CEP Lesson Plan Form

Teacher: Mollie Metts Date: October 25th

2022

School: Thompson Valley High School Grade Level: 9th graders

Content Area: Family and Consumer Sciences

Title: Conflict Management Lesson #:__1 of

_2_

Lesson Idea/Topic and The topic that I will be teaching is Conflict management. This lesson is
Rational/Relevance: extremely important because students will deal with conflict in their
What will you teach and everyday life, whether it is school, family, friends, or work. The students
why is this lesson come from different backgrounds however, they will have a conflict and will
important to your learn how to manage it.
students? How is it
relevant to students of
this age and
background?

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

SOCW

13.3.1 Analyze communication styles and their effects on relationships.

13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective
communication

13.3.3 Demonstrate effective listening and feedback techniques

Understandings: (Big Ideas)

Types of Conflict

Consequences

Resolution

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

1. What is conflict management?

2. How can you resolve conflict in a communicative way?

3. What consequences does conflict cause? And why might that be important?

4. How does communication play into conflict management?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: identify and demonstrate effective ways to handle conflicts and understand the different styles
of conflict.

This means: I will be able to apply the information that I have learned by discussing ways to handle
conflict and completing the end of the unit quiz.

List of Assessments: (Note whether the assessment is formative or summative)

Essays-Summative

Projects-summative

Quizzes – summative

Jamboard- Formative

Daily Warm-up- Formative

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CEP Lesson Plan Form

Planned Lesson Activities

Name and
Conflict Management
Purpose of Lesson
Should be a creative
Students will be able to apply conflict management skills to their everyday life.
title for you and the
students to associate
with the activity. Think
of the purpose as the
mini-rationale for what
you are trying to
accomplish through this
lesson.
Approx. Time and Approx time: one 80 minute class periods
Materials:
Materials Daily Warm-up
How long do you expect
Tv
the activity to last and
Presentation: https://docs.google.com/presentation/d/10GPYlVi57mwW6gTsn9vhm3uE2y4DGNZAN0XGB5K8MAA/
what materials will you
edit?usp=sharing
need?
Laptop
Whiteboard
Expo Marker

Students will need

Laptops for warm-up
Note-taking materials

Anticipatory Set What are some examples of strategies to use?

The “hook” to grab Daily Warm-up (5-10 minutes)
students’ attention. Students will fill out the daily warm-up questions.
These are actions and Tell me how they are feeling.
statements by the If there is anything Mr. Little and I need to know.
Before warm-up introduce the topic

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CEP Lesson Plan Form

teacher to relate the

experiences of the
students to the
objectives of the lesson,
To put students into a
receptive frame of
mind.
 To focus
student
attention on
the lesson.
 To create an
organizing
framework for
the ideas,
principles, or
information
that is to follow
(advanced
organizers)
An anticipatory set is
used any time a
different activity or new
concept is to be
introduced.
How do you intend to
engage your students The strategy I intend to use is _a Daily Warm-up _________________________________________
in thinking during the
Anticipatory Set? I am using this strategy here because: it allows students to think about the questions. This also allows students to share
their answers without being persuaded by peers.
Why are you using it at
this point in your
lesson?
Teacher Actions Student Actions

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CEP Lesson Plan Form

Procedures For those two days

(Include a play-by-play  Lecture (30 minutes )
o Introduce the topic again. Students should be doing the following:
account of what
o Lead into the different types of conflict. Starting Doing their warm-ups.
students and teacher
with the list of types. Taking notes during lecture
will do from the minute Asking any questions, they have
they arrive to the Move on to Conflict with Self. This type of conflict generally
happens with:  Participate in questions I ask them.
minute they leave your Taking a break when time is allowed
 Self-image  
classroom. Indicate the Doing closure Activities
 Values 
length of each segment
 Morals
of the lesson. List actual
minutes.)
You will feel a range of emotions. Generally, you will do one of
Indicate whether each these things when you are dealing with self-conflict. 
is:  Avoid 
-teacher input/actions,  Suppress 
student actions   Deny 
-modeling  Ignore
-questioning strategies Answer any questions students may have.
-guided/unguided:
-whole-class practice Then go on to Conflict with others
-group practice  Boundaries crossed 
-individual practice  Problem-solvingng 
-check for  Different Personalities 
understanding  Different values 
-other
 Expectations
Answer any questions students may have.

Then go into Conflicts with the environment.

The Environments we are in: 
 Basic Needs aren’t being met 
 Negative situations 
 Lack of Resources available
Answer any questions students may have.

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 Then last but not least go into Conflicts with Spirituality.

 Religious belief 
 Questioning your own beliefs with religion 
 Questioning what your religion says is the norm.
Answer any questions students may have.
 Ten-minute break
 Finish a couple of slides (20 min)
 Start by introducing Management styles.
Conflict Management# 1 Collaboration Styles
 This type of conflict management style is when you
collaborate and attempt to work with others to find a
solution that everyone is satisfied. The people that use this
method are assertive and cooperative. 

 This is used when a person values both the relationship and

the outcome
Answer any questions that the students may have.
 Conflict Management Avoiding Style #2
 This type of conflict management style is used to reduce
conflict by ignoring it, removing the party that causes
conflict, or avoiding it. The person in this situation is
unassertive and uncooperative while stepping aside.
 This style is best used if you know how to use it properly
and you do not value the relationship or the outcome.
Answer any questions that students have.
Then repeat with day two. The slides will continue.

Day two.
Lecture (30 minutes)
 Continuing on with Break for student (10min) Conflict
Management #3: Competing Style
 This conflict management style is when the person is
focused on their own concerns without caring about those of

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CEP Lesson Plan Form

another person.
 This person generally cares about the outcome of a situation
more than the relationship with a person.
 Then continue on with Conflict Management #4
Accomidation Style. This management style is the exact
opposite of the competing management style. The person
who uses the accommodating style self-sacrifices to satisfy
the other person. This can cause some harm like resentment
and taken advantage of.
 The people that use this style want to maintain the
relationship and do not care about the out comes
 Then introduce the last style. Conflict Management#5:
Compromising Style
 When using the compromising style you and the other
person find a solution that works for the both of you while
you both are being somewhat assertive and cooperative.
 This style is used when you are willing to lose some of the
outcomes to maintain that relationship.
 Then have them answer the question How might we deal
with Conflict with Family?
Break for students (10min)
Continuing Lecture (20min)
 Discuss with students the consequences.
 Let them give me examples of the consequences they have
faced.
 Move on to the resolution
 Give them 6 tips
 Have them give me other suggestions

Closure.

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How do you intend to

engage your students The strategy I intend to use is ___Open-ended Questions ______________________________________
in thinking during the
PROCEDURE? I am using this strategy here because: I want to see students thinking and other experiences that the students have
had when dealing with conflict.
Why are you using it at
this point in your
lesson?
Closure  Closure for the day
Those actions or o Snowball activity
statements by a o Instruct how to do the activity
teacher that are o Collect the crumpled-up piece of paper
designed to bring a o Read some of the students’ responses.
lesson presentation to o Students then can remain anonymous to other students
an appropriate
 Dismiss students from class
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, let’s
move on” is not closure.
Closure is used:
 To cue students
to the fact that
they have
arrived at an
important point
in the lesson or
the end of a
lesson.
 To help

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CEP Lesson Plan Form

organize
student
learning
To help form a coherent
picture and to
consolidate.
How do you intend to
engage your students The strategy I intend to use is ___Snowball activity_______________________________________
in thinking during
CLOSURE? I am using this strategy here because this way the students are doing something different and see what their peers
may have learned as well.
Why are you using it at
this point in your
lesson?
I will provide my students with a presentation on Google classroom. I will adjust my time for students who need a little
more time to write notes and process the questions I ask them. If the questions are not advanced enough will have
Differentiation: students will expand their thinking. That way they are expanding on their deeper level of thinking.
Differentiation
should be
embedded
throughout your
whole lesson!!
This is to make
sure you have met
the needs of your
students on IEPS
or 504
To modify: If the
activity is too advanced
for a child, how will you
modify it so that they
can be successful?

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CEP Lesson Plan Form

To extend: If the
activity is too easy for a
child, how will you
extend it to develop
their emerging skills?
Assessment
Reflection: (data The snowball activities will inform me of what they have learned over the last two days. Then the quiz will let me know
analysis) what information stuck with them through the rest of the unit.
How will you know if
students met the
learning targets? Write
a description of what
you were looking for in
each assessment.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

The lesson objectives were achieved when students completed the closure activity. They
understood well why we need conflict management and how it can apply to their everyday
lives. They also were participating in discussions with groups and me. The students also did a
good job taking down notes and understanding the information.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

There are some changes I would make to my lesson. The first change would be having the
students talk to each other more. Another change I would make is to slow down when I am
teaching because I was going too fast for some students. I would add more sections or space
for activities, so students have more interaction with each other. I talk with my hands and
fidget so maybe placing something in my hands. I would build on the wait time to let students
think more. I guess I was mono toned so trying to be more upbeat.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson, I envision more activities and participation. I envision that I will speak
slower so students have enough time to write notes and think about the questions. I
envision not finishing the slides because I think I could expand the lesson, so I cover it in
two days, so it matches the scope and sequence of the unit. I also envision more students
and participation.

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