Respectfully Disagreeing

Kaitlin Howfield  PS146Q      khowfield2@schools.nyc.gov

INTRODUCTION Recess is a very important part of a second grader’s day. After sitting at your desk all morning, it is necessary to take a break. That is why you all go to recess, to get your bodies moving, and to give your minds some time to rest. It is also a great time for you to talk to your friends, especially those that might not be in your classroom the rest of the day. Second grade students at PS 146 are having a lot of trouble at recess. Most days, several students come back from the lunch period upset. Students are arguing and not treating each other fairly. Often, someone comes back and says another student didn’t let them play, or someone called someone a mean name, or someone cheated while playing a game. As a class, we need to learn how to disagree respectfully. You all look forward to recess, it is probably your favorite part of the day. Your job will be to work together to find solutions to these recess issues so you have a nicer recess experience.

TASK For this assignment, you will be creating solutions for our common recess problems. First, you need to decide what are the biggest issues going on at recess. You can ask yourself, “Do I get upset at recess?” If yes, then ask yourself, “Why do I get upset during recess?” If no, then ask yourself, “What disrespectful behaviors do I see going on with others?” You will brainstorm a list of issues that go on at recess. Then, you will work together to create a list of solutions to these recess problems. After you have created solutions, you will act out some of these problems and model for the other students how it should be resolved.

PROCESS/RESOURCES

We will be using the six steps of the PPA Process to solve these recess issues. The six steps of the PPA Process are:

1. Define the Problem

2. Gather the Evidence

3. Identify the Cause

4. Evaluate the Existing Policy

5. Develop a Solution

6. Select the Best Solution

Days 1: Define the Problem and Gather the Evidence

You will work together in groups of three. First, you need to define the problem. Create a list of problems going on at recess. These will be added to the group’s graphic organizer.

Graphic Organizer Then work to figure out why these problems are happening. Each group member will have a job. There will be a leader, a timekeeper, and a scribe. The leader will guide the group with their ideas and keep everyone on task. The timekeeper will watch the clock and the time to ensure the group gets their work done in an appropriate amount of time. The scribe will be responsible for writing down the ideas of the group.

Day 2: Identify the Cause

Why are students having these problems at recess?

Do you think that the students know how to properly resolve these issues?

Work with your group to determine the cause of the recess problems. The scribe will write the cause on the group’s graphic organizer.

Day 3: Evaluate the Existing Policy

Do we already have rules that we need to follow at recess? What are they? Write them down underneath the cause that you identified yesterday. Do you agree with these recess rules? Should any of them be changed? Which ones? Why?

Day 4 & 5: Develop a Solution and Select the Best Solution

In your group, you will pick one recess problem that occurs. You will discuss better solution options to the problem. You will write down the problem, the new solution options, and the one that your group has selected as the best option. Then your group will prepare to act out the problem and new solution to model it for your classmates.

*Students will be grouped heterogeneously based on academic and social abilities. Students will have resources available to them to help them complete the assignment. They will have access to the following read alouds for guidance.

The Big Cheese The Recess Queen Rulers of the Playground Manners on the Playground

EVALUATION

Rubric for Writing

	Topic	Capitalization	Punctuation	Complete Sentences
1	I wrote and/ or drew a picture about a topic.	I did not use a capital letter to start my sentences.	I did not use a period, question mark, or exclamation point to end my sentences.	My sentences were not complete with a subject and a predicate.
2	I wrote and included some details about a topic.	I used a capital letter to start some of my sentences.	I used a period, question mark, or exclamation point to end some of my sentences.	Some of my sentences were complete with a subject and a predicate.
3	I wrote and included some details about one topic.	I used a capital letter to start most of my sentences.	I used a period, question mark, or exclamation point to end most of my sentences.	Most of my sentences were complete with a subject and a predicate.
4	I wrote and included many details about one topic.	I used a capital letter to start all of my sentences.	I used a period, question mark, or exclamation point to end all of my sentences.	All of my sentences were complete with a subject and a predicate.

Rubric for Performance

	1	2	3
Speaking	Clear, good volume, tone	Somewhat clear, okay volume, okay tone	Not clear, poor volume, poor tone
Fluency	Smooth reading, good pace	Okay pace, smooth at times	Pace choppy, too fast or too slow
Characterization	Use of expression, gestures	Some use of expression and gestures	No expression or gestures
Timing & Accuracy	Right on target!	Mostly stayed on script, okay timing	Did not follow script well, poor timing

CONCLUSION

What have we learned from this task? Can we respectfully disagree while playing outside? Is it ok to not agree with someone else during recess? What are things that we can do when we do not agree with someone else outside? Can we still be friends if we disagree? Can we still play together even if we have different opinions, likes, or interests?

Even when we disagree, we must still treat each other with respect. It is not ok to call someone mean names, hit others, or leave them out just because we disagree with them. It is ok to walk away from a situation if someone is doing one of those things. You can also find an adult to help you. It is also a good idea to treat everyone with respect and kindness. If you hurt someone’s feelings, you should apologize, even if you didn’t mean to hurt their feelings.

STANDARDS

NYS Grade 2

Social Studies:

A. Gathering, Interpreting, and Using Evidence

1. Develop questions about the community.

4. Identify arguments of others.

ELA:

2R1: Develop and answer questions to demonstrate an understanding of key ideas and details in a text.

2R9: Make connections between self and text (texts and other people/world).

2W1: Write an opinion about a topic or personal experience, using clear reasons and relevant evidence.

2W7: Recall and represent relevant information from experiences or gather information from provided sources to answer a question.

Theater:

1. Generate and conceptualize artistic ideas and work.

2nd TH: Cr1.1.2.b. Collaborate with peers to conceptualize scenery in a guided drama experience.