What Would You Do?

Curriculum Areas: Language Arts

Children:  4-8 but can be accommodated to fit earlier grades

Assessment/Rationale: Children will gain skills in speaking clearly and expressing their own ideas and feelings from the questions. 

Objectives: Children will develop conflict-solving skills by having students figure out how to resolve confrontational situations without the use of force or arguing. 

Space/Materials needed: Questions made so students can draw a card from a hat or bucket

Procedure:

            Introduction:  Explain to the students they will be resolving problems today and what they will do in that situation.  They can first read it silently at their desk and then the teacher will choose each student to read their problem and ask what their decision is.    

Teaching Sequence: The teacher will ask each student his or her problem and ask what there advice is.  Then any other students can speak about what they would do if different from those students. 

            Closure: Explain to the students that conflict resolution is a good skill to have and begin to build upon.  Children can give the teacher different situations or the teacher can give more examples for the students. 

Evaluation: Did all the students understand the directions.  Were any students shy or uncomfortable speaking to the class?  Were the questions easy enough to understand?  Would partners be good for this activity? 

--Taken from PIGS Space

What Would You Do? 

Questionnaire

1.      As you’re climbing up the ladder on the slide the girl in front of you steps on your hand.  You get so angry you feel like hitting her leg.

2.      You’re standing in line waiting for your turn to skip when somebody cuts in front of you, without even asking.  You’re so angry that you feel like pushing her/him out of the way.

3.      You worry a lot about the environment and are especially aware of the pop cans, paper, and other assorted debris students have a habit of tossing on school grounds.  Now, while walking home, you watch as a student drops a candy wrapper and walk away.

4.      You’re on the playground.  You’re about to pick up a ball when another student runs over and grabs it right out from under your nose.  An argument starts.

5.      On the playground you see two students teasing your best friend.  Your friend is crying.  You go over to help your friend.  An argument begins.

6.      You and your friend are playing catch with your ball.  A group of older students take the ball and throw it over your heads to each other.  You can’t get the ball.  You get angry.

7.      Karen is eating a bag of chips at recess when Kim comes over.  “Hey, look! My favorite chips,” shouts Kim.  She grabs the chips and turns to run away.  Karen grabs Kim’s shirt and rips it.  They begin to yell at each other.

8.      Leon and Jack as always have grabbed the ball for recess.  Lisa and Susan think it’s their turn to play with it.  They run after the boys and try to get the ball.  Arguing and shoving begins.

9.      You accidentally bumped into someone in the school hallway.  This person wants to fight with you on the playground.  He/she keeps following you around saying, “Come on, chicken!” You get angry and turn around to confront the person.

10.  While chasing the ball Peter accidentally runs into a smaller child and makes her fall down.  He yells at the little girl for getting in his way.

11.  A classmate keeps walking behind you, stepping on the backs of your shoes.  You turn around and push him.

12.  Mary is waiting for her turn on the slide.  Jerry, who went before her, has decided to climb back up the slide and take another turn.

Speaking Non-Sense!

Curriculum Areas: Language Arts

Children: first-third grades can be changed to fit student’s curriculum

Assessment/Rationale: Children will gain skills in speaking clearly and expressing their own ideas and feelings from the questions. 

Objectives: Children will become comfortable speaking in front of an audience.  Students will be able to show understanding through speaking.

Space/Materials needed: student in front of the class

Procedure:

            Introduction: Select a student and give them a topic, could use any subject that is being taught. 

Teaching Sequence: The teacher will ask each student to explain a topic in front of the class and keep there eyes on the audience.

            Closure: Students will have to speak about their topic for 1 minute, which is being timed by the teacher.  Students can only say ‘uh’, ‘and’, or ‘um’ only once. 

Evaluation: Were the students able to think of a topic or should there have a been a list for students to choose from?  Could this be used as a review for tests?  Were children able to speak clearly without saying uh, and, or um? 

--Taken from Teaching Ideas