Jennifer+Caldera

=Content Area Unit Plan: Unit Title: Conflict Resolution =

Week 1, Lesson 1

 * **Problem-Based Lesson Plan**: Fourth Grade Language Arts- Writing ||
 * **Lesson Title:** Conflict Resolution as Social Issue ||
 * **Instructional Objective(s):** How can students use writing to prevent negative interactions in shared hallway and common areas between fourth and fifth grade students, and among fourth grade students as well, while at the same time improving their writing and communication skills and technology proficiency? ||
 * __**GOALS**__:

ISTE NETS-S educational and technology standards

1) to facilitate and inspire student learning, creativity, and innovation 2) to design and develop digital age learning experiences and assessments 3) to promote communication and collaboration 4) to engage in critical thinking, problem solving and decision making

**Content Standards and Objectives **:

TEK: 4.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to create brief compositions that establish a central idea in a topic sentence; include supporting sentences with simple facts, details, and explanations; and contain a concluding statement. Students may write letters whose language is tailored to the audience and purpose and that use appropriate conventions. Students will write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

TEK 4.19 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. || <span style="font-family: Verdana,Geneva,sans-serif;">__Description__: Pose problem question to students following a discussion starter video regarding conflict resolution. Students will engage in discussion and brainstorm for various forms of solutions and how to incorporate and integrate writing and technology into plan to address learning intention. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Teacher to record process of brainstorming and discussion within small groups using **digital media (classroom document camera or digital camera) to record and display student engagement and participation**. || <span style="font-family: Verdana,Geneva,sans-serif;">Teacher will facilitate and guide discussion at table groups and then whole group to determine and assess appropriate plans of action proposed and agreed upon by students. || <span style="font-family: Verdana,Geneva,sans-serif;">Students will determing if written form of communication with peers reduces number of recorded incidents of conflicts and/or negative behaviors. <span style="font-family: Verdana,Geneva,sans-serif;">__Assessment(s__): Students to create method of documentation (table or graph) and reflect on the effectiveness of written communication to resolve conflict. Students to write in student writing journals before going online to participate in online social networking and micro-blogging. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**ACTION**__:
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**MONITOR**__:
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**EVALUATE/ ASSESS**__:

Week 2, Lesson 2

 * <span style="font-family: Verdana,Geneva,sans-serif;">**Online Collaboration Lesson**: Fourth Grade Language Arts- Writing ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">**Lesson Title**: Conflict Resolution and Positive Communication ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">**Instructional Objective(s):** How can students use writing to prevent negative interactions in shared hallway and common areas between fourth and fifth grade students, and among fourth grade students themselves, while at the same time improving their writing and communication skills and technology proficiency? How can positive interactions be increased between two grade levels? ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**GOALS**__:

<span style="font-family: Verdana,Geneva,sans-serif;">ISTE NETS-S educational and technology standards

<span style="font-family: Verdana,Geneva,sans-serif;">1) to facilitate and inspire student learning and creativity <span style="font-family: Verdana,Geneva,sans-serif;">2) to design and develop digital age learning experiences and assessments <span style="font-family: Verdana,Geneva,sans-serif;">3) to promote communication and collaboration <span style="font-family: Verdana,Geneva,sans-serif;">4) to engage in critical thinking, problem solving and decision making <span style="font-family: Verdana,Geneva,sans-serif;">**Content Standards and Objectives**:

<span style="font-family: Verdana,Geneva,sans-serif;">TEK: 4.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to create brief compositions that establish a central idea in a topic sentence; include supporting sentences with simple facts, details, and explanations; and contain a concluding statement. Students may write letters whose language is tailored to the audience and purpose and that use appropriate conventions. Students will write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

<span style="font-family: Verdana,Geneva,sans-serif;">TEK 4.19 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. || <span style="font-family: Verdana,Geneva,sans-serif;">__Description__: Pose problem question to students following a discussion starter video regarding conflict resolution. Students will engage in discussion and brainstorm for various forms of solutions and how to incorporate and integrate writing and technology into plan. Students to initiate discussion through **micro-blogging to journal and record relevant issues of concern** that require further action and intervention.
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**ACTION**__:

<span style="font-family: Verdana,Geneva,sans-serif;">__Materials__: Discussion video from school counselor, availability of computer lab for computer use for two to three small groups at one time, list of students divided into small groups. Digital camera to record group discussions and participation. || <span style="font-family: Verdana,Geneva,sans-serif;"><span style="font-family: Verdana,Geneva,sans-serif;">__Accommodations and Extensions__: Use Co-Writer software for students with dyslexia and those with identified learning disabilities. || <span style="font-family: Verdana,Geneva,sans-serif;">Determine if number of incidents increases or decreases through student writing journals and later, **micro-blogging** to determine if positive communicative actions are effective. Make adjustments in action plan as necessary. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**MONITOR**__: Teacher will facilitate and guide discussion at table groups and then whole group to determine and assess appropriate plans of action proposed and agreed upon by students. Progress will be monitored by recording and documenting number of incidents in common areas using either teacher-created or student-created table or spread sheet using available word processing or spreadsheet software.
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**EVALUATE**__:

**Week 3, Lesson 3**

 * <span style="font-family: Verdana,Geneva,sans-serif;">**Digital Storytelling Lesson**: Fourth Grade Language Arts- Reading and Writing ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">**Lesson Title**: Conflict Resolution and Positive Communication ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">**Instructional Objective(s):** How can students use writing to prevent negative interactions in shared hallway and common areas between fourth and fifth grade students, and among fourth grade students as well, while at the same time improving their writing and communication skills and technology proficiency? How can positive interactions be increased between two grade levels by studying selected texts and role playing appropriate and inappropriate reactions? ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**GOALS**__:

<span style="font-family: Verdana,Geneva,sans-serif;">ISTE NETS-T educational and technology standards

<span style="font-family: Verdana,Geneva,sans-serif;">1) to facilitate and inspire student learning and creativity <span style="font-family: Verdana,Geneva,sans-serif;">2) to design and develop digital age learning experiences and assessments <span style="font-family: Verdana,Geneva,sans-serif;">3) to promote communication and collaboration <span style="font-family: Verdana,Geneva,sans-serif;">4) to engage in critical thinking, problem solving and decision making

<span style="font-family: Verdana,Geneva,sans-serif;">**Content Standards and Objectives**:

<span style="font-family: Verdana,Geneva,sans-serif;">TEK: 4.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to create brief compositions that establish a central idea in a topic sentence; include supporting sentences with simple facts, details, and explanations; and contain a concluding statement. Students may write letters whose language is tailored to the audience and purpose and that use appropriate conventions. Students will write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

<span style="font-family: Verdana,Geneva,sans-serif;">TEK 4.19 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. || <span style="font-family: Verdana,Geneva,sans-serif;">__Description__: Pose problem question to students following a discussion starter videos regarding conflict resolution. Select fictional text excerpts that portray theme of conflict and resolution for students to consider. Students will engage in discussion and brainstorm for various forms of solutions and how to incorporate and integrate writing and technology into plan. Students to initiate discussion through **micro-blogging to journal and record relevant issues of concern** that require further action and intervention. Component of **digital storytelling** added to have students role play and act out three different scenarios (chosen by students as the three most coomon situations) both from selected fictional texts and actual occurrences at school.
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**ACTION**__:

<span style="font-family: Verdana,Geneva,sans-serif;">__Materials__: Discussion videos from school counselor and online video clips from Pearson reading curriculum, availability of computer lab for computer use for two to three small groups at one time, list of students divided into small groups, and digital camera with video & audio recording capabilties. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**MONITOR**__: Teacher will facilitate and guide discussion at table groups and then whole group to determine and assess appropriate plans of action proposed and agreed upon by students. Progress will be monitored by recording and documenting number of incidents in common areas using either teacher-created or student-created table or spread sheet using available word processing or spreadsheet software.

<span style="font-family: Verdana,Geneva,sans-serif;">Teacher to provide guidance during role-playing of fictional text or actual occurrences of disputes and conflicts that occur most often. Students will then select which videos to publish or showcase on class website and to use as models of appropriate behavior to all grade levels. || <span style="font-family: Verdana,Geneva,sans-serif;">__Assessment(s__): Determine if number of incidents increases or decreases with micro-blogging and role playing to determine if positive communicative actions are effective. Make adjustments in action plan as necessary. <span style="font-family: Verdana,Geneva,sans-serif;">__Accommodations and Extensions__: Use Co-Writer software for students with dyslexia and those with identified learning disabilities. <span style="font-family: Verdana,Geneva,sans-serif;">__Unit Reflections and Notes__: Determine if adding fictional texts to lesson unit help in providing students with examples and in identifying/ recognizing conflict resolution and cause and effect in analyzing literature. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">__**EVALUATE**__: