KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
LESSON PLAN FORMAT
Teacher Candidate: Dayanna Willis and Tiffany Cressman Date: 9/25/15
Cooperating Teacher:
Group Size: Whole Class
Coop. Initials
Allotted Time 50 minutes
Grade Level
1st
Subject or Topic: Social Health: Effective Communication; Conflict Resolution
Section _________
STANDARD:
10.1.1.B
Effectively communicate wants, needs, and feelings
I. Performance Objectives (Learning Outcomes):
The first grade students will be able to demonstrate effective verbal and nonverbal
communication skills by engaging in role play
The first grade students will be able gain knowledge of the importance of
communication through whole class discussion
II. Instructional Materials
Typed Scenarios
Chart Paper
Markers
Guided questions worksheet
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. General understanding of conflict and basic ways to solve a conflict
2. Patience and open-minds
B. Key Vocabulary
1. Nonverbal communication- aspects of communication such as gestures
and facial expressions that do not involve orally speaking
2. Verbal communication- exchanging words orally with another person or
group of people
3. Conflict- to come into disagreement
4. Resolution: a decision or determination to resolve an action
5. Solution: solving a problem
C. Big Idea
1. What is effective communication?
2. How can we solve problems?
D. Additional content
1. None beyond vocabulary
IV. Implementation
A. Introduction
1. The teacher will begin the lesson with a quick refresher exercise
2. The teacher will ask what conflict is
3. The students will call out words that define conflict
4. The teacher will record their thoughts on chart paper
5. The teacher will then ask the students to close their eyes and think about a
time they had a conflict
6. The students will close their eyes
7. The teacher will allow 30 seconds for children to think of their conflict
8. The students will open their eyes after 30 seconds
9. The teacher will ask the students to think about the feelings and emotions
they had towards the conflict and share with the class
10. At least 4 students will share their thoughts and feelings
B. Development
1. The teacher will announce to the students that when they are involved in
conflict they communicate verbally and non-verbally by orally speaking or
by their gestures, facial expression, or body language
2. The teacher will ask students what they think verbal and non-verbal
communication are
3. Students will come up and record their ideas on a chart paper
4. The teacher will announce that volunteers must act out the given scenario
from the previous day to demonstrate how to communicate effectively in a
conflict
5. Student volunteers will role play in front of the class
6. The teacher and the students will give feedback on the role play by
discussing with what they believe worked out well with the conflict and
what did not work well
7. The teacher will remind students that one good way to lessen tension
during a conflict is to use I statements and give examples of I
statements such as: When I'm shouted at I....When I'm sworn at I....When
I'm pushed around I....
8. The teacher will then hand out scenario worksheets for students to act out
with one another
9. The students will get into groups based on the number of people in their
scenario role play the scenarios
10. Each student will be given at least 2 scenarios to role play with some
having good and bad communication
11. The students will complete the guided questions worksheet along with their
role play (see attached)
12. The teacher will walk around to observe student participation and make
sure everyone is on task
13. The teacher will announce to students that they must come up with a short
script similar to their given scenarios
14. Students will come up with their own conflict and solution scenario
15. Students will record their scenario in notebooks
16. If students have not completed their scenarios, they will have time
overnight to complete them or a few minutes in class
17. The teacher will announce that students will be presenting their scenarios in
front of the entire class for tomorrow
C. Closure
1. The teacher will close the days work by
2. The teacher will ask students to hand in their guided questions worksheet
3. Students will hand in their worksheets
4. The teacher will announce that students must tell them at least one thing
they learned from todays lesson as they are walking out of the classroom
D. Accommodations/Differentiation
For Josh, a student with autism, the teacher will talk about this lesson the day
before with him. Josh may need to have an overview of the lesson to be able
to understand the content once it is presented to him again during class time.
Josh has already been given a scenario from the day before, so he could go
home and prepare ideas about conflict resolution and verbal and non-verbal
communication. This will make it easy for Josh to participate in class
discussion
E. Assessment/Evaluation Plan
1. Formative- The students guided worksheets will be graded and there is a
rubric (see attached) for their scenarios that will be completed as they act
them out in the following class
2. Summative- There is no summative assessment for this lesson
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives
Remediation Plan
B. Personal Reflection
Do students know and understand the effective communication during
conflict?
Were students able to demonstrate their knowledge of conflict at introduction
of the lesson?
Are students able to distinguish verbal and non-verbal communication?
VI. Resources (in APA format)
Definitions:
http://dictionary.reference.com/browse/solution?s=t
Lesson Idea:
http://www.creducation.org/resources/CR_Guidelines_and_10_CR_lessons_FCPS.pdf
https://www.teachervision.com/classroom-management/activity/2984.html
Guided Questions
Names of group members (First and Last Name):
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Questions:
Whos involved in the conflict?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What is each person in the conflict thinking and feeling?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
How would you describe the possible verbal and non-verbal
communication being used?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
What could be done to solve this conflict?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
If you are unsure of what the questions are asking, ask yourself the question
again. If that is not successful, you may ask your classmates or teacher for
further explanation.
Example Scenario
Tape Recorder Fight Role Play
Characters:
Student 1: Wants to use the tape recorder
Student 2: Is using the tape recorder
Scene: A classroom
Student 1: Quick! I've got to use the tape recorder!
Student 2: But I'm using it now. I'm listening to this story.
Student 1: That's not important. We need it for this play we're doing.
Student 2: Can I be in the play?
Student 1: No-we already have enough people. There's no room for you.
Student 2: (pauses) I'm using the tape recorder.
Student 1: Don't be a jerk! You can listen to that story anytime. We really need it now!
Student 2: So do I.
Student 1: No you don't. See if I do anything for you ever again. You slob! You pig! You jerk!
Student 2: Oh! I'm telling on you!
Student 1: I'm telling on you too, creep face!
