Lesson Plan Template for EDUC-S400/500

Team Members: Michaela Schlattman and Kyle Baker

Stage 1 – Desired Results

Content Standard:

9-12.CS.12.4.7 Implement and evaluate strategies to prevent and manage conflict.

9-12.CS.12.4.3 Demonstrate healthy ways to express needs, wants and feelings.

Curricular Aim/Learning Goal:

Students will be able to:

Interpret the difference between conflict and bullying, and understanding the
normalcy of conflict in everyday relationships. The students will be able to take the
correct steps to solving the conflict in a healthy manner through expressing their
needs and feelings.

Stage 2 – Learning Activities

Describe how you will meet that learning goal. This should consist of a constellation of 3
activities. For each activity, be sure to articulate what you intend the students to do and
what you intend the teacher to do.

Activity Description The students will… The teacher will… Anticipat

ed Time

1. Conflict
Resolution Lecture During this lecture, students The teacher will be 45
with guided notes. will be listening to the teacher giving the information minutes
and reading the slides to fill in listed on the powerpoint
The lecture will
the blanks on their guided slides. The detailed
address bullying vs notes. information is
conflict, how to highlighted in red on
handle conflict, Accommodations: In order to the slides and notes in
normalcy of conflict ensure that Lucy is getting the powerpoint list the
in relationships and the most out of the lesson, specific things to say
I-messages vs. the teacher will need to and highlight while
highlight key terms, repeat or teaching. The students
You-messages. rephrase information when will fill in their sheet
The guided notes necessary. She may need an with the words missing.
will be fill- in-the- interpreter for group work so
blank with words
from the that she is able to During this activity the 20
powerpoint. communicate effectively. teacher will instruct the minutes
students to get in
During this activity, students groups of 3-4. Instruct
2. Group work on will be grouped with 3-4 other them next to read the
scenario presented students close by. They will scenario, discuss as a
on sheet of paper. then discuss the given group and write down
The groups will scenario (see scenario sheet the different solutions
discuss the with Mike and Suzy) with they believe would be
scenario based on group members. They will good ideas for both
read over the story and Suzy and Mike. As the
Suzy and Mike and discuss what different
teacher, walk around
discuss the actions solutions to the conflict each and make sure the
each should take character can do to resolve students are on task,
during the conflict the conflict. They can make a while also proposing
they are having chart, separate the page in extending questions to
half or just make a list for broaden their mindsets.
both Suzy and Mike.

Accommodations: Lucy may

need a notetaker to help her
organize her thoughts/ideas.
The teacher should make it
their goal to enunciate clearly
and attain Lucy’s attention
when speaking to her, this
will allow Lucy to be able to
read the teachers speech.
The teacher should also use
facial expressions so that
Lucy understands the mood.
And again, Lucy will require
an interpreter in order to
communicate with her group
members.

3. There will then be

a class discussion During this activity, students
on the scenario. will discuss the scenario as a
full class. Two volunteer
Two volunteers will
students can write on the
write on separate white board, one designated
boards. One board for Suzy, and the other for
designated for Mike. The rest of the class
Suzy’s approach to can share their ideas that
the conflict and the they wrote down about their
other for Mike’s. scenario. As a class we will
During this activity, 20
choose two volunteers minutes
to write on the board
during the whole class
discussion. One will
write for Mike, the other
for Suzy. Have the
class list their ideas in
which they came up
with their groups. Make
 then share and come up with sure to ask probing
a common solution that is a questions as they list
win/win for both people in thetheir solutions like “why
situation. do you believe this”,
“why do you think this is
Accommodations: I think the best option”, “did
Lucy should have the option you look at it from the
of being the scribe on the other person's point of
whiteboard so that she gets a view?”
good idea of everyone’s
thoughts. This would again
require an interpreter. One
thing that would be very
beneficial for Lucy is having
a D/HH role model. The IEP
team should be heavily
involved in deciding what
accommodations work best
for Lucy.

Stage 3 – Assessment

What are your strategies for assessing achievement of the learning goal? Be specific by
including at least one example of a formative or summative assessment. Be sure your
activities align with your assessments. Your assessment does not have to come at the end
of the lesson.

● Assessment will be obtained through the guided reading notes, by completion and
the understanding of the material during group work and whole class discussion.
● To see the finished products of the information written down during the group work
will serve to see the students’ interpretation of the questions presented through the
scenario and test their critical thinking.
● During the class discussion, everyone will have the chance to speak and share their
opinions with the class. Evaluation will be seen by the participation and
understanding of the material by evoking extended questions on the scenario and
challenging the thoughts of classmates on opinions and ideas.

Lucy, a 14-year-old middle school student, was in a car accident when she was younger where
she lost significant hearing in both ears. Lucy had received hearing aids, which have greatly
improved her hearing. Lucy began wearing her hearing aids during all waking hours, but
sometimes she does not like to wear them. If she is not wearing her hearing aids, Lucy is unable
to hear. Lucy’s language development was equal to children her age. Lacy and her family use
both sign language and physical talking in their home. Lucy’s hearing impairment is not
adversely affecting her educational performance but Lucy does need accommodations during
class.