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Lesson Plan

Date: Feb 9, 2017

Subject: ELA Grade: Nine
Topic: Essential Question (from unit, if applicable):
What does it mean to do the right thing?
What qualities are needed to deal with different types of conflict?

Paper, pens, computer and projector (video playback system), Conflict Explanation video,
Rapunzel conflict video, Conflict practice sheet, Conflict Image sheet, Personal Conflict
story sheet.

At the end of this lesson students will understand the four different types of conflict and
will be demonstrate in writing their understanding as they label both written and visual
conflict. Students will reflect upon a personal situation where they experience conflict,
analyze how they managed it, and evaluate if they would change how they would handle
it if it happened today.

Stage 1- Desired Results you may use student friendly language

Broad Areas of Learning - please check the areas upon which you will focus (v.
touch upon)
Lifelong learners
By reviewing and reflecting on previous knowledge and understanding and exploring
their own experiences with conflict, students will reflect and challenge their beliefs and
effectiveness around how they deal with conflict and manage conflicting views.
Self and Community
Students will recognize that cultural backgrounds, norms and experiences influence
one's identity, beliefs,
values, behaviour and how one responds to conflict.
Students will recognize and respect that different people carry different values and
world views, that may not
align with one's own values and beliefs.
Engaged Citizens

Cross Curricular Competencies

Developing Literacies
By looking at their own understanding and Students will explore conflict through a variety
behaviours in dealing with challenging of different forms of media encouraging
situations students will recognize the practice and deeper thinking regarding issues
importance of engaging in moral reasoning to addressed within stories, visuals, movies etc.
effectively manage conflict and difficult
situations. Through reading about and exploring the
experiences of others in literature students
Through listening to others stories of conflict can engage in reflective discussion allowing
students will perspective take and for perspective taking and deeper
demonstrate an understanding of how understanding of different perspectives
differences impact our behaviours

Developing Identity/Interdpendence Developing Thinking

By exploring ones past and current Students will explore and reflect upon their
understanding about self, students can begin own thinking around understanding conflict by
to move beyond their own beliefs and explore engaging with literature, writing their own
and compare the experience of others with story, listening to personal accounts and
their own, allowing oneself to develop having discussions with peers regarding the
tolerance, compassion and the awareness issues presented.
necessary to challenge ones own prejudices.

What do they need to understand, know, and/or able to do?

Students will need to be aware of the different types of conflict within literary works.
Conflict with Self
Conflict with Other
Conflict with Society
Conflict with Nature
Internal and External Conflict

Outcome(s) and Indicators:

CR9.1a: View, listen to, read, comprehend, and respond to a variety of texts that address
identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and
efficacy (e.g., Doing the Right Thing).
View, listen to, read, and respond to a variety of visual, oral, print and multimedia
(including digital) texts that address the grade-level themes and issues related to
identity, social responsibility, and efficacy including those that reflect diverse personal
identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic
status, ability, age, gender, sexual orientation, language, career pathway).
View, listen to, and read a variety of texts related to the theme or topic of study and
show comprehension and demonstrate response by: responding to and Interpreting
texts: Offer reactions and opinions about texts; make, explain, and justify reactions and
personal connections to texts; make explicit and deliberate connections with previous
knowledge and experiences; give opinions and make judgements supported by reasons,
explanations, and evidence; make judgements and draw conclusions about ideas on the
basis of evidence; make logical interpretations of the authors message; make and
support inferences about characters feelings, motivations, and point of view; organize
response and interpretation around several clear ideas or premises.

PGP Goals (and what evidence in the lesson will show that you have achieved the target?):
2.2 proficiency in the Language of Instruction
-Through well thought out and reflective lesson planning, I will anticipate areas where I may run into
difficulties explaining the lesson and ensure that I review that material prior to teaching the lesson. I will also
practice my delivery in order to ensure I am making sense as I explain and review the different areas of
conflict. I will ask students throughout the lesson if they have questions to ensure they are understanding my
explanation and directions for them throughout the lesson.
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning
styles of individual learners and support their growth as social, intellectual, physical and spiritual beings
-I will meet this goal if the students become actively engaged in the lesson through critical thinking and reflection.

4.1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan lessons, units
of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of Education

I will demonstrate this by reflecting on my lesson plan to ensure that the outcome and indicators were met through the
delivery of the lesson.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

Students will engage in oral interviews with a partner, ask specific questions, and then
paraphrase the main ideas of their partners conflict story demonstrating listening,
comprehending and responding.

Students will complete an exit slip indicating the type of conflict that they wrote about in their
story and answer one question regarding their decision.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.
Summative: Students will write their own conflict experience story and explain the type of
conflict they encountered and then respond to the following:
Would you handle the situation differently now?
Yes: What would you do instead?
No: Why would you not change the way you handled it?

Exit slip. Understand the concept of conflict and evaluate own conflict engagement with
respect to the different types/self-reflection on own strategies of dealing with conflict
Stage 3- Procedures:

Accommodations which students Modifications how have you planned to

require differentiation and what kind accommodate the students needs

Environment (the physical space of a

school or classroom can be altered to
support enrichment or awareness of Students who have challenges with written
exceptionalities) comprehension will be grouped with others that are
Students will work in pairs and more proficient as they work on the conflict paragraph
small groupings, as well there group worksheet.
will be class discussion
Can show this video to some By using videos that are animated and visually
students if they are still unsure descriptive (some with no dialogue) students who have
of the types of conflict. language difficulties or are from different cultures will be
able to read the body language throughout the video
which may help them understand the different types of
conflict better.

Overview of the Lesson:

Show video clip Tangled, Rapunzels conflict What is happening for the character?
(looking for conflict with self). What other types of conflict? What is the importance of
conflict? (10 min)
Show the conflict video (5 min). Overview of types. Examples? How is conflict relevant to
Pair up and students complete conflict paragraph worksheet or conflict images
worksheet (10 min)
Discuss together as class (5-6 min) Show conflict strategy video. Discuss effective /
ineffective strategies.
Introduce Personal Conflict Story assignment and questions for clarification (2 min)
Students work on their conflict story (10-12 minutes)
Students pair up and interview each other about their story using question template.
Exit slip: type of conflict/would you do something different now and why

Motivational/Anticipatory Set (introducing topic while engaging the students)

Show the Tangled video. What is going on for the character? Looking for conflict as
answer. Ask what conflict is? Tangled - Rapunzel's Conflict [1080p HD].mp4
Show the Describing Conflict Video (5 min) Conflict Video Annimation.mp4

Main Procedures/Strategies:
Have students get together with a partner or groups of 3 (max) and hand out the conflict
worksheets and have them determine the type of conflict for each scenario. (8-10 min)
Conflict Questions 1-7.docx Conflict Sheet-Photos- Fill in Blanks.docx
Class discussion of their answers. Do they all agree? More than one type?
Internal/External? Relevance in their own lives? Show conflict strategy video. Conflict
Management Strategies.mp4 Simple video but what strategies were used? Discuss
effective / ineffective strategies. How do we handle conflict? Strategies? Situation
dependent? (5-15 min depending on discussion engagement)
Introduce the short conflict story writing assignment (give handout of the assignment).
Explain that they will have 10-15 minutes to write about their own experience dealing
with a specific conflict they have been involved in. Answer the questions on the sheet in
the telling of the story. Questions? (2 min) Think Pair Share- Personal Conflict Story.docx
Work independently on writing personal conflict story (10-12 min)
Get together with partner and take turns interviewing each other (using questions at
bottom of the sheet). Reflect back to partner the main details of his/her conflict and the
type of conflict that this was. (10 min)

Closing of lesson:
Exit slip: 1.) What specific type(s) of conflict did you write about in your personal story
2.) How would you handle the situation differently now? OR If you wouldnt change how
you handled it tell me why?(2 min) Conflict Exit Slip.docx

Personal Reflection:

In reflecting on this lesson I am thinking that it may be rushed to complete the full lesson in one
day, although different classes will move through the introductory review more quickly, leaving
sufficient time to complete the second part of the lesson.
Rapunzel Video

Explaining Conflict
Handling Conflict
________ ____________________

_______ _____________________

______________ ___________________

______________ _________________________
_____________ ________________

______________________ ___________________________

__________________ ______________________
Conflict Statements
1. Johns hands trembled in the cold as he fished through his coat pockets for a match. He had already
gathered scraps of wood and piled them up to make a fire. Now, he had to figure out how to kindle it.
The sun had already set and all light was quickly fading from the sky: John could feel the temperature
dropping just as rapidly. Without a match, there was no way to get this fire going, and without a fire, he
wasnt sure how he would survive the night. Nobody knew he was stuck out there, alone, without food
or shelter. His best hope was to try to avoid freezing, then head out at dawn to find help.
Type of conflict_________________________
2. As the bus pulled up to a stop, Renee steadied herself and slowly walked toward the edge of the
sidewalk. Ever since the fire, her life had taken an unexpected path. She was once beautiful, with bright
blue eyes, rosy lips, and a head of dark curly hair. Now she shuffled slowly and had to be careful to not
bump her delicate scarred skin. The fire that burned down her home also attacked her. Instead of a light
vivacious 25 year old, Renee resembled a 90 year old womanbald, twisted, and hunched over. Inside
she felt normal and glad to be alive. Outside she was unrecognizable and frightening.
She sensed the other passengers shifting impatiently as the lift slowly lowered in order for her to step
onto the bus. Impatience grew as she slowly fumbled for her bus card. That impatience turned into
horror as she turned to find a seat. Nobody wanted to look at the disfigured and scared face, let alone sit
next to it. Renee wanted to scream, Im just a person! Im just like you! but she had learned to
suppress that urge and accept the fact that she was forever an outsider. A freak.
Type of conflict____________________________________
3. Mike hit the snooze button for the fifth time. He had to get up now, or else hed be late again. After the
usual cereal and coffee, he stepped into the bathroom to shave and brush his teeth. Every morning, he
had the same conversation with his reflection in the mirror. Todays the day, he thought, Today I am
going to quit. Im going to walk right into Mr. Mulroneys office and tell him what I think about his
stupid job, and then Ill quit. Ill leave today. Even as he rehearsed his final speech, he knew it would
never happen. The thought of being unemployed terrified him, and he was too much of a coward to
speak his mind to his boss. Instead, he would work another day at a job he hated. The next morning, he
began again. Todays the day. Today, I am going to quit.
Type of conflict_______________________________
4. I was just about to beat my high score in Call of Duty when my mom walked into the room and stood
directly in front of the TV screen. Mom! What are you doing?! In her hand was a folded piece of
paper. My report card must have arrived. This was about to get ugly. Exactly when were you going to
tell me that you are failing three classes?!Youre failing gym! How do you fail gym?? I rolled my eyes
and sighed, and that just made things worse. I could tell that she was waiting for me to respond, so I
said, God, Mom. Its not a big deal. Ill bring my grades up. This was probably the dumbest thing I
could have said, because her face turned a deep scarlet. Your father and I have sacrificed way too much
to send yu to the best school in the city. It is VERY MUCH a big deal that you are nearly failing out,
she said, her voice about twice the normal volume. I responded, Yeah, well, I didnt ask for you to
make any sacrifices for me, so sorry if I dont care about that stupid school as much as your do.
Type of conflict______________________________________

5. The story of Rosa Parks is a well-known one, but few people are familiar with Ms. Parkss full history.
She was not a woman who simply didnt want to move as we were often told in elementary school. In
fact she had a long history of activism with the NAACP and the Voters League in the long fight for civil
rights. Parks spent many years working with a network of African Americans, staging peaceful protests
around Birmingham, Alabama. Regardless, her act of refusing to give up her seat on the bus on
December 1, 1955 marked a powerful moment when a single woman refused to bow to the racism that
surrounded her.
Type of conflict__________________________

6. Janet stared the horse Rowan in the eye. Rowan was an impatient, testy young horse, and it was Janets
job to break him in. Every day after school, she would ride her bike 5 miles out to the stables to groom,
walk, and hopefully,ride Rowan. He usually tried to run away from her or bucked around until she fell
off, but it was only a matter of time before he became accustomed to her presence. Janet checked the
tightness of the saddle straps, stuck her foot into the stirrups, and flung her other leg over the horse. The
moment her weight landed on Rowans back, he took off at full gallop across the field. Janet clenched
the reins, bouncing in the saddle. Just when she thought she was steady, Rowan reared back. She lost her
grip and fell flat onto her back on the muddy ground. Oh well, she thought as sshe picked herself up,
Try, try again.
Type of conflict____________________________________

7. Hector and his father had a very contentious relationship. Whenever his father would come home late,
Hector yelled at him for not being there to take care of the family. Hector hated how his fther would
rather be out partying with his friends, rather than eating dinner with his mom and little sister. When his
dad was home, he treated the whole family like dirt. He ordered Hectors mom around like a servant and
told her to shut up whenever she complained. Even worse, Hector feared that he would become like his
father himself one day. He noticed that he sometimes used his dads phrases when his little sister was
bugging him, and sometimes he told his mom to bring him some food, without asking or saying thank
you. The feeling of acting like his dad was frightening, and it pushed him to work hard in school. If he
could go to college and provide for his family, he thought, then he would become the man his father
never was.
Type of conflict____________________________________
Exploring Conflict


Think about a time when you experience conflict or were faced with a challenging situation. Write down
the details of the situation including:
Who was involved?
What was the conflict or struggle?
How did you decide what you would do?
Reflect and write about whether you believe you made the right decision or what might
you have done differently.
My Challenging Situation (use back if you need more space)






Interview your partner and write down their responses to the following questions.
1 What was the situation and can you clarify what the conflict was?
2 Who did it involve? ______________________________________________________________
3 How did you decide what to do?
4 In reflection, do you think you made the best decision or is there something you could
have done differently?
Conflict Exit Slip: Name:____________________
1. What type of conflict did you write about in your personal account of conflict?

2. Would you handle the situation differently now? (yes/no) Answer one question below.

YES: What would you do differently?

No: Explain why you would not change how you handled the situation.

Conflict Exit Slip: Name:____________________

1. What type of conflict did you write about in your personal account of conflict?

2. Would you handle the situation differently now? (yes/no) Answer one question below.

YES: What would you do differently?

No: Explain why you would not change how you handled the situation.

Conflict Exit Slip: Name:____________________

1. What type of conflict did you write about in your personal account of conflict?

2. Would you handle the situation differently now? (yes/no) Answer one question below.

YES: What would you do differently?

No: Explain why you would not change how you handled the situation.

I chose to do the lesson plan that will occur prior to the students reading one of the short stories in the

unit (The Father). I decided to do my plan on this lesson as opposed to the final lesson which introduces the

summative assessment because that lesson will be very instruction based and question focused and would not

provide a good example of variety and presentation/exploration that the students would be actively involved in.

With the final assessment being a project based presentation, students will have some of the basic concepts and

written work completed to varying degrees (if they attended class and have completed the assignments and

questions throughout the unit) and therefore that lesson will be something that is more representative of a

gathering, developing and organizing of ideas and required components of their final assessment

presentations and less about a formal teaching lesson.

Rubric #1. I plan lessons and assessment based on provincial curriculum: This lesson will expand

on the outcome of (CR9.1a) through having the students give personal reasoning for their responses and

understanding. They will identify and explain connections they have made with their own ideas and beliefs and

the material that they read, watch and listen to. Several short reflections and assignments will allow students to

demonstrate their understanding which will provide formative assessment of where the students are currently at.

Students will engage with their peers and engage in reflective listening and responding.

Rubric # 2. I make student learning goals for each lesson and task. My goal for the students in this lesson is

to tap into prior knowledge and understanding about conflict and the different ways they handle conflict, to

review and refamiliarize themselves with conflict in literature and personal life, and to challenge their own

strategies and ways that they handle conflict. By using a variety of examples and having students interact with

partners to share their ow personal experiences after they have written about them, there will be discussion and

critical thinking involved.

Rubric # 3. I Know which instructional strategies to pick at given times. In planning this lesson I wanted to

try to engage the students in a variety of different learning opportunities ranging for independent work, paired
work, small group and whole class. I tried to minimize the amount of time that I was directly teaching in order

to have the students engage actively during the class. Knowing one outcome they will be working on is to

incorporate multimedia in their final assessment I tried to plan a lesson with a variety of different formats and

strategies to tap into, activate and build knowledge and thinking.

Rubric # 4. My lessons are ready to be used. I think I was successful in this part of the lesson planning in that

I made sure that all of the items that would be needed were composed and attached to the lesson in the exact

places that they would be used. This would help if I had a substitute that came in and needed to teach this


Rubric # 5. I create formative assessments. This lesson has several written components where students

engage in writing down their understanding of the material as well as engaging with their own understanding

and using that to detail their own experience as well as summarize their partners experience. The exit slip is also

a simple way for students to demonstrate reflective thinking on their past experience and assessing if this is still

accurate for them now.

Rubric #7. I set and use goals for enhancing my professional development. One of the most applicable

goals I have set for myself with respect to this unit plan, lesson plan, assessment is to learn from as many other

people as I can. I recognize my own struggle as I undertake this process of creating a lesson and my plan is to

show this to a variety of different people beyond the instructor. I will ask for feedback from other educators that

I know and believe this will help me move towards the goal of becoming more proficient at developing lessons

that are effective and engaging.

Rubric #14. I understand how to plan for differentiation and adaptation: For students who have different

abilities this lesson is very student driven and engaged, so I think that this allows adaptation and

individualization for students needing more or less than is provided in this lesson. Using visuals throughout the

lesson will help EAL learners as well as those that benefit from visual representation of concepts and ideas. As
well having a significant amount of small or paired groupings students requiring extra support will perhaps feel

more confident with a pairing that has supportive and mentoring individuals included.

Rubric #15. I create engaging learning activities and tasks: By incorporating independent, paired work,

small group work, and whole class discussion students will have the opportunity to engage in discussion and

learning in a variety of groupings. The use of a lot of visuals and animations that the students can relate to

interest and engagment will be supported.

Rubric # 16. My planned activities would improve the discipline specific to literacy skills of my students:

The activities within this lesson will provide students the opportunity to recall and present prior knowledge and

use that to build on and further develop literacy understanding. With clear presentation of the literacy strategies

as well as opportunity to practice skills orally and in written format students will move towards becoming more

proficient and confident in their literary abilities.

Professional Learning and Growth: Rubric #7,8,9

Continuing on from my first assignment which was to develop an assessment, this next assignment has provided

me with the opportunity to continue to enhance and grow in my ability to plan. Through conversations with

professional educators I know, I am working to progress my understanding and competence in this process and

have tried to use the information from these individuals to guide me and help me with gaining a deeper

understanding of this complex thing called building a unit plan. In reflection, I feel that I am at an entry level

understanding and am looking forward to feedback that will help guide me to further develop competence in

this process.