8
Conflict Resolution
National Health
Education Standards
and Performance
Indicators
Student Learning Objective
• Interpersonal
Communication
[4.8.3]
• Interpersonal
Communication
[3.12; 4.12]
On
• Demonstrate effective conflict resolution skills.
Michigan Health
Education Standards
and Grade Level
Expectations
ly
LESSON
• Decision Making
[5.8.2; 5.8.3; 5.8.4;
5.8.5; 5.8.6]
Lesson Synopsis
• Decision Making
[3.11; 4.9]
Time
Introduction
15 minutes
Materials Needed
Supplied by the Teacher
• Paper
• Pens or pencils
• Projector and screen
Pr
ev
Activity
ie
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Have students share their methods of teaching an adult The WISE Way.
Introduce the lesson on conflict resolution. Explain how to use The WISE Way
when resolving conflicts. Identify what to do before trying to resolve a conflict.
Explain the importance of agreeing on a goal. Practice resolving conflicts using
student-written conflicts. Provide the “Health News Break! Skills to Make Life
Easier” and ask students to review it with parents or another trusted adult.
Digital Tools:
• Computers or other devices
• District approved software
for making presentations
14 minutes
Health Education Materials
• Poster: “The WISE Way to Resolve Conflicts,” Educational Materials Center
Teacher Resources
• PowerPoints or Transparency Masters: “The WISE Way to Resolve Conflicts”
Fo
r
Input
Traditional Tools:
• Writing paper
• Pens or pencils
• Art supplies
Supplied by the Teacher
• Projector and screen
Digital Tools:
• Computers or other devices
© Copyright 2014
Safe and Sound for Life
Traditional Tools:
• Transparencies
Middle School
Lesson 8
Page 111
Application
14 minutes
Health Education Materials
• Poster: “The WISE Way to Resolve Conflicts,” Educational Materials Center
ly
Teacher Resources
• Student Worksheet: “The WISE Way to Resolve Conflicts”
• Assessment Tools for Influences and The WISE Way to Resolve Conflicts:
– Teacher Assessment Rubrics
– Student Self-Assessment Rubrics
– Teacher Checklist
– Student Checklist
– Peer Checklist
Supplied by the Teacher
• Student generated conflict situations
Closure
2 minutes
Traditional Tools:
• Pens or pencils
On
Digital Tools:
• Computers or other devices
Teacher Resources
• Student Worksheet: “Influences”
• Family Resource: “Health News Break! Skills to Make Life Easier”
w
Supplied by the Teacher
45 minutes
Pr
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TOTAL
Traditional Tools:
• Pens or pencils
• Folders or three-ring binders,
one per student
ie
Digital Tools:
• Computers or other devices
• Flash drive or personal folder on
the computer or network drive,
one per student
Preparation
Prior to the Lesson
• Review the assessment tools. Select one or more to use.
• Prepare the conflict situations generated by students.
Introduction
• Decide how to divide into small groups with three or four students in each group.
Input
• Prepare to display the PowerPoints or transparencies, or display the poster.
Application
•
•
•
•
•
Fo
r
Decide how to divide into small groups with three or four students in each group.
Display the poster for student reference.
Provide the student worksheet for each student.
Provide the student-generated conflict situations.
Provide students with the assessment rubrics and/or checklists if needed.
Closure
Page 112
• Provide the student worksheet for each student.
• Provide the family resource for each student.
Lesson 8
Middle School
Safe and Sound for Life
© Copyright 2014
LESSON PROCEDURE
Introduction: Have students share their methods of teaching an adult The WISE Way. Introduce
the lesson on conflict resolution.
Instructional Steps
Script and Detailed Directions
Form groups of three or four students. Assign one student in each group to be the
leader.
ly
Have students share
their methods of
teaching an adult The
WISE Way.
15 minutes
On
We are going to begin today by hearing or seeing how you taught (plan to teach) your
parents or another trusted adult The WISE Way. Each person in your small group will
have two or three minutes to share his or her method.
Assist the groups by helping them rotate from student to student every three minutes.
Monitor the groups to be sure they understand The WISE Way.
If time permits, ask for two or three volunteers to share with the class.
Now that we understand the four steps, we’ll expand our use of the four steps to
situations involving conflicts between two people.
w
Introduce the lesson.
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Input: Explain how to use The WISE Way when resolving conflicts. Identify what to do before
trying to resolve a conflict. Explain the importance of agreeing on a goal.
Script and Detailed Directions
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Instructional Steps
14 minutes
Explain how to use
The WISE Way when
resolving conflicts. Use
the poster, PowerPoints
or transparencies, “The
WISE way to Resolve
Conflicts.”
We’ll start with a simple example. Imagine you and a friend have made plans to go
to the movies together on Friday. Your friend phones and says he or she is doing
something else with another friend. You aren’t invited. You ask your friend if you can
talk with him or her about it.
Before you begin to talk, it will help to use several of the skills and strategies we have
learned.
Fo
r
Identify what to do
before trying to resolve
a conflict.
Display the poster, PowerPoints or transparencies, “The WISE Way to Resolve
Conflicts.”
• Check out how you feel. How might you feel?
• Manage any strong emotions.
• Use empathy skills to consider how the other person might feel.
When you talk with your friend, you need to be sure you are:
• listening carefully, and
• ready to share your ideas, feelings, and thoughts in an I-statement.
© Copyright 2014
Safe and Sound for Life
Middle School
Lesson 8
Page 113
Explain the importance
of agreeing on a goal.
Start by stating what the situation is for you and what you want to happen. It may be
different for your friend. Ask him or her to share his or her point of view. It is important
to agree on the situation and the goal. If you don’t agree, keep talking until you can. Be
sure to use the Check It Out criteria as you consider a goal to work towards.
Talk with students about the possible situation and goal for each person. For example:
ly
• Situation and goal for you: We had a plan for Friday night and the friend decided to
do something with someone else. You are angry. Your goal is to find out why your
friend isn’t keeping his or her promise and why he or she doesn’t what to spend time
with you on Friday.
On
• Situation and goal for your friend: Your friend talked with you about going to the
movies, but didn’t think it was a firm decision. Then, your friend’s neighbor offered
him or her a ticket to the ballgame. Your friend decided to go. It was a big game.
Your friend’s goal is to understand why you are so angry and find a way to stay
friends.
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• Situation the two agreed upon: You and your friend interpreted the discussion about
Friday night’s plan differently. Your mutual goal is to find a way to be sure you both
have the same understanding when you talk about things to do together in the future
so that there are fewer or no misunderstandings.
Invite students to tell you if this goal satisfies the Check It Out criteria.
In step 2 of The WISE Way, you identify as many
ideas or ways to reach the goal and use the Check It Out criteria to eliminate any ideas
that don’t meet the standards.
ie
Continue with step two.
Ask students to suggest ideas that could help reach the goal. For example:
Pr
ev
• Compose a written agreement when you are going to do something together.
• Summarize what is said so that you are sure you understand.
• Ask a third person to listen to what you decided.
Invite students to tell you if these ideas satisfy the Check It Out criteria.
Complete steps three
and four.
In step 3, take the remaining ideas and talk with your friend about what would happen if
each idea were chosen. Then, select one and act on it. Each person has veto power.
The written agreement and asking a third person to listen seem like too much effort
for this conflict. Probably just summarizing what is said to be sure there is mutual
understanding will solve the conflict.
Fo
r
Step 4 happens after you have acted on your idea. In this situation, if the two people try
summarizing and they discover that they still aren’t seeing things the same way, they
may want to try a written agreement or ask a third person to listen. Or, they could go
back and brainstorm more ideas.
Page 114
Lesson 8
Middle School
Safe and Sound for Life
© Copyright 2014
Application: Practice resolving conflicts using student-written conflicts.
Instructional Steps
Script and Detailed Directions
Divide into small groups of three or four. Assign a leader.
Now it’s time for you to practice. I have selected some of the conflicts you wrote. Your
task is to use The WISE Way to Resolve Conflicts with the situation I assign to you.
Each member of the group should complete the worksheet.
ly
Practice resolving
conflicts using studentwritten conflicts. Use
the student worksheet,
“The WISE Way to
Resolve Conflicts.”
14 minutes
You may want students to select a conflict from several you provide, but this
option will add some time to the lesson.
On
Provide any assessment tools you plan to use and explain the criteria for assessment.
w
Provide the student worksheet, “The WISE Way to Resolve Conflicts,” and distribute
the conflict situations.
ie
Using student-written conflict situations can increase the motivation for
practicing. If, however, your students didn’t provide you with enough conflicts
situations, check the teacher reference, “Conflict Situations to Resolve,” for
ideas.
Pr
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If students do not finish the worksheet, ask them to take their worksheet home to
complete and be ready to turn it in for your review during the next health lesson.
Closure: Provide the “Health News Break! Skills to Make Life Easier” and ask students to review
it with parents or another trusted adult. Preview the next lesson.
Instructional Steps
2 minutes
Script and Detailed Directions
I have another “Health News Break!” for you to take home. This news break describes
the additional skills we have learned to use. Your task is to review it with a parent or
other trusted adult and list situations where you think these skills will be helpful. They
are not only useful in stressful and emotion-filled situations. They can make life easier
in many different situations. Bring your list of situations back to class along with an
acknowledgement that your parents or another trusted adult worked with you on this
assignment.
Assign a writing
assignment. Use the
student worksheet,
“Influences.”
Provide the student worksheet, “Influences.”
Fo
r
Provide the “Health
News Break!” and ask
students to review it
with parents or another
trusted adult.
You have one more homework assignment. Select one of the three writing assignments
on the worksheet to complete before tomorrow.
Provide any assessment tools you plan to use and explain the criteria for assessment.
Preview the next lesson.
© Copyright 2014
In our next health lesson, we’ll examine ways to take control!
Safe and Sound for Life
Middle School
Lesson 8
Page 115
Transparency Master Set, #1
The
WISE
Way to Resolve Conflicts
Person B
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Person A
What is the situation?
What is the best goal?
What is the best goal?
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Check It Out
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Check It Out
On
What is the situation?
Mutually agree on the situation and goal.
Check It Out
Answer the five questions:
Fo
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Does this idea follow my personal and family values?
Will this idea help me stay safe and healthy?
Does this idea follow family, school, and community rules?
Does this idea show respect for myself and others?
Could this idea really work, that is, is it realistic?
Ask a trusted adult for help.
Page 116
Lesson 8
Middle School
Safe and Sound for Life
© Copyright 2014
Transparency Master Set, #2
WISE
Way to Resolve Conflicts
Person A
Person B
Ideas to think about.
On
Brainstorm together!
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The
w
Check It Out
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Check It Out
Pr
ev
Answer the five questions:
Values?
Safe and healthy?
Fo
r
Rules?
Respect?
Realistic?
Ask a trusted adult for help.
© Copyright 2014
Safe and Sound for Life
Middle School
Lesson 8
Page 117
The
WISE
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Transparency Master Set, #3
Way to Resolve Conflicts
Person B
On
Person A
Select the best idea and act.
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Ask “What If?” for each idea.
Each person has veto power.
Fo
r
Pr
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Evaluate what happened together.
Page 118
Lesson 8
Middle School
Safe and Sound for Life
© Copyright 2014
Student Worksheet, Page 1
The
WISE
Name_____________________________
Way to Resolve Conflicts
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STEP ONE
Person B
What is the situation?
What is the situation?
On
Person A
What is the best goal?
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What is the best goal?
STEP TWO
Ideas to think about.
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Mutually agree on the situation and goal.
Fo
r
Brainstorm together lots of ways to reach your mutual goal.
The best goal or idea is one that you
can answer “Yes” to all five Check It
Out questions:
1. Does this goal or idea follow my
personal and family values?
2. Will this goal or idea help me stay
safe and healthy?
3. Does this goal or idea follow family,
school, and community rules?
4. Does this goal or idea show
respect for myself and others?
5. Could this goal or idea really work,
that is, is it realistic?
Keep goals and ideas that get “Yes”
answers to all five questions. If a goal
or idea gets a “No” answer to any
question, cross that goal or idea off
your list and check out the next goal
or idea.
Ask a trusted adult what he or she
thinks of your goals and ideas.
Who might you ask if you get stuck?
© Copyright 2014
Safe and Sound for Life
Middle School
Lesson 8
Page 119
Student Worksheet, Page 2
Name_____________________________
STEP THREE
S
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elect the best idea.
To help select the best idea, ask “What if?”
What would happen if we acted on this idea?
On
Both people have veto power over any idea!
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Then, ACT!
Pr
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STEP FOUR
Evaluate what happened. Together, ask these questions:
Did we reach the goal by using the idea we chose?
If our idea worked, how do we feel about reaching the goal that way?
If the idea we chose didn’t work, do we want to try again with another idea? If so, which one?
Would we want to do anything different next time? If so, why?
Fo
r
•
•
•
•
Page 120
Lesson 8
Middle School
Safe and Sound for Life
© Copyright 2014
Teacher Reference
e
v
l
o
s
e
to R
ly
Conflict Situations
On
Situation #1:
ie
Situation #2:
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Olivia and Sophia are playing their favorite video game on Sophia’s family
computer. Her older brother and his friend want to use the computer. There isn’t
another computer available.
Pr
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Yolanda and Hakeem are on the committee to plan the end-of-school party. They
both want lots of music. Yolanda wants a part of the gym used as a dance floor
and the other part as a place where kids can sit and talk. Hakeem wants the gym
open for basketball and the pool open for swimming.
Situation #3:
Fo
r
Selena found a cell phone in the girls’ restroom. She is carrying it in her hand as
she makes her way to the office to turn it in. Marissa is frantic. She lost her phone.
She sees Selena with it in her hand. Marissa explodes calling Selena a thief.
© Copyright 2014
Safe and Sound for Life
Middle School
Lesson 8
Page 121
Student Worksheet
Name_____________________________
Influences
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Complete one of the three options below. Your written description must use language appropriate
for the classroom.
On
Option #1:Listen to a popular song. Describe how it encourages people to show one
another respect or how it promotes verbal or physical violence.
Option #2:Watch a television show and write a brief summary of the plot. Describe how it
encourages people to show one another respect or how it promotes verbal or
physical violence.
Fo
r
Pr
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Option #3: Play a favorite video game. Describe how it encourages people to show one
another respect or how it promotes verbal or physical violence.
Page 122
Lesson 8
Middle School
Safe and Sound for Life
© Copyright 2014
Health News Break!
Sh o
ly
Resource
On
Liste n i n g C
a ref u l l y
w
Listening is
perhaps th
e most bas
skill. Yet, it
ic commun
is often ove
ication
rlooked. It
be an effec
ta
kes practic
tive listene
e to
r.
These tips
will help im
prove listen
ing skills!
• Stop w
hat you are
do
• Look a
t the perso ing.
n
in a relaxe
• Focus
d way.
on what th
e
p
e
rson is say
changing th
ing rather th
e subject o
an
• Let the
r letting yo
person fin
ur mind wa
is
n
der.
h before yo
• Ask qu
u begin to
estions or
talk.
make com
the person
ments abo
says.
ut what
• Summ
arize what
th
e
person say
or she say
s. Put wha
s in your o
t he
wn words.
Pr
ev
No matter what our age, some days
are easier than others. Those are
the days with minimal problems
and conflicts. Unfortunately, these
days may not happen as frequently
as we would like. Consequently,
we need to have skills mastered
that will help us manage the
day-to-day problems and conflicts.
Your student has been learning
all about how to make
life easier with
these skills.
Family
ie
s
l
l
Ski
e
k
a
to M
r
e
i
s
a
E
Life
y
h
t
a
p
m
wi ng E
Fo
r
people’s ight
e other
s
n
e
s
to
e else m u
e ability
someon
o
t
th
a
h
is
w
y
l when y en
ine
g
fu
a
e
s
Empath
im
u
is
or wh
s and to ng. This skill
tressed
li
emotion
is
e
d
fe
is
r
o
o
ing
eone.
one wh
be think
ith som
h some
w
it
t
w
ic
g
fl
n
in
are talk to resolve a co
d
eling:
you nee
ht be fe
ig
m
n
o
r pers
d you.
t anothe ppening aroun
or
a
h
w
to
ssing his
e
is ha
r
Clues
t
p
a
x
h
e
w
erve
who is
• Obs
person
e
th
e
v
r
e
and
• Obs lings.
t is said
a
h
w
in
e
cies
her fe
onsisten or behaves.
c
in
e
c
ti
oks
• No
erson lo
how a p
© Copyright 2014
Safe and Sound for Life
Middle School
Lesson 8
Page 123
Usi n g I-State m e nts
Family
stly state your feelings,
I-statements help you hone
ut being disrespectful to
thoughts, or opinions witho
g them down. If you want
others by blaming or puttin
ng that bothers you or
to assertively state somethi
this skill is key.
something you appreciate,
Resource
ly
Try using a
pattern to h
elp
you get sta
rted:
1.
2.
3.
4.
What the person did
How you feel about what he or she did
The impact on you because of what the pers
on did
What you’d like the person to do instead
I feel… [state
your feelings
,
thoughts or
opinions]
Because…
[describe the
impact on yo
u of what
happened]
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When someone has done something you
appreciate, include these three parts:
On
“When… [d
escribe wha
t
happened]
When someone is bothering you, include
four parts:
Please…” [s
tate what yo
u’d
like the pers
on to do if
something n
eeds to chan
ge]
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1. What the person did
2. How you feel about what he or she did
3. What you liked about what the person did
Pr
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WISE
Making Decisions and Solving
Problems the “The WISE Way”
Answer these five questions:
Fo
r
WISE is an acronym that helps people remember
the four steps in decision making and problem
solving.
What is the situation, and what is the best goal?
Ideas to think about.
Select the best option and act.
Evaluate what happened.
To help select the best goal and way to reach the
goal, Check It Out criteria are used.
Page 124
Lesson 8
Middle School
•
Does this idea follow my personal and family
values?
•
Will this idea help me stay safe and healthy?
•
Does this idea follow family, school, and
community rules?
•
Does this idea show respect for myself and
others?
•
Could this idea really work, that is, is it
realistic?
If you answer “yes” to all five questions, it’s a
great goal and idea. If not, look for another one.
Asking a trusted adult for help is always a good
strategy.
Safe and Sound for Life
© Copyright 2014
Resolving Conflicts
This skill involves all of the other skills working together. Begin by:
•
•
Checking out how you feel.
Managing any strong emotions.
Family
Resource
On
Use empathy skills.
Listen carefully.
Use I-statements to share your ideas, feelings, and thoughts.
Use the four steps in “The WISE Way.”
Person B
What is the situation?
What is the situation?
What is the best goal?
What is the best goal?
Check It Out
Pr
ev
Check It Out
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Person A
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•
•
•
•
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Talk with the person involved in the conflict. Be sure to:
Mutually agree on the situation and goal.
Ideas to think about.
Brainstorm together!
Check It Out
Fo
r
Select the best idea and act.
Ask “What If?” for each idea.
Each person has veto power.
Evaluate what happened together.
© Copyright 2014
Safe and Sound for Life
When d
o you
think th
es
would b e skills
e helpfu
l
and ma
ke life
easier?
Middle School
Lesson 8
Page 125
Page 126
Lesson 8
Fo
r
Pr
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Middle School
Safe and Sound for Life
Written
Assignment
Element
Exceeds
Expectations
4
The description
is clear, accurate
and includes all
relevant information.
The response is
comprehensive
and shows a depth
of understanding
of the concepts
and/or proficiency
in effectively
performing the skill.
The response uses
appropriate language
for the classroom.
w
Does Not Meet
Expectations
1
Most of the
description is
unclear and
inaccurate, and
there is important
missing information.
The response
uses appropriate
language for the
classroom.
On
Progressing Toward
Expectations
2
Some of the
description may be
unclear or inaccurate
and there may be
some missing or
irrelevant information.
The response uses
appropriate language
for the classroom.
ie
Meets
Expectations
3
The description is
clear, accurate, and
includes relevant
information. The
response uses
appropriate language
for the classroom.
The student has demonstrated the elements listed above through written or digital assignment.
ly
Complete one of the three options: – Listen to a popular song
– Watch a television show
– Play a favorite video game
Describe how it encourages people to show one another respect or how it promotes verbal or physical violence.
The written description must use language appropriate for the classroom.
The following holistic rubric can be used for assessing student ability to identify influences.
•
•
•
Elements of the Assignment
Assessment Rubric:
Influences
Comments
Teacher Assessment Rubric
© Copyright 2014
Fo
r
© Copyright 2014
Safe and Sound for Life
Written
Assignment
Element
Exceeds
Expectations
4
My description is
clear, accurate
and includes all
relevant information.
My response is
comprehensive and
shows the depth of
my understanding
of the concepts
and/or proficiency
in effectively
performing the skill.
My response uses
appropriate language
for the classroom.
w
ly
On
Progressing Toward
Expectations
2
Some of my
description may be
unclear or inaccurate
and there may be
some missing or
irrelevant information.
My response uses
appropriate language
for the classroom.
ie
Meets
Expectations
3
My description is
clear, accurate, and
includes relevant
information. My
response uses
appropriate language
for the classroom.
Does Not Meet
Expectations
1
Most of my
description
is unclear or
inaccurate,
and there is
important missing
information. My
response uses
appropriate
language for the
classroom.
Comments
Review the directions in the Review the directions in the assignment.
Review the rubric and circle the number in the heading with the statements that best represents your work for the assignment.
Pr
ev
These are the elements of the assignment:
• Complete one of the three options: – Listen to a popular song
– Watch a television show
– Play a favorite video game
• Describe how it encourages people to show one another respect or how it promotes verbal or physical violence.
• Your written description must use language appropriate for the classroom.
This rubric can be used for assessing your ability to identify influences.
Self-Assessment Rubric:
Influences
Student Self-Assessment Rubric
Name_____________________________
Middle School
Lesson 8
Page 127
Page 128
Lesson 8
Fo
r
Pr
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Identify the situation and the best goal for each person. Decide on a mutually agreed upon situation and goal.
Identify ideas to think about.
Select the best idea, ask “what if”, act.
Evaluate what happened.
Use Check It Out.
Talk to a trusted adult.
Middle School
Safe and Sound for Life
•
•
•
•
•
•
•
•
•
Exceeds
Expectations
4
Situation for each
All of the elements
person
are included clearly
Goal for each person and accurately.
Mutual situation and The response is
goal
comprehensive
Ideas
and shows a depth
Select
of understanding
of the concepts
Act
Evaluate
and/or proficiency
Check It Out
in effectively
Ask a trusted adult
performing the skill.
Element
w
ly
Does Not Meet
Expectations
1
Few or none of
the elements are
included. Most
are unclear and
ineffective, and
there are important
inaccuracies
On
Progressing Toward
Expectations
2
Most of the elements
are included. Some
may be unclear
or ineffective, and
there are a few slight
inaccuracies.
ie
Meets
Expectations
3
All of the elements
are included clearly,
effectively, and
accurately.
The student has demonstrated the elements listed above through written or digital assignments.
The following holistic rubric can be used for assessing student ability to resolve conflicts.
•
•
•
•
•
•
•
Elements of the Skill
Assessment Rubric:
The WISE Way to Resolve Conflicts
Comments
Teacher Assessment Rubric
© Copyright 2014
Fo
r
© Copyright 2014
Pr
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Safe and Sound for Life
Middle School
Lesson 8
Select the best option, ask “what if”
and act.
Identify ideas to think about.
Describe the mutually agreed upon
situation and best goal.
Identify a best goal for person B.
Describe the situation for person B.
Identify a best goal for person A.
Describe the situation for person A.
Elements
Evident
w
Not Evident
ie
Emerging
ly
On
Comments
You can assign the same weight to each element of the skill. For example, in a skill having three elements, the student would
receive 5 points for each element performed correctly. The student could receive a total score of 15 points. You could weight the elements of the skill differently. For example, the student could earn up to 5 points for the first element, up to
9 points for the second element, and one point for the third element, for a maximum total of 15 points.
The student has demonstrated the elements listed through written or digital assignments.
•
•
The checklist can also be used as an analytic rubric for scoring student work by assigning a numeric value to the skill levels: Evident,
Emerging, and Not Evident. If you assign a numeric score value to the student’s skill level, you can use it in a variety of ways.
The following table can be used as a checklist for tracking student ability to use the skill of conflict resolution.
Assessment Checklist:
The WISE Way to Resolve Conflicts
Teacher Assessment Checklist, Page 1
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Evident
Emerging
Not Evident
Comments
Lesson 8
Middle School
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ev
Discuss with trusted adults.
Evaluate what happened.
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The last two steps may not be evident or may be evident in a plan of how they would occur.
Use of I-statements to share ideas,
feelings, and thoughts.
Careful listening.
Use of empathy skills.
Management of any strong emotions.
Checking of feelings.
These important skills might not be evident if the WISE Way to Resolve Conflicts is completed only as a written assignment.
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Check It Out!
Elements
Teacher Assessment Checklist, Page 2
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•
•
•
•
•
•
•
•
•
Element
Exceeds
Expectations
4
Situation for each I included all of the
person
elements clearly
Goal for each per- and accurately.
son
My response is
Mutual situation
comprehensive
and goal
and shows a depth
Ideas
of understanding
Select
of the concepts
Act
and/or proficiency
in effectively
Evaluate
Check It Out
performing the
Ask a trusted adult skill.
Meets
Expectations
3
I included all of the
elements clearly,
effectively, and
accurately.
w
ie
Progressing Toward
Expectations
2
I included most of
the elements. My
response may be
unclear or ineffective,
and there are a few
slight inaccuracies.
Comments
ly
On
Does Not Meet
Expectations
1
I included few
or none of the
elements. My
response is unclear
and ineffective, and
there are important
inaccuracies.
Review the directions of the assignment.
Review the rubric and circle the number with the statements that best represents your work for this assignment.
Pr
ev
These are the elements of the skill:
• Identify the situation and the best goal for each person.
• Decide on a mutually agreed upon situation and goal.
• Identify ideas to think about.
• Select the best idea, ask “what if”, act.
• Evaluate what happened.
• Use Check It Out.
• Talk to a trusted adult.
This rubric can be used for assessing your ability to resolve conflicts. Self-Assessment Rubric:
The WISE Way to Resolve Conflicts
Student Self-Assessment Rubric
Name_____________________________
Middle School
Lesson 8
Page 131
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Lesson 8
Middle School
Safe and Sound for Life
I described a mutually
agreed upon situation and
best goal.
I identified a best goal for
person B.
I described the situation for
person B.
I identified a best goal for
person A.
I described the situation for
person A.
Comments
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On
I did not do this.
Write your
response to this
question in the
“Comments”
column:
Why do you
think you did
not do this?
w
I did this, but
it was sort of
hard.
Write your
response to this
question in the
“Comments”
column:
Why do you
think this was
sort of hard?
ie
I did this, and
it was sort of
easy.
Write your
response to this
question in the
“Comments”
column:
Why do you
think this was
sort of easy?
Pr
ev
I did this, and it
was very easy.
Write your
response to this
question in the
“Comments”
column:
Why do you
think this was
very easy?
Directions:
• Review the directions of the assignment.
• Use the following checklist to assess your ability to resolve conflicts.
• Think about each action in the left-hand column.
• Place an “x” under the statement that best describes what you did and how easy or difficult it was.
• Write any ideas or thoughts you have in the “Comments” column.
Self-Assessment Checklist:
The WISE Way to Resolve Conflicts
Student Self-Assessment Checklist,
Page 1
Name_____________________________
© Copyright 2014
© Copyright 2014
Pr
ev
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ie
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On
Middle School
I discussed with trusted
adults.
I evaluated what happened.
I used I-statements to
share ideas, feelings,
and thoughts.
The last two steps may not be evident or may be evident in a plan of how they would occur.
I listened carefully.
I used empathy skills.
I managed any strong
emotions.
I checked my feelings.
These important skills might not be evident if the WISE Way to Resolve Conflicts is completed only as a written
assignment.
I used Check It Out.
I selected the best option,
asked “what if” and acted.
Fo
r
I identified ideas to
think about.
Student Self-Assessment Checklist,
Page 2
Name_____________________________
Lesson 8
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Page 134
Lesson 8
Middle School
Safe and Sound for Life
Selection of the best option,
asking “what if” and action.
Identified ideas to think about.
A mutually agreed upon
situation and best goal.
An identified best goal for
person B.
A description of the situation
for person B.
An identified best goal for
person A.
A description of the situation
for person A.
I observed or heard:
Pr
ev
Evident
Emerging
w
ie
Not Evident
Directions:
• Review the directions of the assignment.
• Use the following checklist to assess use of conflict resolution skills.
• Think about each action in the left-hand column.
• Place an “x” under the statement that best describes what you saw or heard.
• Write any ideas or thoughts you have in the “Comments” column.
• Answer the questions at the end of the checklist.
Fo
r
ly
Comments
On
Peer Assessment Checklist:
The WISE Way to Resolve Conflicts
Peer Assessment Checklist,
Page 1
Name of Student Assessing ______________________
Name of Student Being Assessed__________________
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Pr
ev
Middle School
What clarifications are needed?
What strengths did you observe? Consider knowledge and/or skills.
An evaluation of what
happened.
The last step may not be evident or may be evident in a plan of how it would occur.
Use of I-statements to share
ideas, feelings, and thoughts.
Careful listening.
Use of empathy skills.
Management of any strong
emotions.
Checking of feelings.
ly
On
These important skills might not be evident if the WISE Way to Resolve Conflicts is completed only as a written assignment.
Talking with a trusted adult.
Fo
r
Use of Check It Out!
Peer Assessment Checklist,
Page 2
Name of Student Assessing ______________________
Name of Student Being Assessed__________________
Lesson 8
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Lesson 8
Middle School
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9
Taking Control
National Health
Education Standards
and Performance
Indicators
Student Learning Objectives
• Identify safety guidelines to avoid dangerous
situations.
• Core Concepts
[1.8.3; 1.8.5; 1.8.7;
1.8.8]
• Core Concepts [4.2]
• Analyzing Influences
[3.10]
On
• Analyze influences that promote aggression and
violence.
Michigan Health
Education Standards
and Grade Level
Expectations
ly
LESSON
• Demonstrate strategies for avoiding dangerous
situations, including refusal skills.
• Analyzing Influences
[2.8.2; 2.8.5; 2.8.6;
2.8.7]
• Examine situations where adult help is needed,
including depression.
• Accessing Information
[3.8.2; 3.8.4; 3.8.5]
• Interpersonal
Communication [3.13]
• Self Management
[3.6; 3.7; 3.8]
w
• Interpersonal
Communication [4.8.2]
• Accessing Information
[3.5; 4.3; 4.4; 4.5; 5.3]
ie
• Self Management
[7.8.1; 7.8.2; 7.8.3]
Lesson Synopsis
Say
“No!”
Pr
ev
Review the homework assignment listing situations where using the skills
learned would be beneficial. Introduce the lesson on self-control. Discuss
influences that promote respect and those that promote violence. List ways
to prevent becoming involved in dangerous or threatening situations. Explain
how asking questions can help a person stay safe. Review refusal skills. Name
situations where finding adult help is critical. Refocus on a situation that needs
adult attention: depression. Identify signs of depression. Apply communication
skills to help someone. Apply refusal skills using video scenarios. Review the six
ways people have control. Explain how to decide when getting help is the best
choice. Provide the “Health News Break! Taking Control.”
Time
Introduction
5 minutes
Materials Needed
Teacher Resources
• PowerPoint or Transparency Master #1: “You Have Control”
• Family Resource: “Health News Break! Skills to Make Life Easier”
(from lesson 8)
Fo
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Activity
Supplied by the Teacher
• Projector and screen
Digital Tools:
• Computers or other devices
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Traditional Tools:
• Transparencies
Middle School
Lesson 9
Page 137