
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text
complexity band independently and proficiently.
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Computers with Internet access
Construction Paper
Markers
The purpose of this lesson is to learn the events in historical conflicts and organize them
into a graphic organizer. Students will also use their knowledge of story elements to help
create their organizers.
do? How will you make connections to prior learning?
Students already know story elements and probably have some knowledge of the wars
they will be researching for this lesson. They know how to construct a story map and
have worked with graphic organizers.

you have planned? (HOOKS)
Students will be asked to think of history as a story rather than a set of arbitrary facts and
dates. They will be look deeper into the conflicts to determine who was involved, what
was the cause, the problem, and the solution to the conflicts.
Content outline
Assign scenario groups- 10mins
Give directions-15mins
Students will research conflict

with one other member of group20mins
Students will meet with group and

draft organizer- 25 mins
Final drafts- 20 mins
Presentations- 20mins

Students will be broken into research groups and will be
assigned the conflict they will be studying.
I will use this time to tell students the expectations of the
lesson. I will review story elements with the students and
we will fill out a chart defining each story element for easy
reference. I will then provide them with online resources
from which they can find information for their story map.
(mrnussbaum.com, National Geographic for Kids,
readwritethink.org)
A list of directions and expectations will be posted,
Students will pick one other person from their group to
research their conflict. They will pick out pieces that they
think are most important to include in their story map. I
will be going around to answer questions or to help
students use the online resources.
This time will be used for students to design a draft of
their organizers. They will have to define each story
element as it is present in their conflict. They will also
work to create a design that they feel will make their
conflict most easy to understand. I will also be available to
answer questions.
Students will present me with their drafts. I will look for
their organizational technique as well as their inclusion of
each story element. I will then give them the materials they
need to complete their final draft. They will use this time
to finish their graphic organizer and prepare to present
their conflict.
Students will take this time to explain their historical
conflict, present their graphic organizers, and answer
questions. I will check that they understand all the
components of their conflict and that their explanation
makes sense. This time I will use to assess if the class
needs more class time to review their conflicts before

moving forward with the unit.
Wrap up- 10 mins
Class meeting- What did you already know? What did you
learn? What was something you found shocking/
interesting?
Section D: Closure
you will say at the end of the lesson)
I will use this time to have a class meeting I will ask: What did you already know?
What did you learn? What was something you found shocking/ interesting?
Students will be asked to make less detailed story maps independently of one of the
conflicts that another group studied in class. This will ensure they know about more than
just the one conflict they studied.
Lesson Title
Date

Unit Title
edTPA Task
10-29-2015
This lesson provides scenarios in which there is conflict that are relatable to kids. They are asked
to come up with possible solutions for the conflicts and consider the argument of both sides.
1.
Students will demonstrate an understanding of the two sides of the argument they are
given.
Students will construct a solution for the problem
Students will show that their group worked together, shared ideas
2. For each of the above outcomes, what assessments will you use to evaluate each of your
learning outcomes? (Give a brief description).
Students will demonstrate their understanding of the conflict in their scenario by
designing a visual or chart that organizes the factors leading to the conflict and answering
prompts that requires their ability to reason and justify their opinions.
Students will put their solution in writing either on paper or using a word processor. They
will explain how they decided what solution would work and consider how their solution
takes the arguments of each side into account. Students will present their problem, their
solution, and their explanation and justification of the solution. They will also lead a
discussion accepting questions and critiques from the rest of the class about their
proposed solution.
Describe how a text presents information (e.g., sequentially, comparatively, causally).
SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate eye
contact, adequate volume, and clear pronunciation.
SL.7.5 Include multimedia components and visual displays in presentations to clarify
claims and findings and emphasize salient points.
-Large paper for group presentations
-markers
-scenarios on paper for each group

The purpose of this lesson is to examine a conflict and construct a solution that best
addresses the problems of the conflict.
do? How will you make connections to prior learning? Students know about arguments,
and small scale social disagreements. Students can easily provide solutions to more basic
conflicts. Students will be learning the content needed to move forward in discussing
large scale conflict resolution. I will ask students to recall how they may have resolved
their own conflicts or present what they know about different kinds of conflict.
you have planned? (HOOKS) Students will be asked to work together as they collaborate
well. They will also be able to choose how they want to present their solution.
Content outline
Have students immediately break
into 3 scenario groups 5 mins
Give students assignment- 5 mins
Student work time- 45 mins

Students are asked to sit with other assigned members in
their scenario group. I will distribute scenario sheets as
students get together.
I will remind students of what we did in the last class.
Then, I will explain the steps of the assignment. I will ask
the students to read their scenario carefully and to map out
both sides of the conflict to keep their thoughts organized.
I will ask them to then work together with their group to
consider both sides of the conflict, the factors leading to
the conflict and their proposed solution. I will remind
students that they will have to provide justification for why
they think their solution will work. Students will just be
expected to listen for this part of the lesson. A visual
listing the directions will be visible.
Students will read their scenario carefully. They will
independently outline their understanding of the conflict.
After, they will collaborate with their group members
discussing their understandings, their opinions, and their
ideas for solutions. Students will have to work together to
create a presentation that represents the ideas of the whole
group. They will also be expected to use at least three of
the vocabulary words that were studied among the group
members. They can use paper to create a poster for their
presentation, or use a computer program like Prezi. I will
sit with each group to assess their progress. I will ask them
how they understand the conflict and answer any questions
they have.
Presentations- 50 mins
Students will present their final group presentation. They

will have to explain the conflict to the class and provide
the arguments from both sides. Then, they will have to
explain their proposed solution, why they think it will
work. The will then be prepared to answer questions and
respond to critiques from their classmates.
Wrap-up- 5mins
Answer any questions the class might still have.
Section D: Closure
you will say at the end of the lesson) I will ask students to think about how they would
have solved the scenarios they didnt have. I will have students reflect about what their
solutions include like compromise, mediation, ethics, and agreement.
I will ask students to consider if there is a common theme in the solutions for the
problems in the scenarios. Write down any patterns they notice and bring back to class.
Scenario 1
You play soccer on a large team with a strict coach. Some kids on the team are
constantly being yelled at and the coach rarely lets them play. Those kids remove
themselves from the rest of the group and decide to make their own team. The new team
tells the coach that they want to be able to practice when they want, as much as they
want, and that they dont want to be yelled at anymore. The coach agrees under the
condition that he is still their coach and that he still decides who plays in the games and
who does not. After a while, the new team, called the Patriots, is really enjoying their
freedom. They practice together often, they have recruited new members, and they arent
getting yelled at anymore. They go to games and the coach still rarely lets them play, but
they are okay with it as they are so happy with the new arrangement. As time goes on, the
coach starts to notice that the Patriots are getting really good and decides that he wants
them to practice with his team again. He asks them to come back, but the Patriots refuse.
Angered by this, the coach starts to send his players to sabotage their practices, and
harass them into rejoining the team. They still refuse. The coach decides that he wont let
them play at all anymore unless they practice with his team. After weeks of sitting out,
the Patriots propose to the coach that they will not practice with his team, but they agree
to practice as much as his team. Feeling that this proposal is better than nothing, the
coach agrees. After a while though, the Patriots notice that the coach stopped putting
them in the games again. They ask the coach why he wont let them play. The coach tells
them that he will only let them play if they practice more than his team. The Patriots are
annoyed, but they agree that a little more practice time couldnt hurt. Everything is okay
for a while and the Patriots are becoming a better and better team. They start to notice
though that the coach keeps asking them for more and more practice time in order for him
to put them in the games. The Patriots notice that they are putting in so much practice
time, but the coach makes all the decisions about who plays. The coach tells them that if
they just rejoin his team, he will put them in the games again with no extra practice time.
Would you rejoin the team? If not, how would you resolve this situation?
What are the conditions of the agreements?
Patriots
Coach
Why are the Patriots right? Why is coach right? Provide an argument for both.
Scenario 2
You and a few other kids are part of a large group of friends. You all play together
at school, hang out on the weekends, and do almost everything together. The only thing
you dont seem to do together is homework. Half of the group does their homework
together at Mrs. Norths house, and the other half does their homework together and Mr.
Souths house. The Mrs. Norths kids hear a strange rumor about the kids who do their
homework at Mr. Souths house. The rumor says that they make kids from other classes
come over and do their homework for them! The kids at Mrs. Norths house think this is
wrong. They think taking credit for other kids work is cheating and its especially unfair
because the kids doing all the work dont even get to be part of the friend group. They
decide to confront the kids at Mr. Souths house. They tell them it is unfair and that they
should stop or they are going to tell their teacher. The kids at Mr. Souths class explain
that they need the kids to do their homework because they cant finish all of it on their
own. They also explain that they cant play at all if their homework isnt done. The kids
at Mrs. Norths house still think it is not right and ask the Mr. South kids to at least make
friends with the kids who are doing their homework for them and include them in all the
fun. The Mr. South kids explain that they think the kids are nerds and that they dont
belong in the friend group. The Mrs. North kids are outraged and decide to tell the
teacher about the Mr. South kids and their cheating the next day. After hearing this, the
Mr. South kids want nothing to do with the Mrs. North kids and break the friend group in
half. The Mrs. North kids have a problem now: do they tell their teacher because they
think it is the right thing to do or dont tell their teacher so they can keep the friend group
together?
What do you think they should do? Do the Mr. South kids have a good reason for the
cheating?
Explain the rationale for the actions and feelings of each group.
Who do you think is right?
Scenario 3
A class was full of pranksters. There were six kids that did all of the pranking and
they mostly only did it to each other. Their names were Frankie, A.H., Gerry, Brittany,
and Russ. They did little pranks that involve white lies, tricks, and traps but are not very
complicated. Over time, the kids decided that the little pranks werent fun enough
anymore and decided to do bigger pranks. These bigger pranks would require a few kids
so each of them decided to pick a few kids they would promise not to prank. First, Gerry
and A.H. decided that they would be a group that would prank the other kids. Frankie,
Russ, and Brittany then made a group separately.
Each group wanted to be the best pranksters in the class and in pursuit of that title ,
problems developed. The kids didnt trust each other, the playground and classrooms
were tense, and everyone knew that something bad was going to happen. One day, a girl
from another class named Sari decided to get involved in the whole competition. Sari
played a vicious, whoopee cushion prank on A.H. that the whole school heard about. A.H.
was furious and told Sari that if she didnt apologize, hand over her whoopee cushion,
and turn herself into the principal in two days, he would play an even bigger, more
embarrassing prank for revenge. Sure enough, Sari refused and A.H. put itching power all
over Saris gym clothes and shoes. Sari itched so bad she had to go home from school.
A.H. didnt know that Sari was Russs little sister and, in her defense, Russ decided that a
major prank war on A.H. would be the only way to get revenge. Gerry, being A.H.s good
friend heard about the prank war and teamed up with A.H. to prepare pranks against
Russ. Gerry wasnt satisfied with just pranking Russ, he decided that he and A.H. would
have to prank all the other kids including Brittany and Frankie. So now the kids were in a
massive conflict. There were fake cockroaches in the halls, plastic wrap on all the toilets,
and every kid carefully inspected their gym clothes to check for itching powder.
Everyone knew it was Gerry and A.H. versus Frankie, Russ, and Brittany.
Now imagine you are a kid in this class. How could you resolve this conflict? Do you get
involved? Do you stay out of it? (Telling the teacher is not a solution) Write the benefits
of each choice in the chart.
Get Involved
Stay Out
Lesson Title
Unit Title
edTPA Task
Date
10-29-2015
This lesson challenges students to apply their solutions for their scenarios to the real, large scale
historical conflict on which their scenario was based.
3.
Students will know the key details about the historical event that corresponds to their
scenario. (Scenario 1- Revolutionary War, Scenario 2- Civil War, Scenario 3- WWI)
Students will know the comparable details from the real conflict to those in the scenario.
Students will construct an argument based on their opinions of the applicability of the
scenario solution to the real event.
Students will be given the actual conflict on which their scenario from last class was
based. They will be expected to produce key details they think are important and are
parallels to the details in their scenario.
Students will assess applicability of their scenario solution to the real conflict by
understanding the real conflict, understanding the solution used for the real conflict, and
constructing their thoughts about why or why not they think their solution would still
work.
Students will demonstrate understanding of vocabulary words by incorporating at least 5
words from the list into their writing in a way that makes sense.
Students will produce, in either an opinion piece, a persuasive piece, or in a narrative
piece, a paper explaining if they think they can use the same solution for their scenario
for the real life conflict.
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others questions and
comments with relevant observations and ideas that bring the discussion back on
topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify
their own views.
e. Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate eye
contact, adequate volume, and clear pronunciation.
-Access to the group presentation discussing the scenario solution
-Copies of the scenarios for each student
The purpose of this lesson is to apply the solution constructed for the scenario to the real
life historical conflict on which the scenario is based and argue effectiveness.
do? How will you make connections to prior learning? Students know the details of their
scenario. Students will also be given the real historical event on which their scenario is
based. Students will know vocabulary needed to complete their writing piece.
you have planned? (HOOKS) Students will be asked to try and find the details in their
scenario that are arguably the same in the real event. This will give students a challenge
to find what is the same in both, and explain why they think they are. Students also will
be given choice about the style in which their writing is done.
Have students immediately break

into 3 scenario groups 5 mins

Students are asked to sit with other assigned members in
their scenario group again.
Give students assignment- 5 mins
I will explain the steps of the assignment.
Review scenarios-10
I will ask the students to read their again scenario carefully

and independently write down major details or events in
their scenario.
Content outline
Partner research- 30 mins
Students will be given access to a computer and a partner

from a different scenario group and they will research the
real conflict that their scenario is based off of. They will
try and find comparable events and details and outline
them for their writing later. As they find comparable parts,
they will explain why they think they are comparable to
each other.
Drafting- 45 mins
Students will now work independently on the computers

using a word processor. I will ask them to reference the
solution they made as a group for their scenario in the last
class. They will have to recall their solution and, using
their new knowledge about the real conflict, try to see if
the same solution will work for the real conflict. If not,
they will have to explain modifications they make, in
writing. They will also have to compare their solution the
real way the conflict was resolved and explain why or why
not their solution is better. Students may ask my questions
and ask me to review rough drafts for proofreading
Profreeding and Final Drafts- 25

mins
Students will be expected to proofread their work and

check that all parts of the assignment are included in their
writing. Students will make a cover with a unique title and
pictures for their paper if they have extra time.
Wrap-up- 5mins
Section D: Closure
you will say at the end of the lesson) I will ask students to explain what comparable
details they found in the scenario to the real event. I will also ask them if they think their
scenario solution could also work for the real conflict.
I will ask students to consider if there is a better way to resolve large scale conflicts
than the solutions used historically. What characteristics about that way make it better.
Lesson Title
Unit Title
edTPA Task
Date
10-29-2015
This lesson informs students of current conflict. It will also challenge students to apply the
practical knowledge they have gathered about conflict resolution in the form of a letter. The letter
will be address to their person of choice (the president, a community or church leader, a principal,
another political leader) and will discuss what the students have learned about conflict resolution.
The students will also be given the choice of a few current world or local conflicts and will create
a proposal of how to resolve it. Their resolution will be included in the letter as an informative
and persuasive piece for leaders to consider as they address conflicts.
5.
Students will know the details of their current event. They will also know about the
person to whom they are writing their letter. They will be expected to apply the skills
they have gathered in this unit..
Students will know the causes of their conflict, the parties involved, and the current
resolution tactics being used. These details will be evident in their writing. They will also
be expected to write a proposal of how to resolve the conflict.
-Envelopes, stamps, pens
The purpose of this lesson is to study a current conflict and apply conflict resolution
skills to create a resolution proposal. They will write this proposal in a letter to a political,
community, or religious leader of their choice.
do? How will you make connections to prior learning? Student know the conflict
resolution skills they have developed in these lessons. They will also know how conflicts
were resolved historically and how effective or ineffective their solutions were.
you have planned? (HOOKS) Students will be asked about any conflicts they know are
going on right now. They will also be asked who they think works to create resolutions
for these conflicts.
Content outline
Discussion about current event
conflicts- 15mins

Students are asked about what they know in terms of
current world and local conflicts. They will also be asked
to share their knowledge about political leaders. I will
guide the lesson and fill in gaps of important information
that is missed.
Introduce Assignment- 5mins
I will explain the steps of the assignment. I will also

present them with their current event of choice and give
them ideas about the people they will be writing to.
Research Time- 40mins
I will have students look up information about their current

event and their person of choice and gather the knowledge
necessary to write an informed letter that is worth reading.
They can work in pairs or independently.
They will be given an outline to fill out to guide their
research.
Regroup- 15mins
Students will regroup and we will discuss how to write

their letter. I will provide them with an example and a
template. I will give students the choice to hand write or
word process their first draft.
Drafting- 20mins
Students will write their first draft of the letter. I will assist
in proofreading and encourage peer review.
Final Drafts and Addressing20mins
Students will fix any errors in their letters. They will then
address and stuff an envelope to turn in for mailing.
Wrap UP -5mins
Students will take this time to share what they learned

about their current event.
Section D: Closure
you will say at the end of the lesson) I will ask students to share any feelings, thoughts, or
opinions that they may have developed during their research and writing process.

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Lesson Title

Conflict Resolution Lesson 1

Connect different types of

Introduce assignment- 5mins

Instructional strategies/learning tasks/sequence of

Students researching words on

Students will be expected to use search engines and other

Introduce Padlet.com and make

I will ask each pair to go to Padlet.com. I will instruct

Review class page

I will look over each posting and check for completion. I

Connections to personal/cultural/community assets How will you make connections to

Students will research conflict

Students will meet with group and

Final drafts- 20 mins

Instructional strategies/learning tasks/sequence of

needs more class time to review their conflicts before

Conflict Resolution Lesson 3

Section B: Introduction to Lesson

Student work time- 45 mins

Instructional strategies/learning tasks/sequence of

Students will present their final group presentation. They

Answer any questions the class might still have.

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,

Have students immediately break

Instructional strategies/learning tasks/sequence of

Give students assignment- 5 mins

I will explain the steps of the assignment.

I will ask the students to read their again scenario carefully

Partner research- 30 mins

Students will be given access to a computer and a partner

Students will now work independently on the computers

Profreeding and Final Drafts- 25

Students will be expected to proofread their work and

Instructional strategies/learning tasks/sequence of

Introduce Assignment- 5mins

I will explain the steps of the assignment. I will also

Research Time- 40mins

I will have students look up information about their current

Students will regroup and we will discuss how to write

Final Drafts and Addressing20mins

Students will take this time to share what they learned

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