Week+5+-+IM3

= Instructional Plan Table  = ** Learning Objective #3:  ** Given a scenario, apply effective management of emotions as a conflict resolution skill. ** Content Presentation  ** // Content:  // Tips on managing emotions, a conflict resolution strategy, will be presented, using a whiteboard, chalkboard or flip chart. The students will examine an unfinished live-action role-play of a potentially violent confrontation. See storyboard. Students will then create a role-play to develop the right ending to diffuse a conflict situation. // Model/Demonstration:  //  1. Students will be asked to watch a role-play of a confrontation between two teens and the beginning of an intervention. // Materials and Media Selection:  // Whiteboard/chalkboard/flipchart with writing implements. Storyboard and script (attached). Three copies of the script will be needed for role players. ** Student Participation  ** // Student Grouping:  // Students will work in small groups of 4-6 when engaging in planning role-plays and overt practice of skills in subsequent objectives. For smaller training sessions, students may work in pairs. // Practice Items and Activities:  //  1. Instructor will lead discussion on managing emotions as a conflict resolution technique.  a. Give recognition to emotional overtures.  b. Validate the existence of feelings, but focus on the need for appropriate behavior.  c. Offer a cooling off period as an option to either party.  2. Students will observe an unfinished confrontation and, working within a small group, write an ending to the role-play.  a. Provide guidance to students: Remember the three options in managing emotions: recognition of emotional overtures, validating feelings but focusing on behavior and offering a cooling off period.  b. Students will present their solutions to the group for comment and feedback. ** Feedback  ** Students will give feedback of their understanding of the role plays shown by other groups, pointing out how they managed emotions. The instructor will walk around and question groups individually about their role-play development.

** STORYBOARD and SCRIPT  ** ** Concept:  ** Teens (aged 13-19) in the Chicago Public Schools may experience potentially violent confrontations within and near the school setting. Generally, these confrontations involve other teens with whom they are enrolled in school. The goal of this role-play is to demonstrate a realistic example of a typical confrontation between two teens and the beginning of an intervention for students to build upon. ** Setting:  ** A crowded lunchroom. ** Actor(s):  ** JAMES, a male student. ROBERTO, a male student. MR./MRS. GARCIA, a teacher. ** Action Summary:  ** JAMES and ROBERTO are having a heated argument. MR./MRS. GARCIA intervenes. The action is left unfinished for students to write the ending. ** Script:  ** See following page.

** Role-Play: Managing Emotions  ** Opening:// JAMES and ROBERTO are seated in the lunchroom, having an argument. MR./MRS. GARCIA intervenes. //  __ JAMES __ : [// smiling //] You know you are lying. You didn’t do jack when you were caught by your mom. __ROBERTO__: [// looking stressed //]. That’s B.S. I did exactly what I said. I told her the truth and she didn’t get mad. I didn’t have to lie. __ JAMES __ : [// laughs //] You are a momma’s boy. You are always scared of your mom. [Yelling to all] Roberto’s too scared to be a man. [Makes a derogatory noise] __ROBERTO__: [// angrily //]. You are the momma’s boy. Look at your clothes. Did your momma buy you them jeans? Who’s scared to be a man? You are a punk. // MR./MRS. GARCIA enters the scene and approaches the boys. // __ JAMES __ : [// angrily //] I’m about to show you who’s a punk! __GARCIA__: Excuse me, James and Roberto. It looks like you might be having a disagreement. __ JAMES __ : [// angrily //] Roberto is straight up stupid. He is talking crazy and needs to get out of my face before I bust him. [Standing up] __ ROBERTO __ : [Standing up] James is about to be put down on the ground, where he belongs. // End of role play. //