3 Great Lesson Plans
(seriously - these are awesome)
By: Nicole Gaunt, Mark Switzer & Ashlynn Piecuch
-Career DevelopmentConflict Resolution in the Workplace
9th & 10th grade
Health Class
45 minutes
Abstract:
Niles and Harris-Bowlsbey (2009), recommend that students
have the opportunity to practice and role play difficult
interpersonal interactions they may encounter in the
workplace. By participating in this lesson, students will review
and refresh their conflict resolution skills and relate their
knowledge to workplace scenarios.
Learner Outcomes
ASCA National Standards:
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C:A1.4
Use conflict resolution
knowledge to resolve
workplace conflict
scenarios
Recognize that conflict
resolution skills can be
used in many different
environments
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Learn how to interact and
work cooperatively in teams
C:C2.2
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Learn how to use conflict
management skills with
peers and adults
C:C2.3
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Learn to work cooperatively
with others as a team
member
"Finding good players is easy.
Getting them to play as a team is another story."
- Casey Stengel
Tom & Mona Lisa – New Employee, Big Trouble
http://www.youtube.com/watch?v=cd2rWeswwG
w
Jim & Dwight – Birthday Party
http://www.youtube.com/watch?v=FcbvKe34Zjw
Practice
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The co-worker on your shift is super loud and obnoxious. You have a
headache and feel really irritated. Your co-worker is singing and
dancing, acting really inappropriate and nearly breaks a tray of glasses
with all of her ruckus. What do you do?
One of your co-workers likes to pretend like he is the boss. He is
always going around and telling everyone what to do but he doesn't
actually do any of the work himself. You are really starting to get
irritated with his bossy ways and want him to start helping out. What
would you do?
You and your co-worker are responsible for opening your work on
Saturday mornings at 7am. The last 3 weeks, your co-worker has not
showed up for work until 8am, leaving you there alone to handle the
morning rush. It’s 6:30 on Saturday morning and your co-worker is
calling to say he will be late again. What do you do?
Assessment
Students will respond to several of the following processing questions (to
be collected & reviewed by teacher):
1. How does conflict in the workplace relate to conflict you experience at
home or at school?
2. How are the ways we handle conflict at home or at school differently
or the same as how we would handle conflict in the workplace?
3. What are some new conflict resolution strategies you learned today
that you would like to implement in your day-to-day life at school or in
the workplace?
4. What might happen if you do not use appropriate conflict resolution
strategies in the workplace?
Follow up
12 Skills Summary
the Conflict Resolution Network
http://www.crnhq.org/pages.php?pID=10
Refer students as needed for participation in conflict resolution
counseling group
References
Blakegraham711. (4/8/2010). Birthday Sequence. Retrieved from:
http://www.youtube.com/watch?v=FcbvKe34Zjw
BlondieDct. (10/17/2008). FRIENDS - Blue & White Blazers. Retrieved from:
http://www.youtube.com/watch?v=rNcZyO-Nb5E
Conflict Resolution Network.12 skills summary. Retrieved 3/26, 2013, from
http://www.crnhq.org/pages.php?pID=10
nbcParksandRec. (3/14/2013). Meet Jean-Ralphio's Sister - Parks and Recreation
Highlight. Retreived from: http://www.youtube.com/watch?v=cd2rWeswwGw
Niles, S. & Harris-Bowlsbey, J. (2009). In Fossel M. (Ed.), Career development
-Personal/Social DevelopmentRecognizing Diversity and Addressing Oppression
9th grade
Social Studies Class
45 minutes
Abstract:
According to Gladding, Newsome, Binkley, and Henderson,
school counselors should discuss song lyrics with their
students, drawing parallels between the text and personal
experiences (as cited in Bruneau & Protivnak, 2012). Through
this exercise, students will recognize diversity and address
issues of systemic oppression (e.g. homophobia).
Learner Outcomes
ASCA National Standards:
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Analyze the lyrics of a song
(“Same Love”), drawing parallels
between the text and events
within their own lives.
Recognize the intersectional
nature of oppression (“Injustice
anywhere is a threat to justice
everywhere.”–Martin Luther
King, Jr., Letter from
Birmingham Jail, April 16, 1963).
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PS:A1.2: Identify values, attitudes and beliefs
PS:A1.5: Identify and express feelings
PS:A1.11: Identify and discuss changing personal and social
roles
PS:A1.12: Identify and recognize changing family roles
PS:A2.1: Recognize that everyone has rights and
responsibilities
PS:A2.2: Respect alternative points of view
PS:A2.3: Recognize, accept, respect and appreciate
individual differences
PS:A2.4: Recognize, accept and appreciate ethnic and
cultural diversity
PS:A2.5: Recognize and respect differences in various family
configurations
PS:A2.6: Use effective communications skills
PS:A2.7: Know that communication involves speaking,
listening and nonverbal behavior
PS:B1.7: Demonstrate a respect and appreciation for
individual and cultural differences
“Diversity refers to individual difference within a group—how varied its
members are (in regards to their race, ethnicity, sex, gender, sexual orientation,
ability level, religious/political beliefs, etc). Diversity is also connected to
‘inclusiveness,’ or how this difference is welcomed, respected, and even valued.
The opposite attitude is oppression. To oppress someone means to persecute
them—simply because they are different from you…
I want to share something with you. Some of you may have heard the song ‘Same
Love’ by Macklemore before—maybe you heard it on the radio, or maybe you
heard about the controversy that it caused in South Lyon, MI: A teacher played
the song for her class and was suspended…
I have printed out edited copies of the lyrics for each of you; please read them
over.”
Practice
Teacher:
1. Introduction to lesson through a discussion regarding diversity, oppression, “Same Love,” and the “South
Lyon Incident” (5 minutes).
2. Explain that the students will work individually at first, reading the lyrics, later reflecting, and
personalizing, through journaling (10 minutes).
3. The students will then share their thoughts with their neighbor(s) (5-10 minutes [Depending on the
students’ level of engagement]).
4. Invite students to share their thoughts with the class at large (10 minutes).
5. Lead students in a free-write activity by having them answer processing questions (5-10 minutes)
6. Encourage students to find and share other works of art that address issues of diversity and oppression
(>5 minutes).
Students:
1. Students will work individually at first (10 minutes).
2. Upon completing their personal reflections, students will be asked to share their thoughts within a small
group setting (5-10 minutes).
3. Students are encouraged to share their thoughts within a large group setting, creating a class discussion
regarding diversity, civil rights, oppression, and social (in)justice (10 minutes).
4. Students will answer processing questions via a free-write activity (5-10 minutes).
5. Students are encouraged to find more examples of art that address social injustice (>5 minutes).
Same Love Lyrics
Macklemore X Ryan Lewis featuring Mary Lambert
[Verse 1: Macklemore]
When I was in the 3rd grade
I thought that I was gay
Cause I could draw, my uncle was
And I kept my room straight
I told my mom, tears rushing down my face
She's like, "Ben you've loved girls since before pre-K"
Trippin', yeah, I guess she had a point, didn't she?
A bunch of stereotypes all in my head
I remember doing the math like
"Yeah, I'm good a little league"
A pre-conceived idea of what it all meant
For those who like the same sex had the
characteristics
The right-wing conservatives think it's a decision
And you can be cured with some treatment and
religion
Man-made, rewiring of a pre-disposition
Playing God
Ahh nah, here we go
America the brave
Still fears what we don't know
And God loves all His children
Is somehow forgotten
But we paraphrase a book written
35 hundred years ago
I don't know
[Hook: Mary Lambert]
And I can't change
Even if I tried
Even if I wanted to
And I can't change
Even if I tried
Even if I wanted to
My love, my love, my love
She keeps me warm [x4]
[Verse 2: Macklemore]
If I was gay
I would think hip-hop hates me
Have you read the YouTube comments
lately?
"Man that's gay"
Gets dropped on the daily
We've become so numb to what we're
sayin'
Our culture founded from oppression
Yeah, we don't have acceptance for
'em
Call each other f-----Behind the keys of a message board
Same Love Lyrics Cont.
A word routed in hate
Yet our genre still ignores it
Gay is synonymous with the
lesser
It's the same hate that's caused
wars from religion
Gender and skin color
Complexion of your pigment
The same fight that lead people
to walk-outs and sit-ins
It's human rights for everybody
There is no difference
Live on! And be yourself!
When I was in church
They taught me something else
If you preach hate at the service
Those words aren't anointed
And that Holy Water
That you soak in
Is then poisoned
When everyone else
Is more comfortable
Remaining voiceless
Rather than fighting for humans
That have had their rights stolen
I might not be the same
But that's not important
No freedom 'til we're equal
D--- right I support it
I don't know
[Hook: Mary Lambert]
And I can't change
Even if I tried
Even if I wanted to
And I can't change
Even if I tried
Even if I wanted to
My love, my love, my love
She keeps me warm [x4]
[Verse 3: Macklemore]
We press play
Don't press pause
Progress, march on!
With a veil over our eyes
We turn our back on the cause
'Till the day
That my uncles can be united by law
Kids are walkin' around the hallway
Plagued by pain in their heart
A world so hateful
Someone would rather die
Than be who they are
And a certificate on paper
Isn't gonna solve it all
But it's a d--- good place to start
No law's gonna change us
We have to change us
Whatever god you believe in
We come from the same one
Strip away the fear
Underneath it's all the same love
About time that we raised up
[Hook: Mary Lambert]
And I can't change
Even if I tried
Even if I wanted to
And I can't change
Even if I tried
Even if I wanted to
My love, my love, my love
She keeps me warm [x4]
[Outro: Mary Lambert]
Love is patient, love is kind
Love is patient (not cryin' on Sundays)
Love is kind (not crying on Sundays) [x5]
Assessment
Students will respond to several of the following processing questions
(to be collected & reviewed by teacher):
1.
Why are individuals (or groups) oppressed?
2.
In “Same Love,” Macklemore raps the following:
“Gay is synonymous with the lesser
It's the same hate that's caused wars from religion
Gender and skin color
Complexion of your pigment
The same fight that lead people to walk-outs and sit-ins”
While Martin Luther King, Jr. said the following:
“Injustice anywhere is a threat to justice everywhere.”
What do these two quotes reveal about the nature of oppression? What can you do to prevent
injustice?
Follow up
Encourage students to locate and share more examples
of art (e.g. music, films, books, etc) which address issues
of diversity and oppression.
References
Bruneau, L., & Protivnak, J. J. (2012). Adding to the toolbox: Using creative
interventions with high school students. Journal of School
Counseling, 10(9). Retrieved April 7, 2013, from ERIC.
Macklemore - Same Love Lyrics. (n.d.). In Metrolyrics. Retrieved April 7,
2013, from http://www.metrolyrics.com/same-love-lyricsmacklemore.html
SIECUS: Sexuality Information and Education Coun. (n.d.). Michigan: Same
love, different treatment - Teacher suspended over song lyrics. In
SIECUS. Retrieved April 7, 2013, from
http://www.siecus.org/index.cfm?fuseaction=Feature.showFeature&F
eatureID=2235&parentID =478
-Academic DevelopmentLearning Styles for Study Skills
Grade: 9th
Class: Any required 9th grade class
Duration: 45 minutes
Abstract: In this lesson, students will identify their natural
strengths as learners. Students will be introduced to
three different learning styles and participate in related
activities. Acknowledging and applying learning styles is
recognized in the academic range of ASCA’s national
standards as an important part of growing as a learner.
Students will be able to successfully apply their learning
style to enhance study skills and academic outcome.
Learner Outcomes
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Understand major
characteristics of the
three main learning
styles.
Know which learning
style category the
student fits into.
Learn how to use their
learning style to
strengthen study skills.
ASCA National Standards:
A:A1.1 - Articulate feelings of competence
and confidence as learners.
A:A1.5 - Identify attitudes and behaviors
that lead to successful learning.
A:A2.4 - Apply knowledge and learning
styles to positively influence school
performance.
A:A3.2 - Demonstrate the ability to work
independently, as well as the ability to work
cooperatively with other students.
A:A3.5 - Share knowledge.
A:B1.3 - Apply the study skills necessary for
academic success at each level.
A:B1.6 - Use knowledge of learning styles to
positively influence school performance.
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3 Learning Styles
Visual learners are those who generally think in terms of pictures. They
often prefer to see things written down in a handout, text or on the
overhead. They find maps, graphs, charts, and other visual learning tools
to be extremely effective. They remember things best by seeing something
written.
Auditory learners are those who generally learn best by listening They
typically like to learn through lectures, discussions, and reading aloud.
They remember best through hearing or saying items aloud.
Kinesthetic/tactile learners are those who learn best through touching,
feeling, and experiencing that which they are trying to learn. They
remember best by writing or physically manipulating the information.
Muscles have memory!
Visual Learning Style
__1. Asks for verbal instructions to be repeated
__2. Watches speakers' facial expressions and body
language
__3. Likes to take notes to review later
__4. Remembers best by writing things down several times
or drawing pictures and diagrams __5. Good speller
__6. Turns the radio or T.V. up really loud
__7. Remembers things best when written out or
diagrammed.
__8. Prefers information to be presented visually, (e.g. flip
charts or chalk board)
__9. Skillful at making graphs, charts, and other visual
displays
__10. Can understand and follow directions on maps
Auditory Learning Style
__1. Follows spoken directions better than written ones
__2. Would rather listen to a lecture than read the material
in a textbook
__3. Understands better when reads aloud
__4. Likes words (puns, plays on words, rhymes)
__5. Prefers to listen to the radio than to read a newspaper
__6. Frequently sings, hums or whistles to themselves.
__7. Dislikes reading from a computer screen
__8. When presented with two similar sounds, can tell if
sounds are the same or different
__9. Requires extra explanations of diagrams, graphs, or
maps
__10. Enjoys talking to others
Tactile/Kinesthetic Learning Style
__1. Reaches out to touch things
__2. Collects things
__3. Talks using hands to communicate what they want to
say
__4. Frequently fidgeting (e.g. tapping pen, playing with
keys in pocket)
__5. Coordinated, good at sports, dance, etc.
__6. Takes things apart, puts things together
__7. Prefers to stand while working
__8. Likes to have music in the background while working
__9. Enjoys working with hands and making things
__10. Likes to chew gum or eat in class
This assessment -- Visual_____Auditory____
Kinesthetic____
Assessment
Students will respond to the following processing questions in a
think/pair/share format:
• Now that you know your learning style, what can you do
differently when studying than you have done in the past?
• Name one characteristic of each of the three learning styles.
• What are some ways that others learn differently than you do?
• How does your identified learning style relate to your strengths?
• How can you use your learning style to enhance academic
performance?
Follow up
• Distribute study skills handout for students to refer to when
study help is needed.
• Ask students to practice using one learning style technique
when studying this week.
• If students are still struggling with finding ways to effectively
study, they can meet with their school counselor and further
discuss options/techniques.
References
American School Counselor Association (2004). ASCA National Standards for
Students. Alexandria, VA: Author.
Developing Study Skills for Your Learning Style. Roundrockisd.org. Retrieved
April 7, 2013 from http://www.roundrockisd.org/index.aspx?page=2028.
Multisensory teaching techniques. In (2012). Specialized language
development center tutor reference.
Nystrom, P. (n.d.). Learning styles: an introduction. Retrieved March 27, 2013
from http://www.learnnc.org/lp/pages/4033.