Beacon Lesson Plan Library

Whodunit?

Kim Smith
Putnam County Schools

Description

This lesson is a way to integrate conflict resolution using positive behavior. The student chooses a community member, shows how to resolve a conflict, and trades writing with a classmate.

Standards

Florida Sunshine State Standards
HE.B.3.1.7
The student knows various ways in which to resolve conflict using positive behavior.

LA.B.1.1.1.1.3
The student focuses on a central idea (for example, familiar person, place, object, experience).

SS.C.1.1.5.1.1
The student knows responsibilities of authority figures at home, school, and in the community (for example, parents, teachers, police officers).

Florida Process Standards
Information Managers
01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.

Effective Communicators
02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.

Critical and Creative Thinkers
04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.

Materials

-Symbols for community members (i.e. hats, badges, and tools they might associate with different people in the community)
-Chart paper
-Markers
-Writing
-Pencils
-Copy of the rubric for each student (see attached)
-Sentence strips with strategies and vocabulary words used to solve conflicts positively

Preparations

1. Gather materials for activity.
2. Make symbols to match a variety of community members.
3. Duplicate the checklist to keep handy as a reminder of the assessment criteria.
4. Create conflict situations to use with students during the discussion.

Procedures

1. Ask students to write community members (with authority) they know on a chart tablet. Include mom, dad, policeman, teacher, fireman, managers, etc.

2. Show students symbols that might represent the community members they have chosen. Include badges for people like store managers, etc. as well as police or firemen.

3. Encourage students to discuss the conflicts individual community members might encounter. Offer examples like the one in the attached file.

4. Chart students' ideas and develop strategies community members might use to solve their conflicts.

5. Emphasize use of vocabulary and strategies.

6. Shared writing activity: Tell students that they are going to pretend to be one of the following people: mom, dad, policeman, store manager. Read the scenario. (see assoicated file) From that person's viewpoint ask students to write a paragraph or some sentences that show positive conflict resolution of the situation. Stress the importance of using vocabulary and strategy.

7. Allow students to share their writing with a partner, and if time allows, ask for volunteers to share with the whole class.

Assessments

Use the three items on the checklist in the attached file to assess students during the discussion and their writing. Offer feedback and guidance as necessary. Gently correct any misinformation such as, "I'd kick them out of the store." Look for positive ways to solve conflicts.

Extensions

Use only the modeling part of the activity and assess students based on participation, identification of the problem, and positive solution.

Attached Files

A rubric to be used for student writing.     File Extension: pdf

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