Intro+to+Conflict+Notes

 Instructional Plan

//Teacher Candidate: Stuart Allen Date: 10/13/09 //

//Cooperating Teacher: Colette DeHaan Grade: 7th //

//School: Enterprise Middle School District: Richland School District //

//Unit/Subject: Conflict / Language Arts //

//Lesson Title/Focus: Intro to Conflict / Conflict Notes //


 * Learning Targets ** : By the end of this lesson, students will be able to demonstrate understanding of the **five types of conflict**. They will demonstrate their understanding and comprehension with the completion of a ‘Conflict Notes’ worksheet.
 * Reading EALR 2 **: The student understands the meaning of what is said.


 * Component 2.3 **: Demonstrate evidence of reading comprehension.


 * GLE 2.3.3 **: Understand the functions (to make the story more interesting and convey a message) of literary devices.


 * Assessment Strategies: ** Students are assessed by their participation for reading the ‘Conflict Notes’ and/or discussion. They are also assessed by group participation and individual work on the worksheet.


 * Grouping **: Students are in designated groups, labeled by different colors. There are 4-6 students in each group facing each other to make a square or rectangle. Students are to remain in at their desks for the entire classroom time except for the Grammar Notebooks entry task. The Grammar Notebook entry task is the only time when students can leave their desk to put their notebooks into their designated bins.

<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;">The instructor then hands out the ‘Conflict Notes’ worksheet and instructs them to follow along reading as the instructor reads. The instructor will put the notes on the projector and call on students to take turns reading, while the instructor goes into detail about what is read.
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;">Learning Experience **<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;">:
 * <span style="font-family: 'Arial Narrow','sans-serif'; mso-bidi-font-family: Arial;">Intro – ** At the beginning of class, the instructor presents the students with the Grammar Notebook entry task for the day on the overhead. Read over the entry task and let students know that the entry task will need to be dated, copied, and finished completely in the first 5 minutes of class.

//**<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%;">Whole Class **//**<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;"> – **<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;"> After reading the notes as a whole class, do the SCHOOL column of making your own connections to the type of conflict (ex: person vs person; A student shoves another student in the hallway). As the instructor goes through giving the examples of each SCHOOL conflicts, have the students copy and follow along. Have the students then work on the HOME column of conflicts. Each group should work together to make examples of all five conflicts that occur at HOME. When they are finished, call on groups to share a couple of their own examples each. <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;"> //**<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%;">Individual – **////<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; font-style: normal; line-height: 115%; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;"> Instruct the students to work on the last column, MOVIE/BOOK, by themselves. They can use more than one movie or book, but must say what the title and characters who are taking place in the conflict. //<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;">
 * <span style="font-family: 'Arial Narrow','sans-serif'; mso-bidi-font-family: Arial;">Guidance/Questions – ** Students are able to raise their hand and ask questions about the notes or possible conflicts. As the instructor goes through each conflict, give students examples of conflicts which they can relate to. Also give the students time to ask if any first hand conflicts have happen in the last week that they would like to share.

//**<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%;">Closing **//**<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;"> – **<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;"> If the students do not finish the worksheet, then it is homework. Begin the next day with sharing their favorite examples. If the students did finish with their own examples, share with the class as until it ends. Either way, the instructor should inform the students that the worksheet will be due at the beginning of the period the next day.

Data Projector ‘Conflict Notes’ handout Marker (if whiteboard is used) Grammar Notebook Entry Task
 * <span style="font-family: 'Arial Narrow','sans-serif'; mso-bidi-font-family: Arial;">Materials, Resources, and Technology **: