Handling Opposition - 2

Foundational

Lesson Plan

Goal: When in a conflict situation, the student will identify and use a learned strategy to resolve it, 8 of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Identify the characteristics of a conflict.
2. Use active listening skills to learn of the opposing side’s beliefs or opinions.
3. Compile a list of strategies to use to resolve a conflict among friends and/or peers.

Definitions of Key Terms: Handling opposition is defined as addressing a conflict with another person when they are hostile and angry. It means using strategies to resolve a disagreement in peaceful and positive ways.

Discussion Points:

Questions:

  • Do you think it is easier to agree than disagree?
  • Can we learn how to get along with our friends and/or peers better by experiencing disagreements?
  • Should we be polite even if we are involved in a conflict?
  • Is it important to listen and hear when someone has an opposing viewpoint?
  • Can you have a relationship with a person who has an opposing viewpoint?

Discuss with students what it means to handle opposition. Review the discussion point questions.


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

As a class, make a list of situations describing when it is important to have an opposing view. Ask students to think about and share past experiences or situations where they were involved in a disagreement or had an opposing viewpoint from a friend or classmate.

Materials Needed:
  • Chart paper or interactive board
    •

Record the ideas and situations suggested by the students on chart paper or the board.

Example: When you are certain that something is wrong.

Activity 2: Agree or Disagree

Review the discussion points and the list of ideas generated in Activity 1. Assign students a partner and ask them to complete Student Activity Sheet A. Remind them to highlight or write a star next to items that they disagree on.

Materials Needed:
  • Student Activity Sheet A - 1 per student
  • Pencil per student
  • Highlighter per student
    •

Discuss as a class how students felt after the activity is complete. Ask students to share the items that were the same and those that were different between the pair. Discuss if any of the items where there was a disagreement were surprising to the pair.

Student Activity Sheet A

Directions: Make a list of activities that you like to participate in or places you like to go. Then with a partner, compare your list and politely discuss why you might not agree with your partners choices.

Activity 3: Comic Strip Worksheet

Review the key points from the previous activities and discussions. Allow students time to complete Student Activity Sheet B. When finished, have the students share their answers and why they choose the way they did.

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

Ask students to identify the strategies used in the comics that showed active listening and resolving conflict in peaceful and positive ways.

Student Activity Sheet B

Directions: Study the comic strips below. Circle the answers that show the characters having an opposing view.

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet C.

Materials Needed:
  • Student Activity Sheet C - 1 per student
  • Pencil for each student
  • Student Activity Sheet D - 1 per student
  • Red and purple colored pencil or crayon
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After students have finished, discuss the listening comprehension questions together.

After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet D. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete Student Activity Sheet D.

Display the script using the immersive reader and highlight the nouns in the script. Students should self check their work to determine if they correctly named two nouns. Repeat the process for verbs and plurals.

If time allows students may partner together and role play the script.

Example script of someone having an opposing view appropriately:
Chris: Hey, don’t you think that it would be a good idea to walk to school tomorrow?
Tori: I heard it’s supposed to rain tomorrow so maybe we can walk to school another day. Let’s take the bus tomorrow.
Chris: That’s a great idea.

Example script of having an opposing view inappropriately:
Chris: I was thinking of donating money to promote environmental clean up.
Tori: That’s a terrible idea. I think donating money to help animals is a way better idea.
Chris: That hurt my feelings.
Tori: Too bad.

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills.

Utilize current classroom literature that demonstrates handling opposition.

Student Activity Sheet C

Directions: Think about the script read/played for the class and complete the questions below.

1. Who are the characters in this script?

2. Why does Tori say it is not a good idea to walk to school?

3. Who does Tori think it would be better to donate money to?

4. How do you think Chris feels when Tori disagrees with him?

5. How do you feel when others don’t see eye to eye with you?

Student Activity Sheet D

Directions: In the scripts below, circle in purple two nouns in purple, and in red, circle all verbs. Circle the plural words. BONUS: write the singular form of each plural word on the side.

Remember: A noun names a person, place, thing, or idea. A verb names describe an action, a state, or an occurrence.

Example script of someone having an opposing view appropriately:
Chris: Hey, don’t you think that it would be a good idea to walk to school tomorrow?
Tori: I heard it’s supposed to rain tomorrow so maybe we can walk to school another day. Let’s take the bus tomorrow.
Chris: That’s a great idea.

Example script of having an opposing view inappropriately:
Chris: I was thinking of donating money to promote environmental clean up.
Tori: That’s a terrible idea. I think donating money to help animals is a way better idea.
Chris: That hurt my feelings.
Tori: Too bad.

Application Activity

Review and discuss example scripts from the lesson extension.

In small groups, have the students create scripts demonstrating opposing appropriately and inappropriately. Use the script sheet to create students' scripts.

Materials Needed:

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.


Script Extensions:

Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.


Ideas for modifying this activity based on your students’ needs:

  • create a script as a class
  • pair or group students so that skill levels are varied and assign each a role or task that uses their skill
  • create the script by recording the dialog with a phone or other recording device.
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Topic Checkout

Review the key points from the previous activities and discussions. Ask students to complete the Student Topic Checkout. Discuss their answers when all students have finished.

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

Student Topic Checkout

Directions: Complete the following questions.

  1. Is it okay to have an opposing view?
  2. How do you oppose someone else’s position respectfully?
  3. What are some examples of situations when you may have to disagree with others?
  4. Why is having an opposing view important?