Grade+9+Lesson+Plan

This unit also focuses on the connection between interpersonal communication and health. Topics covered include managing emotions, communicating effectively in order to influence others’ health-related behaviors, and community health outreach. This specific lesson also demonstrates Infozone’s stages of [|Wondering], [|Seeking] , [|Connecting] , and [|Producing]. The students connect previous lessons teaching communication skills and conflict resolution to their own lives, and then connect the conflicts in their own lives to similar conflicts among their peers. Ninth grade students are more advanced information scientists, so they are given more choice in how to explore the topic and create a final product. Since this assignment is tied to a specific standard, however, it cannot be simply guided or free. It must be directed by the instructor so that the student accomplishes the goal of the standard. I did, however, try to make it as close to a guided inquiry as possible. Duration: Three consecutive class periods spanning a week Materials needed: Blackboard, chalk, internet-connected computers for each student, analysis handout, other materials as needed __ Class 1: __ Over the next week, students will determine the usefulness of different conflict resolution techniques. · As a class, brainstorm examples of conflicts common amongst students their age. It may be a personal experience, something that they have heard about on the news or on a television program, something they’ve seen occur at school or at the mall, etc. Write examples on the board. · Next, ask students to choose a conflict that is *currently* relevant to their life. It could be a general example from the brainstorm on the board, or a different one that they have experience with. It doesn’t have to be a “serious” conflict – even something as simple as having a friend that doesn’t get along with their other friends, or convincing their parents to extend their curfew – whatever is pertinent to their life at that time. · Gather students into groups of four and have them discuss possible positive solutions to their chosen conflict (as informed by previous class sessions). · Working on their own in class, the students use a graphic organizer (such as those found at [|TeacherVision] ) to analyze the possible positive and negative effects of using each solution. Based on this analysis, they pick one to try in their own lives. · As homework, students try at least one solution in a conflict that currently exists in their life. __ Class 2: __ Analysis of experiment. · The students analyze the solution/s used in terms of how successful it was at resolving the conflict peacefully using the analysis handout. · They then begin creating a product of their choice (they are familiar with product options based on previous classroom experience) illustrating the effectiveness of the positive solution they used. Final product should include a description of the conflict and positive resolution/s used and an analysis of the usefulness of the resolution technique. Students creating electronic final products use computers to create them, while students who want to create more artistic final product have a variety of other materials available (construction paper, magazines to cut up, colored pencils, etc.) that are kept on hand for such a purpose. The instructor is available to help students with their analysis and final product. · Students who don’t finish their final product in class are assigned its completion as homework. __ Class 3: __ Share and discuss findings as a group. · Students take turns sharing their findings/final products with the class. · Class discusses the students’ experiences and draws conclusions about the utility of the various conflict resolution methods used. Assessment is based on appropriateness of the analysis of the solution tried.
 * __ Grade 9 Lesson Plan __**