Lesson Plan Template

School Counselor: Jonathan Flores and Shelby Nance Date: April 27, 2017

Topic & Title: Solving Conflicts/Conflict Resolution

Grade(s):4th

Learning Objective(s):
1. Students will understand the difference between small conflicts and big conflicts
2. Students will be able to identify 3 cool-down techniques before dealing with a conflict
3. Students will be able to define conflict

ASCA Mindsets & Behaviors (Domain/Standard):

M 1. Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being
M 3. Sense of belonging in the school environment
B-LS 1. Demonstrate critical-thinking skills to make informed decisions
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment

Materials: School Counselor Generated PowerPoint, Pre/Post test, pencil, YouTube Video,
Wheel of Choices handout (optional)

Procedure/Lesson Outline:
1. Facilitator will do a quick introduction and explain the purpose of the presentation. He/she
will emphasize that the presentation is meant to help the students build skills and provide
strategies that will help them deal with conflicts in a positive way.
a. Before continuing with the presentation, the facilitator will administer the pre-test.
b. Facilitator should emphasize that it is not a test (not being graded) and that the
purpose of the survey is to help the facilitator understand what the students
already know about conflict resolution.
i. Walk around and support/clarify questions for students
2. Facilitator will review the objectives
a. Call on students to read one objective each
b. Ask for understanding
3. Review behavior expectations: Safe, Responsible, Respectful
a. Ask students to share ways that they can be Safe, Responsible, Respectful
i. Thumbs up if everyone agrees
4. Introduce topic: What is conflict?
a. Ask students to define conflict in their own words or for them to give some
examples of conflict (call on a few)
5. Share the definition of conflict: Conflict is when two or more people want different things
a. Briefly role play an example of conflict
i. Ex: Take something from someone without their permission
 1. Ask the students why they think this is a conflict
6. Play YouTube video on conflict
a. Processing questions:
i. What was the conflict in the video?
ii. Why was it a conflict?
b. Ask a student to restate the definition of conflict
7. Explain to students that now that they know about conflict, it is important that they know
where it can occur.
a. Ask the students if they agree/disagree (by show of hands or thumbs up/down)
that conflict can occur in:
i. Playground
ii. Classroom
iii. Multi-Purpose room
iv. Library
v. Hallway
b. The facilitator should conclude this slide by mentioning that conflict can occur
everywhere. Furthermore, that conflict can be good or bad depending on how we
learn to deal with it.
8. Facilitator will state that now that the students know what conflict is and where it can occur,
we need to think of strategies to deal with conflict in a positive way. Ask the students the
following questions:
a. How do we resolve conflict peacefully?
b. What are some helpful strategies?
i. Provide sufficient time for the students to think about the questions and
then call on a few to share with the class.
ii. Thank the students for participating
iii. State that those we great strategies and that you will be providing
additional ones
9. Facilitator explains the difference between big conflicts and small conflicts
a. Cold-call on students to explain the difference back to facilitator to check for
understanding
b. Have student read first scenario off slide to class (i.e. “Your pencil breaks) and
ask students to give a thumb up if they think it is a small conflict
c. Repeat step b with each scenario
d. Re-emphasize the difference between big conflicts and small conflicts
10.Facilitator explains “Stop” and reasons we use it
a. have all students say and do hand gesture for “stop” all together
11. Facilitator explains “Breathe” and reasons we use it
a. have students say “breathe” while taking in a deep breath all together
12. Facilitator explains “think” and reasons we use it
a. have students say “think” while pointing to their heads
b. ask for a volunteer to come up and show the class all three steps sequentially
13. Facilitator shows students the wheel of choices
a. remind students of scenario from step 9. Show students how you would deal with that
specific conflict by choosing to use an “I” statement from the wheel of choices.
 b. ask students if they need another example or if they are ready to practice it on their
own
c. if they need another example, refer back to scenarios from step nine and choose
another action from the wheel of choices.
14. Facilitator gives students a scenario to solve in pairs
a. have a student read the scenario out loud for everyone to hear
b. ask students if they need me to re-explain any part of the scenario
c. walk students through steps
d. break students into partners
e. walk around room and help students who are not really talking
f. find a student who seems ready to show everyone the steps and privately ask them if
they are okay if I call on them to show the class
g. say “class, class” to get attention back to front. Wait for side conversations to settle
with countdown from five if side conversations continue
h. call on student to come up and tell everyone how they would solve the conflict
using steps. Ask that student to popcorn to another volunteer who they think has been
respectful and responsible throughout the presentation so far
i. repeat step h three or four times
15. Review definition of conflict and conflict resolution. Thank students for their time. Turn their
attention back to the teacher.

Plan for Evaluation: How will each of the following be collected?

1. Process Data:
a. When: Throughout the month of April
b. Where: All 4th grade classes (3)
c. Who: All 4th grade students (74)
d. What: Students will receive lesson on conflict resolution
2. Perception Data:
a. Pre/Post test will be administered before the lesson and immediately after the
lesson.
b. Attitude:
i. % of students who believe they need to ask an adult for help every time
they have a conflict
ii. % of students who believe they can solve a conflict
c. Knowledge:
i. % of students who know where conflict can occur
ii. % of students who can identify the 3 steps before approaching a conflict
d. Skills:
i. % of students who can write a sentence using an “I” statement
e. Results Data:
i. School counselor will assess the changes in percent of students who
receive a behavior or discipline referral before/after the lesson.
3. Follow up:
a. Any 4th grade student who receives a behavior referral or is referred by their
teacher for having conflict issues will receive follow-up. The individual will
receive individual or group counseling. Additionally, the school counselor will
remind the student about the conflict resolution strategies that were discussed
during the presentation and have the student model the strategies. New students or
students who were absent the day of the lesson will receive the lesson individually
or in a group (depending on how many were absent/new students).