Resolving Conflict Health Unit Plan 6th Grade

1
Jasmine Powell
Practicum Experience: Middle School- 6th Grade
Glenbrook Middle School

Resolving Conflict
UNIT PLAN
[Miss. Siegel]
[Glenbrook Middle School: Longmeadow, MA]
[November 15th, 19th, 20th, and 26th, 2018]

2
Table of Contents
Title Page #
1
Cover Page
2
Table of Contents
Unit Plan 3
4
Grading Policies
5-6
Pre-test/Post-test Answer Key
7-9
Checking for Learning
10
Activators
11
Presentations
12-13
Assessments
14-17
Worksheets
18-24
Lesson Plans
25
Finished Assessments and Worksheets
3
Unit Outcomes, State Standards & Assessment Template

Reference MA
Grade
Unit Outcomes Assessments
CF Standards
by number
11.1 Students will write in a post-it-note on the
SWBAT explain causes of conflict Collab bard on near pod. Teacher will go
over some students answers and facilitate
discussion.
SWBAT identify ways to prevent conflict 11.8 Students will go over tolerance. Students
will then turn to their partner and discuss
how conflict can be prevented. Class will
reconvene to have a discussion group.
SWBAT identify myth and facts of conflict 11.1 Teacher will read a statement out loud and
students must identify if they believe it is
a myth or fact by walking to the correct
side of the room. Signs will be hung up to
determine which side is what. Teacher
will then ask students why they chose
their answer. Afterwards, teacher will say
the correct answer and explain why.
SWBAT identify consequences of not resolving conflict 11.5 Teacher will go over violence and gangs
on near pod. Students will write notes on
note page. Teacher will then start a
discussion through question format.
SWBAT Identify ways to resolve conflict through 11.9 Teacher will go over vocabulary terms.
compromise and negotiation. Students will do interactive activities on
near pod which facilitate discussion.
SWBAT Identify ways to resolve conflict through 11.9 Teacher will go over T.A.L.K on near
T.A.L.K pod. Students will do an interactive
activity on near pod identifying one of the
four elements of T.A.L.K.
11.6 Students will get into groups and
SWBAT Understand resolving conflict through participate in role play scenarios working
T.A.L.K by producing role play scenarios on their skill of T.A.L.K.
Level___6th___
4
Key:
*SWBAT = Student will be able to…
Grading Policy for Activators
Each activator is graded on a 20-point scale.
Name:1 point
Handed in on time: 2 points
Complete sentence:6 points
Gave a “why”:6 points
Expressed their OWN emotions/opinions clearly:5 points
5
Grading Policy for Worksheets
Completed- 100%
Partially completed- 50%
Not completed at all- 0%
Everything is completed in class, and gone over, so it should be handed in at the

end. If it is not, it results in a not completed score of 0.
Resolving Conflict Pre-Test and Post-Test

Miss. Powell’s Health Class
Name:___________________________
Directions: Please match the correct word to the correct definition by drawing a
line. Each correct match is worth two points for a total of 18 points overall.
Good luck! �
1. Conflict A. Ability to accept other people as they

6
are.
2. Negotiation B. Group whose members often use

violence or take part in criminal activity.
3. Peer Mediation C. Use of physical force to harm someone

or something.
4. Violence D. Effective way of resolving conflict

through negotiation.
5. Gang E. A skill in which each side gives up

something to reach an agreeable solution.
6. T.A.L.K F. A process in which a specially trained

student listens to both sides of an argument
to help the people reach a solution.
7. Compromise G. Process of talking about a conflict and

deciding how to reach a compromise.
8. Prejudice H. Disagreements in ideas, beliefs, or

interests.
9. Tolerance I. Opinion or fear formed without having

facts or firsthand knowledge.
Answer Key to Pre-test and Post-test
1= H
2= G
3= F
4= C
5=B
6= D
7
7= E
8= I
9= A
Resolving Conflict Health Pre-test/ Post-test

Checking for Learning
Glenbrook Middle School 6th Grade
Miss. Powell
8
Average Pre-Test Score Average Post-Test Sco
5.4 17.1
KEY:
Low- Improvement is less than 5
Moderate- Improvement is between 5-10
High- Improvement is greater than 10
*ALL STUDENTS WERE PRESENT FOR ALL THREE DAYS OF UNIT

Chris B., Henry, Maya, Angelina, Will, Jasmine, Colin, Brennan, Natalie,
Parker, Clifton, and August had moderate improvement between the pre and
9
post-test. However, they all scored on the higher end of moderate improvement. Everyone else had high
improvement between the pre and post-test.
Conclusion
There are many factors that affect the scores for a pre/post-test. For the Resolving Conflict unit, 34
students took the pre-test and the post-test. The pre-test was taken on the first day of the Resolving Conflict
unit. No information was given to them prior, that connected with the pre-test. They had to take it and try
their best answering as many questions as possible. The post-test was held on the last day of the Resolving
Conflict unit which was three lessons later than the pre-test. By this time, students had learned all the words
and definitions that were needed for the post-test. Students were allowed a few minutes to look over their
notes page before the post-test and then were asked to put it away to take it. The goal of this checking for
learning assessment was to show that the educator had installed new intellect into the student’s cognitive
domain.
A bar graph was created to show visual proof of the improvements made. All 34 students scores
improved tremendously. Their pre-test and post-test scores were then compared to determine if the students
had a low, moderate, or high improvement rate. 0 of the 34 students had a low improvement. 12 of the 34
students had high improvement. Finally, 22 out of the 34 students had high improvement. Factors that could
have played a role in the moderate improvement for this group of students would be attention, and pre-test
scores. All 12 students scored relatively high on the pre-test. When the students were taking the pre-test,
some of them expressed that they had learned certain words in other classes. They were using their
associative skills to transfer their knowledge over to the health classroom. The resolving Conflict unit also has a
lot of connections outside of the classroom. At home, many students have probably experienced conflict with
their siblings which could have caused their parents, or other relatives, to express some of the words that were
on the pre-test. Many of the words on the pre-test also had similar definitions. If students were not completely
paying attention during the unit lessons or while taking the test, they could have picked the wrong answer
accidentally. Factors that affect high improvement scores are attendance, attention, pre-test scores and
understanding. Attendance plays a role because if the students were at every lesson, they participated in every
presentation and were able to obtain every piece of information that would be on the post-test. All 34
students were at all three lessons. Attention plays a role in high improvement because if the student is
listening to everything the educator says, watches all the presentation slides, and participates during every
activity completing the worksheets needed, they are allowing their cognitive domain to increase exponentially.
If a student scored very low on the pre-test, they automatically have more room for improvement. The reasons
for scoring low could be because they never heard of the words or definitions that were on the pre-test, or
because they did not want to try on the pre-test since it did not count against their grade. An example of this
would be Baron. He stated out loud that he was not going to fill the pre-test out because he had yet to learn it.
He ended up getting a 0 out of 18 on the pre-test but then, got a 14 out of 18 on the post-test. At Glenbrook
Middle School, all students first language is English. Since the pre-test and post-test were completely in
English, all students had an advantage already before taking it. No student struggled over a single word or
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definition and had no questions on instruction. The average scores of the pre-test and post-test were taken as
well. The pre-test average score was 5.4 out of 18 and the average post test score was 17.1 out of 18. This
means that there was high improvement in the 6th grade class overall. All 34 students scores improved which
means the Resolving Conflict unit that was taught, provided increased learning experiences. As an educator,
using reflective practice, I believe this school district has higher intellectual abilities above others. If I were to
administer the pre-test and post-test again, I would provide a greater challenge of questions to not only
challenge the student body, but to also challenge my teaching abilities much further.
Activators
Activator #3
Name:_____________________________
Instructions: Read the question below and answer it using a complete
sentence. Make sure to answer it with a “why”.
What is your favorite animal?
Activator #4
Name:_____________________________
What is your favorite season?
Activator #5
Name:_____________________________
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On Thanksgiving there is a knock at your door. You open it to find a

baby turkey in a box. What do you do? If you keep it will you name it?
Presentations
Resolving Conflict Lesson #1 and #2:

 Presentation #1 is up until slide 9
 Presentation #2 is slide 10-12
https://share.nearpod.com/dhtkaO7GYR
Resolving Conflict Lesson #3
https://share.nearpod.com/FNLEA9SbZR
12
Assessments
Resolving Conflict Notes
Name:_________________
Conflict:
Prejudice:
Tolerance:
Violence
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Gang:
Compromise:
Negotiation:
Peer Mediation:
T.A.L.K
14
Worksheets
Myth vs. Fact
Students will choose a side of the room to go to based on if they believe the statement that is read out loud is a
myth or fact. Discussion will be facilitated by the educator on why the statement is one or the other and why a student
thought what they did.
Students who bully, do it for no reason Myth
Students should stick up for one another when someone is being bullied Fact
To resolve a conflict, you can go to a teacher for extra help Fact
To resolve conflict, you should involve yourself in violence Myth
You do not always need to resolve conflict, you can ignore it Myth
You shouldn’t be friends with people who are bullying you Myth
It is good to be open minded and hold no judgement over people appearance Fact
Confronting the bully, yourself is better than going through friends Fact
Bullying can occur through social media such as Instagram or snapchat Fact
Bullying can affect student’s confidence and mental health Fact

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MYTH
16
FACT
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Role Play Scenarios
Instructions: First read the scenario. Then using the red book and pages 86 and 87 use T.A.L.K to
come up with a script to role play the scenario with your group to avoid conflict. You and your group will present
the script to the class. Make sure to tell class who each character is in your group before presenting.
Scenario 1: Your younger brother follows you around everywhere and wants to do everything you do. He
especially loves to knock down creations you have made from blocks and Legos. You just finished making a
Lego house that you worked on for two hours. You are very proud of it. Your brother is coming towards you with
a ball and looks like he is about to throw it at your house. What do you do?
Characters
-The younger brother
-You, the older brother
Scenario 2: There is a new child in your class at school. Your best friend is suddenly ignoring you and
spending all their time with the new child. Sitting in the cafeteria at lunchtime, you overhear the new child
saying mean things about you to your best friend. Your best friend looks at you uncomfortably, but then just
laughs. What do you do?
Characters
-New student
-Best friend
-You, the one who is getting mean things said about them
Scenario 3: There is a new child in your class at school. You like them a lot and have been trying to be
friendly. At lunchtime they whisper insulting things to you about your best friend. What do you do?
Characters
-New kid
-You, who is trying to be friendly
Scenario 4: You brought your favorite toy to Glenbrook today to show your friends. You placed it on a table
during lunch hour. Now another child is playing with it. You ask for it back, but they say that it is theirs - that
they brought it from their house today. What do you do?
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Characters
-Person who owns the toy
-Person who says the toy is theirs
Lesson Plans
SPRINGFIELD COLLEGE – HEALTH LESSON PLAN TEMPLATE
Name____Jasmine Powell________ Date ____11/16/18_______________
School_____Glenbrook Middle School__________________ Lesson # ______1________
Grade___6___ Class size__20_____ Class/Time__9:26-10:13 and 2:03-2:50____
Unit/Theme __Resolving Conflict______ Lesson Focus: What is conflict, how can we prevent it,
and what happens if we don’t?
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:
Define what conflict is …… MA CF 11.1

Identify causes of conflict in a Collab board on Near pod…… MA CF 11.7
Understand how tolerance can prevent conflict……. MA CF 11.8
Identify what happens when conflict gets out of hand…... MA CF 11.5
Understand myths and facts of resolving conflict…… MA CF 11.6
Materials/Supplies/Lesson Preparation
White board and Marker

Activators
-students need pen or pencil
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Near pod presentation

-students need laptop
-Teacher will have laptop and presentation set up before class
Resolving conflict notes
-Notes will be passed out at beginning of class
-Students need pen or pencil
Myth and facts worksheet
-Worksheet will be printed out and hung on wall ahead of class time
Special Accommodations (How will the special needs of individual students be met?)
No student needs special accommodations. However, interactive activities such as Collab boards, and facilitated discussions are used
to further enhance the students learning. Material is verbalized and visually presented. To check for understanding notes are taken by
students and then collected by educator.
References/Resources (include books, articles, websites, etc.)
http://www.discoveryeducation.com/teachers/free-lesson-plans/resolving-conflicts.cfm
http://www.doe.mass.edu/frameworks/health/1999/1099.pdf
Opening (activator/instant activity)

Activator- Students get an activator and write down a complete sentence using “why”.
Procedures – Step by step description of teaching strategies/methods/pedagogy to be used. (Include time frame for each activity,
transitons, extensions/adaptations, cooperative learning techniques – jig saw, pair/share, etc.)
White board
-Agenda will be written down for the day ahead of class time
-Teacher will go over agenda with class
Activators
-Each student will get an activator and will answer the question by writing a complete sentence
-Place to side on desks
-Students will need laptops and will log in using the code shown on the Near pod presentation
-Once everyone is in, presentations begin. Walk around room to help student’s login.
-Students will fill in notes during presentation.
-Teacher will verbalize them while they are visually presented and will state when they should be written down.
-Teacher will read statements on the work sheet out loud. Students will decide if they believe it is a myth or fact by walking over to
their choice.
-Teacher will ask students why they chose myth or fact. Real answer will be given following a short discussion.
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List Assessment(s) – informal or formal – how do you know they have learned the desired content and you have achieved your
objectives?
Stress notes
Activator answers
Near pod presentation questions and interactive activities
Discussion for myths and facts
Closure/Summarizer
Final closure by educator summing up lesson after myth and facts activity.
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?
Today was a half day so I was unable to get as much as I wanted to but, I got done way more than honestly was expected.
Setting up the technology is a struggle with the sixth grade and takes a lot of time. However, in the end it is beneficial. I was able to
get through my activator, pre-test, and two definition words. We also got through a Collab board and a couple of discussion questions.
The students learned about conflict in school and how it affects everyone differently. They also learned the definitions to words such
as conflict and prejudice. Overall. I thought my lesson had good pacing and progression. I would not switch anything yet, but it is only
the beginning. Next students will be learning about myths and facts of conflict. They will also learn what happens if conflict is not
resolved.
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Name____Jasmine Powell________ Date ____11/19/18___and 11/20/18____________
School_____Glenbrook Middle School__________________ Lesson # ______2________
Unit/Theme __Resolving Conflict______ Lesson Focus: What happens if we don’t prevent conflict? How can we resolve conflict?
The truth about conflict
Identify what happens when conflict gets out of hand…... MA CF 11.5

Identify ways to resolve conflict through negotiation and compromise MA CF 11.9
Understand myths and facts of resolving conflict…… MA CF 11.6
Activators
-activator worksheet will be provided
-students need laptop to sign it to near pod
-teacher will have laptop and presentation set up before class
-Notes will be passed out at beginning of class
-Students need pen or pencil to fill notes out
-notes go along with power point slides
-Worksheet will be printed out and hung on wall ahead of class time
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students and then collected by educator. Last class was a half day, so students only got through half of the first lesson. However, this
lesson falls on a day where class time is extended so the rest of the first and second lesson are able to be completed in one day.

Activator- Students get an activator and write down a complete sentence using “why”. If there is enough time, students who wish to
share their activator with the class are able to do so.
White board
-Agenda will be written down for the day ahead of class time
-Teacher will go over agenda with class after activator is completed
Activators
-An example will be given visually and verbally
-Code will be verbally presented as well
-Notes should be placed in binders for safe keeping
-During this time students will put laptops away to start next activity
-Teacher will read statements on the work sheet out loud. Students will decide if they believe it is a myth or fact by walking over to
their choice.
-Teacher will ask students why they chose myth or fact. Real answer will be given following a short discussion to end class.
objectives?
Stress notes-informal
Activator answers-informal
Near pod presentation questions and interactive activities-formal
Discussion for myths and facts-informal
Closure/Summarizer
Final closure by educator summing up lesson after myth and facts activity.
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Today we were able to get through half of the first lesson and the whole second lesson which put us back on track. The
students worked extremely well and were greatly behaved. The students applied reasoning on the collab board and learned myths and
facts about conflict that I believed helped clear up some misconceptions. Questions that the students asked were beneficial to the
lesson because I was able to see what the students knew and did not know. I would leave everything the same for the lesson. Near pod
is a great way to check for understanding, I had all of the lesson planning thoroughly mapped out, students were not disruptive, and
the myths and facts activity went well. I guess one thing I could change would be the myths and facts activity. I could have kept it on
the computer by making a Kahoot because unfortunately once students start moving around the classroom they gain too much energy
and lose sight of the task at hand.
Name____Jasmine Powell________ Date ____11/19/18___and 11/20/18____________
School_____Glenbrook Middle School__________________ Lesson # ______3_______
Unit/Theme __Resolving Conflict______ Lesson Focus: Resolving conflict through T.A.L.K and role play
Identify ways to resolve conflict through T.A.L.K MA CF 11.9

Understand resolving conflict through T.A.L.K by producing role play scenarios…… MA CF 11.6
Activators
-activator worksheet will be provided
-students need laptop to sign it to near pod
-teacher will have laptop and presentation set up before class
-agenda will be presented through near pod
-Notes will be asked to be brought out of binder at the beginning of class
-Students need pen or pencil to fill notes out
-notes go along with power point slides
Role Play Scenarios
-Worksheet will be printed out ahead of class time
-Groups will be made based off of sitting arrangement
Post Test
-Students will get five minutes to look at notes
-Students will take post-test on notes and it will be graded out of 18 points
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students and then collected by educator. Today is their last day of resolving conflict so students will finish up their notes and complete
the post test to see how much their knowledge has grown since the first day.

Activator- Students get an activator and write down a complete sentence using “why”. If there is enough time, students who wish to
share their activator with the class can do so.
Activators
-An example will be given visually and verbally
-Code will be verbally presented as well
-Agenda will be presented through power point
-Notes should be placed in binders for safe keeping
-During this time students will put laptops away to start next activity
Role Play Scenarios
-Teacher will have students read scenarios on the work sheet out loud. Students will have time to ask questions about the scenarios and
instructions
-Students will be put into groups of three by the teacher
-Students will figure out on their own who each character is
-Teacher will give students an allotted time to create the role play scenario, teacher will go around asking students what they are doing
to make sure they are on the right track and it is appropriate.
-Each group will present their role play
Post Test
-Students will be given 3-5 minutes to look over note sheet, then they must put them away out of sight
-Expectations and instructions will be verbally and visually demonstrated to meet diverse needs
-If students finish the post-test early, teacher has journal questions for them to complete that correspond with the unit
objectives?
Activator answers-informal
Near pod presentation questions and interactive activities-formal
Post-test-formal
Role play-informal
Closure/Summarizer
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Final closure by educator summing up resolving conflict unit by asking questions for understanding.
Today we were able to finish up the resolving conflict unit. Students were able to learn the necessities of sixth grade
understanding based on resolving conflict. The role plays went well. Students were able to capitalize on the importance of resolving
conflict and peers were able to learn from one another ways to go about resolving conflict that are appropriate. I would leave
everything the same in the lesson because it worked well and captured the essence of the unit I wanted it to. I would challenge the
students further by making the post-test slightly harder. Although one sixth grade class really struggled with it and needed more time
to study, the other sixth grade class did exceptionally well needing a further challenge.
Finished Assessments and Worksheets
*A lot of the assessment work was done on near pod, so it was tough to get
visual evidence, however, if you look within the presentations you can go through
them and see the assessments used. *
Resolving Conflict Resolving Conflict Resolving Conflict Activator #3.pdf Activator #4.pdf Activator #5.pdf
Notes 6th Grade.pdf Pre-test 6th Grade.pdf Post-Test.pdf
26

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Glenbrook Middle School

[Glenbrook Middle School: Longmeadow, MA]

[November 15th, 19th, 20th, and 26th, 2018]

Unit Outcomes, State Standards & Assessment Template

Grading Policy for Activators

Each activator is graded on a 20-point scale.

Grading Policy for Worksheets

Everything is completed in class, and gone over, so it should be handed in at the

Resolving Conflict Pre-Test and Post-Test

1. Conflict A. Ability to accept other people as they

2. Negotiation B. Group whose members often use

3. Peer Mediation C. Use of physical force to harm someone

4. Violence D. Effective way of resolving conflict

5. Gang E. A skill in which each side gives up

6. T.A.L.K F. A process in which a specially trained

7. Compromise G. Process of talking about a conflict and

8. Prejudice H. Disagreements in ideas, beliefs, or

9. Tolerance I. Opinion or fear formed without having

Answer Key to Pre-test and Post-test

Resolving Conflict Health Pre-test/ Post-test

Average Pre-Test Score Average Post-Test Sco

*ALL STUDENTS WERE PRESENT FOR ALL THREE DAYS OF UNIT

On Thanksgiving there is a knock at your door. You open it to find a

Resolving Conflict Lesson #1 and #2:

Resolving Conflict Lesson #3

Resolving Conflict Notes

Myth vs. Fact

thought what they did.

Students who bully, do it for no reason Myth

To resolve a conflict, you can go to a teacher for extra help Fact

To resolve conflict, you should involve yourself in violence Myth

Bullying can affect student’s confidence and mental health Fact

Role Play Scenarios

SPRINGFIELD COLLEGE – HEALTH LESSON PLAN TEMPLATE

Name____Jasmine Powell________ Date ____11/16/18_______________

School_____Glenbrook Middle School__________________ Lesson # ______1________

Grade___6___ Class size__20_____ Class/Time__9:26-10:13 and 2:03-2:50____

Define what conflict is …… MA CF 11.1

White board and Marker

Near pod presentation

References/Resources (include books, articles, websites, etc.)

Opening (activator/instant activity)

SPRINGFIELD COLLEGE – HEALTH LESSON PLAN TEMPLATE

Name____Jasmine Powell________ Date ____11/19/18___and 11/20/18____________

School_____Glenbrook Middle School__________________ Lesson # ______2________

Grade___6___ Class size__20_____ Class/Time__9:26-10:13 and 2:03-2:50____

Identify what happens when conflict gets out of hand…... MA CF 11.5

References/Resources (include books, articles, websites, etc.)

Opening (activator/instant activity)

SPRINGFIELD COLLEGE – HEALTH LESSON PLAN TEMPLATE

Name____Jasmine Powell________ Date ____11/19/18___and 11/20/18____________

School_____Glenbrook Middle School__________________ Lesson # ______3_______

Grade___6___ Class size__20_____ Class/Time__9:26-10:13 and 2:03-2:50____

Identify ways to resolve conflict through T.A.L.K MA CF 11.9

References/Resources (include books, articles, websites, etc.)

Opening (activator/instant activity)

Finished Assessments and Worksheets

them and see the assessments used. *

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NameJasmine Powell Date 11/16/18___________

School_Glenbrook Middle School____ Lesson # 1

Grade_6_ Class size20_ Class/Time9:26-10:13 and 2:03-2:50____

NameJasmine Powell__ Date 11/19/18_and 11/20/18____________

School_Glenbrook Middle School____ Lesson # 2

Grade_6_ Class size20_ Class/Time9:26-10:13 and 2:03-2:50____

NameJasmine Powell__ Date 11/19/18_and 11/20/18____________

School_Glenbrook Middle School______ Lesson # 3_

Grade_6_ Class size20_ Class/Time9:26-10:13 and 2:03-2:50____