Conflict Resolution Strategies

Overview

Today students explore conflict resolution strategies for professional communication and practice them through short, structured role-plays. This builds on prior lessons about clear communication, listening, and collaborating with peers.

Learning intentions

• I can initiate and participate effectively in collaborative discussion by building on others’ ideas.
• I can work with my group to set clear discussion goals and roles.
• I can propose solutions for resolving conflicts using respectful, persuasive language.
• I can present my conflict resolution approach clearly and logically so others can follow my reasoning.

Success criteria

• I can role-play a conflict scenario using a specific strategy (e.g., clarify, acknowledge, propose options, agree on next steps).
• I can use evidence from the scenario (what was said/done) to justify my proposed solution.
• I can listen to my partner’s perspective and respond by building on their idea.
• I can present my group’s plan in a clear order: problem → needs → options → agreement.

Curriculum links

• Speaking and Listening — CCSS.ELA-LITERACY.SL.9-10.1 (collaborative discussions with diverse partners; building on others’ ideas; expressing clearly and persuasively)
• Speaking and Listening — CCSS.ELA-LITERACY.SL.9-10.1b (set rules for collegial discussions and decision-making; include roles and deadlines)
• Speaking and Listening — CCSS.ELA-LITERACY.SL.9-10.4 (present information and reasoning clearly and logically)
• Writing support connection — CCSS.ELA-LITERACY.W.9-10.2 (organize complex ideas and develop the topic with relevant details)

Lesson structure (40 minutes)

1. 0–5 min · Hook (scenario pulse). Teacher shows a brief prompt on a slide: “You and a teammate disagree about how to present your group project, and voices get tense.” Students do a quick think-write: one sentence describing the conflict and one word for the emotion involved.

2. 5–12 min · Facilitate mini-lesson + discussion rules. Teacher models a conflict-resolution “sequence” using a simple example while naming a few strategies (clarify, acknowledge, propose options, choose next step). Students, in groups of 3–4, set a role plan for today’s role-play: Speaker/Responder, Evidence Finder, Timekeeper, and Reporter, and agree on one group goal for respectful discussion.

3. 12–20 min · Strategy sorting (collaboration task). Teacher distributes 4 scenario cards (age-appropriate: group work, sports team, school meeting, workplace job shadow). Students match each scenario to a strategy type and complete a quick organizer: “Problem,” “What each person needs,” “One solution,” “How we know it helps.” Teacher circulates, prompting: “What is the line of reasoning from problem to solution?”

4. 20–32 min · Role-play rounds (decision-making + speaking). Groups select one scenario and perform a 2-minute role-play. Requirements:

• Use the strategy sequence in order.
• Include one persuasive sentence (“I think ___ because ___”).
• End with an agreed next step. Teacher uses a brief timing system; students switch roles once so more voices participate.

5. 32–38 min · Rapid debrief (build on ideas). After each role-play or two-group share, teacher asks: “What solution was most workable, and why?” Students respond using a sentence frame: “I agree/disagree with __ because __; next we could __.” Teacher checks that responses build on peers rather than just reacting.

6. 38–40 min · Exit ticket (present reasoning clearly). Students submit a quick “1-2-3” response: 1) the conflict, 2) the proposed solution, 3) the next step phrased as an agreement (“We will…”).

Resources

• Slide deck with conflict scenario prompts and strategy sequence
• Scenario cards (4–6 options)
• Role-play checklist (strategy order + evidence + next step)
• Student strategy organizer handout
• Timers (projector or classroom timer)
• Sentence frames for speaking and debrief
• Dyslexia-friendly flowcharts (printed) of the conflict-resolution steps

Assessment

• Formative: teacher observation checklist during group planning (roles, respectful discussion behaviors, clarity of proposed solution)
• Formative: listening responses during debrief (students “build on” partner ideas using evidence from the scenario)
• Exit ticket: clear identification of conflict, proposed solution, and agreed next step in logical order

Differentiation

• Scaffolding for students needing support: provide sentence starters for every role-play requirement (clarify/acknowledge/propose/agree) and a partially completed organizer.
• Dyslexia support: offer printed flowcharts with icons (e.g., speech bubble = clarify, hand = acknowledge, light bulb = options, handshake = agreement) and allow audio read-aloud of scenario cards.
• Content flexibility: allow students to choose scenarios most relevant to their lives (sports, jobs, school groups) while keeping the same strategy steps.
• Extension for advanced learners (as this is lesson 11): after role-play, ask groups to refine their solution into an “action plan” with 2 options and a contingency (“If the other person resists, we will…”), using evidence from the scenario.
• ELL support: provide bilingual-capable word bank for conflict language (listen, understand, options, agreement) and permit rehearsal with the Speaker/Responder role before performing.

Extension (optional)

• Create conflict resolution action plans: groups write a brief, step-by-step plan (including what to say, what to ask, and what to confirm) based on their role-play scenario.