Be a Good Citizen
1 HOOK: We Have a Problem!
The teacher provides two students with a scenario they will perform. The teacher informs both students, as well as the remainder of the class, that the scenario currently does not have a resolution, and together, they will think of ways students can peaceably resolve the conflict.
After the students complete the performance, ask the class to answer the following questions:
- What is the problem?
- How do both children feel in this scenario?
- What could go wrong?
After students answer the questions, explain how you will help equip students with peaceable resolutions.
The class sits, with an optional notebook in hand to record what they observe, and listens to two students perform the following dialogue:
Audio Recorder Fight Role Play
Student 1: Wants to use the audio recorder
Student 2: Is using the audio recorder
Scene: A classroom
Student 1: Quick! I've got to use the audio 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 way. We already have enough people. There's no room for you.
Student 2: (pauses) I'm using the audio 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, you creep!
2 DIRECT INSTRUCTION: You Have the Power
The teacher will display the steps for peaceably resolving a conflict, using the stop sign as a visual anchor for students to use. Use the following prompts to guide students' understanding of the sequence of events following a conflict:
- Approach the child calmly, take deep breaths, and acknowledge feelings. Ask what happened; hear from both sides. Listen to all parties involved.
- See if the children have ideas about solutions that will benefit everyone involved.
- Children can use signal agreements to decide if certain solutions are good or bad depending on how they benefit everyone involved. Make sure everyone leaves the situation pleased with the results.
Students will repeat the major headings of each stage of conflict resolution, asking themselves the overarching questions relative to the provided scenario:
- What happened? How do you/ would you feel?
- What can we do? Think of solutions!
- Give it a try!
Tell students that during step 2, they will think of a solution that benefits everybody affected by the conflict.
3 GUIDED PRACTICE: Let's Practice
Prepare a Kahoot that includes several brief scenarios for students to consider. Generate four responses for each question, only one of which proves most beneficial for all parties involved.
Have students participate in the Kahoot quiz, and display results on an available shared surface. Provide the winner of the quiz with a badge for being the most prepared to resolve conflicts.
4 INDEPENDENT PRACTICE: Explore Conflicts Online
Prepare each available computer with the Cool School game, starting them at the prompt that asks for their name.
Instruct students to type their name or have another student assist them to type their name if they experience difficulty. Have students explore the different scenarios to create a peaceful school. Allow students approximately 20 minutes to explore the Cool School they occupy.
5 WRAP-UP: Let's Return to the Beginning
Revisit the initial problem.
Prepare exit cards for students to demonstrate their understanding of conflict resolution.
Have students think of peaceable solutions to the Audio Recorder Conflict. Have them think of ways all parties in the conflict can benefit.
Have students think of specific events they experienced that involved a conflict with another student. Have students draw or write about peaceable ways they could solve the problem and keep everybody happy.
Key Standards Supported
|L.K: Conventions of Standard English|
|L.K.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|L.K.1a||Print many upper- and lowercase letters.|
|L.K.1b||Use frequently occurring nouns and verbs.|
|L.K.1c||Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).|
|L.K.1d||Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).|
|L.K.1e||Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).|
|L.K.1f||Produce and expand complete sentences in shared language activities.|
|L.K.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|L.K.2a||Capitalize the first word in a sentence and the pronoun I.|
|L.K.2b||Recognize and name end punctuation.|
|L.K.2c||Write a letter or letters for most consonant and short-vowel sounds (phonemes).|
|L.K.2d||Spell simple words phonetically, drawing on knowledge of sound-letter relationships.|
|Vocabulary Acquisition and Use|
|L.K.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.|
|L.K.4a||Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).|
|L.K.4b||Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.|
|L.K.5||With guidance and support from adults, explore word relationships and nuances in word meanings.|
|L.K.5a||Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.|
|L.K.5b||Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).|
|L.K.5c||Identify real-life connections between words and their use (e.g., note places at school that are colorful).|
|L.K.5d||Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.|
|L.K.6||Use words and phrases acquired through conversations, reading and being read to, and responding to texts.|
|L.1: Conventions of Standard English|
|L.1.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|L.1.1a||Print all upper- and lowercase letters.|
|L.1.1b||Use common, proper, and possessive nouns.|
|L.1.1c||Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).|
|L.1.1d||Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).|
|L.1.1e||Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).|
|L.1.1f||Use frequently occurring adjectives.|
|L.1.1g||Use frequently occurring conjunctions (e.g., and, but, or, so, because).|
|L.1.1h||Use determiners (e.g., articles, demonstratives).|
|L.1.1i||Use frequently occurring prepositions (e.g., during, beyond, toward).|
|L.1.1j||Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.|
|L.1.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|L.1.2a||Capitalize dates and names of people.|
|L.1.2b||Use end punctuation for sentences.|
|L.1.2c||Use commas in dates and to separate single words in a series.|
|L.1.2d||Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.|
|L.1.2e||Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.|
|Vocabulary Acquisition and Use|
|L.1.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.|
|L.1.4a||Use sentence-level context as a clue to the meaning of a word or phrase.|
|L.1.4b||Use frequently occurring affixes as a clue to the meaning of a word.|
|L.1.4c||Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).|
|L.1.5||With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.|
|L.1.5a||Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.|
|L.1.5b||Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).|
|L.1.5c||Identify real-life connections between words and their use (e.g., note places at home that are cozy).|
|L.1.5d||Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.|
|L.1.6||Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).|
|L.2: Conventions of Standard English|
|L.2.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|L.2.1a||Use collective nouns (e.g., group).|
|L.2.1b||Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).|
|L.2.1c||Use reflexive pronouns (e.g., myself, ourselves).|
|L.2.1d||Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).|
|L.2.1e||Use adjectives and adverbs, and choose between them depending on what is to be modified.|
|L.2.1f||Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).|
|L.2.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|L.2.2a||Capitalize holidays, product names, and geographic names.|
|L.2.2b||Use commas in greetings and closings of letters.|
|L.2.2c||Use an apostrophe to form contractions and frequently occurring possessives.|
|L.2.2d||Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).|
|L.2.2e||Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.|
|Vocabulary Acquisition and Use|
|L.2.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.|
|L.2.4a||Use sentence-level context as a clue to the meaning of a word or phrase.|
|L.2.4b||Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).|
|L.2.4c||Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).|
|L.2.4d||Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).|
|L.2.4e||Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.|
|L.2.5||Demonstrate understanding of figurative language, word relationships and nuances in word meanings.|
|L.2.5b||Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).|
|L.2.6||Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).|
|L2.5a||Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).|
Speaking & Listening
|SL.K: Comprehension and Collaboration|
|SL.K.1||Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.|
|Continue a conversation through multiple exchanges.|
|SL.K.2||Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.|
|SL.K.3||Ask and answer questions in order to seek help, get information, or clarify something that is not understood.|
|SL.1: Comprehension and Collaboration|
|SL.1.1||Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.|
|SL.1.1a||Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).|
|SL.1.1b||Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.|
|SL.1.1c||Ask questions to clear up any confusion about the topics and texts under discussion.|
|SL.1.2||Ask and answer questions about key details in a text read aloud or information presented orally or through other media.|
|SL.1.3||Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.|
|SL.2: Comprehension and Collaboration|
|SL.2.1||Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.|
|SL.2.1a||Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).|
|SL.2.1b||Build on others’ talk in conversations by linking their comments to the remarks of others.|
|SL.2.1c||Ask for clarification and further explanation as needed about the topics and texts under discussion.|
|SL.2.2||Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.|
|SL.2.3||Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.|