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Introducing the lesson:
Present relevant background information, the purpose of
3D
the lesson, and the learning objectives.
Teacher/Learner Activity 1 – Case Study of Conflict:
• Divide students into groups of 3.
• Ask students to choose a situation of conflict between two or more
people from their observation homework notes and worksheets from the
last lesson.
• Ask students to write 8 to 10 lines of dialogue from that situation. Ask them
to review their notes about body language, proximity, tempo, aggression,
and tone of voice, and to indicate their impact on the situation in the left
margin of their written dialogue.
Teacher/Learner Activity 2 – Making a Personalized CR Model:
• Keeping students in their same groups, tell them they will use their mini-
scripts from Activity 1 in addition to Resource R.
• Pairs of students will select a situation from their own scenarios and use it as
a role-play. The third student will serve as an observer and identify aspects
of behavior that cause an escalation in the conflict (aggressive looks, high
volume, close proximity, fast gestures, etc.).
• Afterwards, the observer will share observations and then partners will
identify behaviors that are the opposite of those provided (calm facial
gestures, lower volume of speech, keeping a distance, slow movements,
etc.). Then one of the students will reenact his/her scenario using these
opposite behaviors.
• Ask students if the scene is different now, and if so, how.
• Suggest that these identified behaviors become part of their personalized
CR plan.
Reflection/Ideas to Discuss:
Ask students to share their thoughts about this exercise.
• What common solutions were found?
• Were all students able to develop a 5-to-10-step CR plan?
• Do you think this model could be applied to other types of conflict, e.g., inner, local, religious,
or global issues?
• Could you use your model to design a training session as part of a commitment for Peace
Day, September 21?
Review the purpose of the lesson and learning objectives to determine mastery.
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