Social Emotional Issues in our School Environment

PS84Q         Suzanne Saltzman       SSaltzman2@schools.nyc.gov

 

INTRODUCTION

During the past few months our class has been dealing with challenges of managing our emotions and resolving conflicts. We need to come up with strategies that will help us solve and not distract us from doing our work together. These skills will help us navigate situations throughout our entire life. We need these tools to help us succeed in our future.

 

TASK

Students will use the Public Policy Analyst to come up with a solution for managing emotions when interacting in school. Each partnership will write a script of a situation and how they solved it. Each partnership will then act out it on a flipgrid. We will then watch each flipgrid and review the components and use a peer assessment. This will be done over a course of three days in our classroom.

 

PROCESS/RESOURCES

Step 1: Define the Problem

Watch the read aloud of Enemy Pie.

Enemy Pie

 

Students will identify the social problems in our classroom environment. Chart each response. Ask students if any of these issues come up in Sanford Harmony. Class will have a discussion on how they were solved.

 

Step 2: Gather the Evidence

Students will be in partnerships by academic leveled partnerships. Each partnership will use the skills that have been presented in our SEL Sanford Harmony curriculum.

Students will come up with a problem that has faced them and make a list of problems together.

Step 3. Identify the Causes

Causes of Conflicts in Schools

Resolving Conflicts

Conflict Resolution: How to Settle Your Differences Fairly | BrainPOP

 

 

Step 4: Evaluate an Existing Policy

 

Step 5:  Develop Solutions

In pairs, you will be brainstorming solutions to the problem you will be acting out. Think of as many solutions as you can to your problem. Use your graphic organizer to list the problem, with many different solutions.

 

Step 6: Select the Best Solution

Then each pair will write a dialogue and practice acting it out. Each pair will make a flip grid that includes their solution

 Flip Grid

Students will evaluate their peers and give feedback and next steps.

 

EVALUATION

Children will use a rubric to evaluate their peers on their flip grip. Below is the rubric that will be used.

 

Flipgrid : Problem and Solution in the school.

 

Feed Back/ Next Steps:

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

 

CONCLUSION:

Now you have worked together in teams, you have used the PPA to solve a problem you have experienced in school.  Congratulations! You did a great job. In the future, we can use these solutions to help us solve problems.

 

STANDARDS

SEL

2C.1a. Identify ways to interact with others that protect personal and collective safety and wellbeing, including establishing, maintaining, and respecting boundaries.

2D.1a. Identify opportunities, challenges, and conflicts commonly experienced by themselves and their peers.

3A.1a. Explain how their actions impact self and others. 3A.1b. Create, understand, and practice shared classroom expectations that support the wellbeing of self and others.

3C.1a. Identify ways they can help their classroom community

 

Writing

2W3: Write narratives which recount real or imagined experiences or a short sequence of events, including details to describe actions, thoughts, and feelings; use temporal words to signal event order, and provide a sense of closure.

2W4: Create a response to a text, author, theme or personal experience (e.g., poem, play, story, artwork, or other).

 

Listening and Speaking

Comprehension and Collaboration 2SL1: Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.

2SL1a: Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic.

2SL1b: Build on others’ talk in conversations by linking their comments to the remarks of others through multiple exchanges.

2SL1c: Ask for clarification and further explanation as needed about topics and texts under discussion.

2SL1d: Consider individual differences when communicating with others.

2SL2: Recount or describe key ideas or details of diverse texts and formats. 2SL3: Develop and answer questions about what a speaker says; agree or disagree with the speaker’s point of view, providing a reason(s)