Handling Opposition - 3

Continued Growth

Teachers

Goal: When faced with an opposing viewpoint, the student will use a learned strategy to handle the situation positively, in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Identify an opposing viewpoint.
2. Use active listening to learn about the other person’s viewpoint.
3. Identify positive or polite strategies to use when disagreeing with another person.

Definitions of Key Terms: Handling opposition is defined as addressing a conflict or disagreement with another person. The other person may be hostile and angry.

Discussion Points:

  • Having opposing ideas and outlooks on a particular subject happens several times throughout the day.
  • People can have opposing ideas on specific situations and still maintain a friendship or working relationship.
  • It is important to listen and hear the other person’s opposing viewpoint.
  • Can you have a relationship with a person who has an opposing viewpoint?

Discuss with students the meaning of handling opposition.


Possible activities to review the discussion points or use your own:

Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.

  • T (Think): Teacher begins by asking a specific question using the discussion topics.
  • P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
  • S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.

SEL Categories Activity:

  • Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
  • Once time is up, ask each student to share a word or thought from their list.
  • Other students must cross that word or thought off their list.
  • Continue the process until all words or thoughts have been listed.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

  • Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
  • Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
  • Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: Circumstances

Write a topic that the students are interested in on the board or chart paper. The topic should be one that would have students taking opposing views. Some examples could be:

Materials Needed:
  • Chart paper or interactive board
  • Sticky note or index card for each student
  • Pencil for each group
  • Should you have a set bedtime each night?
  • How much time is too much time for playing video games?
  • How old should you be to start babysitting?

Ask students to think about the topic and how they feel about it. Ask for volunteers to share their opinion. Record the opposing viewpoints on the board or chart paper. Discuss why students feel or think differently about the topic and why it is okay to have opposing viewpoints.

Discuss using active listening and polite phrases such as “I see that you are passionate about…, but I think it should be…”; “We can agree to disagree...”

Allow students to write a situation that it is important to have an opposing view of on a sticky note or index card. Discuss students' answers. Save notes/cards for Activity 2.

Activity 2: Role Play

Review the key points from Activity 1 with students. Assign students to work in pairs. Give each pair two notes/cards from Activity 1. Allow students to role play how to handle the situation appropriately.

Materials Needed:
  • Sticky note or index cards from Activity 1
  • Student Activity Sheet A - one for each students
  • Pencil or pen for each student

Ask students to complete Student Activity Sheet A. When all students have finished, discuss their answers.

Student Activity Sheet A

Directions: Think about the role play you completed with your partner. Answer the following questions.

1. Which strategy did you use to positively handle the opposing view?

2. Which strategy did your partner use?

3. Which strategy was the easiest to use?

4. List at least three strategies you would use the next time you have to handle opposition.

Activity 3: Personal Narrative

Review the key points from Activities 1 and 2 with the students. Allow students time to complete Student Activity Sheet B. Ask for volunteers to share their answers when all students have finished.

Materials Needed:
  • Student Activity Sheet B - 1 per student
  • Pencil for each student

Student Activity Sheet B

Directions: Write about a time you had to handle opposition. Give examples of how you handled the situation correctly or incorrectly.

Application Activity

Script Prompt: Develop a script and create an animation that includes two characters in a setting related to the script prompt:

Materials Needed:
  • Chart paper or interactive board
  • Markers
  • Script sheet for each group
  • Pencil for each student

The dialogue between the characters must include:

  • A conflict between characters.
  • The characters demonstrating how to handle opposition.

Methods for completing this activity include (choose one or a few, depending on your students’ levels and abilities):

Script Writing Practice: Teacher-led discussion of script creation. As a group, write both an appropriate and inappropriate version of the script. In small groups or individually, have the students independently create scripts that demonstrate the script prompt. Use the script sheet to create students' scripts.

Independent Script Recording: Pair students together to complete two scripts using the same script prompt detailed above. Direct each student to take turns being character one and character two.

Animation Creation: Have students record their scripts using the SiLAS software. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.

Lesson Extension: Incorporate ELA standards by discussing both spoken and written grammar rules (dialogue punctuation, correct verb tense, sentence structure, character, setting, problem, solution). Consider using both the final animation and written script as an ELA grade/assignment.

Topic Checkout

Review all key points with the students. Allow students time to complete the Student Topic Checkout. Discuss their answers when all students have finished.

Materials Needed:
  • Student Topic Checkout- 1 per student
  • A pencil for each student

Student Topic Checkout

Directions: Complete the following questions.

1. What are some examples of circumstances when you may have to disagree with others?

2. How do you handle opposition respectfully?