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T6 | Resolving Conflicts

ConnectConnectIntroduce the Read-Aloud

Teacher Sharing Draw attention to the Theme Poster and the Central Question.

Central QuestionHow can we solve conflicts when others

seem more powerful than we are?

Tell students that powerful also means “having a lot of strength or influence.” Ask students to give examples of powerful people at school and in the community.

Introduce the idea that power can be used in positive or in negative ways by saying: Using power in a bad way can lead to a problem or conflict. Share a story about a time in your childhood when another child who seemed more powerful than you made you do something you did not want to do. Use the Theme Vocabulary as much as possible and include the following details:

• Tell why the other child was more powerful than you.• Describe the conflict that resulted.

End your story before the point at which the conflict was resolved. Ask: Has anything like this ever happened to you?

Partner Sharing Have partners talk about a time when someone made them do something they didn’t want to do. Ask students to share with their partner what they did to solve the problem. Have them share what they might have done differently.

Have partners share their conversation with the class. Afterward, finish your story, telling the class how you resolved your conflict. CCSS SL.2.1, SL.2.1b, SL.2.4, SL.2.6

Theme• To brainstorm conflict resolution

strategies related to a given situation

Comprehension• To learn the features of realistic fiction

Lesson Focus

Theme Vocabulary

allybullybystander

perpetratorvictim

Word of the Week: perpetrator

Remind students that a perpetrator is someone who commits a crime or does something mean to someone else.

As students share their stories about being involved in a conflict with someone more powerful, ask: Was the perpetrator of the conflict really more powerful, or did the perpetrator just seem more powerful?

Discuss perpetrator throughout the week. Challenge students to use the word while speaking and writing.

Lesson 1

CCSSSL.2.1: Participate in collaborative conversations. SL.2.1b: Build on others’ talk. SL.2.4: Tell a story or recount an experience. SL.2.6: Produce complete sentences.

Common Core State Standards

| T7 Yoon and the Jade Bracelet

Preview the Book and Genre Display Yoon and the Jade Bracelet, and read aloud the title and the name of the author. Explain to students that Yoon and the Jade Bracelet is realistic fiction. Read the features of realistic fiction to students.

gen

re

Realistic f iction• a story that could be real but is not• tells about characters and events that could be real but are not• set in the present in a real or existing place

Build Background Show Background Building Video 1 (Digital Resources). After watching the video, explain to students that many conflicts in school occur because someone feels less powerful than someone else. Tell them that Yoon, the main character in Yoon and the Jade Bracelet, feels less powerful than another classmate, and feels pressured to do what the other person wants.

Write About It Have students respond to this prompt: Why is it hard to say no to another person who seems more powerful than you? Tell students they will review their response in Lesson 2. CCSS W.2.8

Background Building Video 1 (run time: 2:16)

DIGITAL RESOURCES

Cultural Awareness Viewing the Background Building Video will enhance students’ understanding of the theme and Read-Aloud. Encourage students to ask questions about the video to clarify details they do not understand.

Verbal Response To help students prepare for Write About It, have them give you a verbal response to the writing prompt. Then guide them in putting their oral response into writing.

English Language Learners

Connect

Lesson 1

CCSSW.2.8: Recall experiences or gather information. Common Core State Standards

T8 | Resolving Con!icts

Read & DiscussRead & DiscussMinilesson

Listening Vocabulary

Introduce Vocabulary Display Lesson Resource 2 (Digital Resources). Introduce the vocabulary by

• reading the words and having students repeat them.• sharing the student-friendly explanations. CCSS L.2.4a, L.2.5a,

L.2.6

Student-Friendly Explanations

You feel disappointment when something doesn’t go the way you wanted it to go.

If someone tricked you, they fooled or cheated you.

If you longed for something, you wanted it very much.

Something that is pale is very light in color.

If a picture or design is etched on something, it is scratched or cut into the surface.

When you worry , you feel nervous and anxious.

When something is bothering you, it is irritating and annoying.

People with courage face danger without letting themselves become too frightened.

A fool is someone who does not have good sense and is easily tricked.

If you are wise , you have good judgment and can understand what is true.

Vocabulary• To learn and practice new words

Lesson Focus


disappointment, p. 7tricked, p. 9longed, p. 9pale, p. 11etched, p. 11

worry, p. 16bothering, p. 20courage, p. 24fool, p. 25wise, p. 31

Lesson Resource 2

DIGITAL RESOURCES

Complete the Sentence Have students demonstrate their understanding of the vocabulary words with a partner. Direct one partner to say two sentences, ending the second sentence in a targeted vocabulary word for the other partner to provide.

• Something doesn’t go the way you wanted it to go. You feel _______. (disappointed)

Have partners take turns until all the words have been covered.


Lesson 2

CCSSL.2.4a: Use context as a clue to meaning. L.2.5a: Identify connections between words and their uses. L.2.6: Use words and phrases.



Check Comprehension

Begin Reading Read pages 3–21 aloud. Then ask these questions to reinforce comprehension:

CHARACTER’S PERSPECTIVE What does Yoon want for her birthday? Why? (Yoon wants a jump rope because she wants to jump and sing happy songs like the other girls at school.)

MAKE INFERENCES What does Yoon mean by “I had been tricked by a tiger”? Who is the tiger? (Yoon feels like the silly girl in the book her mother gave her. She wanted to jump rope and have a friend so much that she let herself be tricked into giving away her bracelet. !e tiger is the older girl.) CCSS RL.2.1, RL.2.3, RL. 2.7

Deepen Comprehension

Talk About It Ask: Do you think Yoon should have let the other girl borrow her bracelet? Why or why not?

Give students time to review their response to the Write About It prompt from Lesson 1 as they consider their response to the discussion question. Then begin the discussion by asking a volunteer to share his or her response. Prompt students by asking:

• Have you ever felt pressured to let someone borrow something that was special to you?

• Did it make you feel nervous or uncomfortable?CCSS SL.2.1, SL.2.1b, SL.2.4

Encourage students to build on what other students say. Model the interaction by saying, Yes, that is what happened to me when . . .

Write About It Have students respond to this prompt in writing: What do you think Yoon will do next to try to get her bracelet back? Tell students they will review their response at a later time. CCSS W.2.8

Comprehension• To demonstrate understanding of a text

read aloud

Listening and Speaking• To participate in an in-depth discussion

about concepts related to a text

Lesson Focus

English learners may require an explanation or a demonstration of the following words or phrases in order to understand their meanings.

• this very bracelet, p. 11Restate: this bracelet here

• dancing symbols, p. 11Restate: images that seemed to move

• came in to check on me, p. 18Restate: came in to see whether I was alright

• heavy with worry, p. 20Restate: feeling worried



During Talk About It, ask students how the older girl is the perpetrator of the conflict with Yoon. Encourage them to use the word perpetrator and the other Theme Vocabulary words in their discussion and in their writing.

Theme Vocabulary

Read & Discuss

Lesson 2

CCSSRL.2.1: Ask and answer questions. RL.2.3: Describe how characters respond. RL.2.7: Use information from text to demonstrate understanding. W.2.8: Recall experiences or gather information. SL.2.1: Participate in collaborative conversations. SL.2.1b: Build on others’ talk. SL.2.4: Tell a story or recount an experience.



ApplyApply Voices Activity: ABC Problem Solving

Review the Read-Aloud Summarize the events leading up to Yoon’s conflict.

• What does Yoon want to do with the other girls? (jump rope)

• Does anyone invite her? Why not? (No. She is the new student in school and doesn’t have any friends yet.)

• What does she want for her birthday? (her own jump rope)

• What does her mother give her for her birthday? (a book and a jade bracelet)

• What does the older girl ask to borrow? (the jade bracelet)• Why does Yoon give it to her? (because she wants a friend

and she wants to jump rope)• Does the older girl really want to be Yoon’s friend? What

does she really want from Yoon? (No. She wants the bracelet.) CCSS RL.2.1, RL.2.3, RL.2.6, RL.2.7

Discuss Conf lict Resolution Now display Lesson Resource 3 (Digital Resources). Introduce the three steps of the ABC Problem Solving Method. Tell students they will use this method to help them think about different problems in the story and possible solutions to the problems.

Role-Play Characters Tell students you are going to pretend to be Yoon at the point in the story where she realizes that the older girl has tricked her. Explain that pretending to be Yoon will help them understand the first step in the ABC Problem Solving Method. Model saying what you think the problem is as if you were Yoon: All I wanted was to have a friend. That’s why I gave away my bracelet. I still don’t have a friend, and now I don’t have my bracelet, either.

Then encourage students to pretend to be Yoon and speak as if they were her. CCSS RL.2.3, RL.2.7

Lesson Resource 3

DIGITAL RESOURCES

Theme• To apply ABC Problem Solving to a conflict

within a text

Listening and Speaking• To participate in a discussion

Lesson Focus

Ask Questions Have pairs take turns asking what the problem is. Encourage them to use evidence from the Read-Aloud when answering the question.


Lesson 3

CCSSRL.2.1: Ask and answer questions. RL.2.3: Describe how characters respond. RL.2.6: Acknowledge differences in points of view. RL.2.7: Use information from text to demonstrate understanding.



Apply ABC Problem Solving Continue displaying Lesson Resource 3 (Digital Resources). Have each student work with a partner to apply the ABC Problem Solving Method to the conflict between Yoon and the older girl. Students should use Teaching Masters page 3 to help them organize their ideas. Explain that they should complete the chart as if they were Yoon. Help students complete the task by prompting as follows:

3 Resolving Conflicts

Voic

es L

itera

ture

and

Writ

ing

Cop

yrig

ht ©

Zan

er-B

lose

r, In

c.

Name _____________________________________________

Complete the chart from Yoon’s point of view.

ABC Problem Solving

Yoon and the Jade Bracelet

Voices Activity

Ask what the problem is.

Brainstorm two different ways to solve the problem.

Choose the best way.

The older girl took my bracelet and will not give it back.

1. I could just take it back.

2. I could talk to my teacher.

2. I can talk to my teacher.

Sample responses are shown.

Teaching Masters, page 3

ABC Problem Solving Invite students to take home Teaching Masters page 3 and review the steps for solving a problem with their family. Tell them to summarize the book for their family members. Then have them explain what they think is the best way for Yoon to solve her problem and why they think so.


After reviewing the events leading up to Yoon’s conflict with the older girl, ask students why a person might want someone else’s bracelet. Suggest, as an example, that greed can sometimes lead people to take things that aren’t theirs. Then say: Perpetrators don’t care if something belongs to them or not. They are willing to lie to get what they want.

Theme Vocabulary

Apply

Lesson 3

CCSSRL.2.1: Ask and answer questions. RL.2.3: Describe how characters respond. W.2.8: Recall experiences or gather information. SL.2.1: Participate in collaborative conversations. SL.2.2: Recount or describe presented ideas.


ASK what the problem is. Point out to students that they already discussed the problems when they talked about the steps leading up to Yoon’s conflict and when they tried to imagine themselves as Yoon. Ask students to say why Yoon feels powerless.

BRAINSTORM di!erent ways to solve the problem. Have students brainstorm two ways that Yoon might approach the conflict. For each way, ask students to identify possible consequences. For example, ask: Will one way make the older girl angrier than another way? Will one way make Yoon feel better than another way?

CHOOSE the best way. Ask students to choose the best way for Yoon to resolve the conflict.

CCSS RL.2.1, RL.2.3, SL.2.1

Write About It Ask students to respond to the following prompt in writing. Do you think Yoon should solve the problem herself, or should she ask someone for help? Tell students they will review their response in Lesson 4. CCSS W.2.8


Read & DiscussRead & DiscussMinilesson

Literary Analysis

Discuss Characters’ Responses Tell students that, just like in real life, the characters in a story respond to events in different ways. Understanding a character’s feelings and responses can help them understand the story better. Make a table using the Graphic Organizers: Custom Table (Digital Resources). Add the text as shown in the first column below. Have students recall Yoon’s feeling about and her response to each event. Add students’ responses to the table. Sample responses are shown.

Event Yoon’s Feeling Yoon’s Response

The older girl asks Yoon to jump rope.

Yoon is very happy to finally be invited to jump rope.

She holds the rope for the girl to jump.

The older girl asks to borrow Yoon’s bracelet.

Yoon is nervous and doesn’t want to, but she wants a friend.

Yoon gives her the bracelet.

Yoon’s mother asks about the bracelet.

Yoon is ashamed. Yoon says she left it at school.

The next day the girl won’t give the bracelet back.

Yoon is worried and feels foolish.

She says nothing else to the older girl.

Then ask the following questions:

• Is Yoon a shy and quiet person or an outgoing and stubborn person? (She is shy and quiet.)

• Do you think Yoon will need help resolving her conflict? Why or why not? (Sample response: She will need help because she isn’t strong enough to stand up to the older girl herself.) CCSS RL.2.1, RL.2.3, RL.2.7

Comprehension• To identify characters’ responses to events

in a story

Lesson Focus

Graphic Organizers: Custom Table

DIGITAL RESOURCES

Connect to the Text Ask students if they have the same qualities as Yoon. Ask them whether they would react in the same way as she does to the older girl. If necessary, provide them with some adjectives to describe themselves.


Lesson 4

CCSSRL.2.1: Ask and answer questions. RL.2.3: Describe how characters respond. RL.2.7: Use information from text to demonstrate understanding.



Check Comprehension

Continue Reading Read pages 22–31 aloud. Then ask these questions to reinforce comprehension:

IDENTIFY DETAILS What does Yoon whisper in her teacher’s ear? (Yoon tells her teacher there are Korean symbols etched inside the bracelet.)

DRAW CONCLUSIONS How does the teacher know the bracelet belongs to Yoon? (Yoon knows there are Korean characters etched inside the bracelet, and she understands what they mean. !e older girl does not.) CCSS RL.2.1, RL.2.3, RL.2.7

Deepen Comprehension

Talk About It Tell students they are going to discuss this question: Why did Yoon tell her teacher about the bracelet? Do you think this was a good way to solve the problem?

Give students time to review their response to the Write About It prompt from Lesson 3 as they consider their response to the discussion question. Then begin the discussion by asking a volunteer to share his or her response. Encourage students to build on their peers’ responses by comparing or contrasting what their classmates share.

Prompt students by asking:

• Have you ever had to ask another person, maybe an older person, to help you solve a problem like Yoon’s?

• How did that person help you? CCSS RL.2.3, SL.2.1, SL.2.1b

Write About It Tell students to respond to the following prompt in writing: Who is the wise person in the story? Do you agree that the problem was solved in a wise way? Tell why you think so. CCSS W.2.8

Comprehension• To demonstrate understanding of a text

read aloud

Listening and Speaking• To participate in an in-depth discussion

about concepts related to a text

Lesson Focus

English learners may require an explanation or a demonstration of the following words or phrases in order to understand their meanings.

• sent for, p. 22Restate: asked someone to go and get her

• My teacher’s eyes said, p. 26Restate: If my teacher’s eyes could talk, they would have said.

• It is known to happen, p. 28Restate: It has happened before.


Read & Discuss

Lesson 4

CCSSRL.2.1: Ask and answer questions. RL.2.3: Describe how characters respond. RL.2.7: Use information from text to demonstrate understanding. W.2.8: Recall experiences or gather information. SL.2.1: Participate in collaborative conversations. SL.2.1b: Build on others’ talk.



During Talk About It, have students discuss the personality characteristics of the perpetrator of Yoon’s conflict and the characteristics of perpetrators in general. Relate to why Yoon had to seek help from her teacher. Encourage students to use perpetrator and the other Theme Vocabulary words in their discussion.

Theme Vocabulary


ReflectReflectMinilesson


Review Display Lesson Resource 2 (Digital Resources) and review the vocabulary words. Assign one or two words to each pair. Tell partners they will work together to write a definition for the words. Model the types of definitions students may write by displaying the student-friendly explanations on Lesson Resource 2 (Digital Resources) or by sharing the following:

• If someone tricked you, he or she fooled or cheated you.• Something that is pale is very light in color.• A fool is someone who does not have good sense and is

easily tricked.

Have partners write a definition in their own words. Have partners share their definition with the class. Record the definitions and save them for future use.

Then display Lesson Resource 4 (Digital Resources). Explain to students that they will choose a word from the word bank that correctly completes each sentence. Read the sentence and have a volunteer provide the correct word. Then have the volunteer read the complete sentence. Repeat until all the sentences are completed. CCSS L.2.4, L.2.4a, L.2.6

Vocabulary• To use new words in sentences

Lesson Focus

Lesson Resource 2

DIGITAL RESOURCES

Lesson Resource 4

Verbal Response After students complete Lesson Resource 4 (Digital Resources), have them explain why they chose each word. Encourage students to explain which clues they used to determine how to complete the activity.


Lesson 5

CCSSL.2.4: Define words and phrases. L.2.4a: Use context as a clue to meaning. L.2.6: Use words and phrases. Common Core State Standards


Make Connections

Revisit the Central Question Read the Central Question aloud.

Central QuestionHow can we resolve conflicts when others

seem more powerful than we are?

Display Lesson Resource 5 (Digital Resources) and have partners brainstorm answers to the questions. Sample responses are shown below.

1. older and understands American culture2. younger and is Korean3. get help from others

Ask volunteers to share their thoughts and conclusions with the class.

Then have students review their Write About It responses related to Yoon and the Jade Bracelet. Ask them to think about how their responses have affected their thinking about the Central Question. CCSS RL.2.1, SL.2.1, SL.2.2

Respond to Literature Have students review their ideas on the ABC Problem Solving chart they completed on Teaching Masters page 3. Tell them to refer to their ideas for “Choose the Best Way.” Discuss with students how the story might have ended if Yoon had followed the solutions students chose (if their outcome was different). Now have them write alternate endings. Be sure students are aware that you will review their writing, but that it is personal writing they will not share with classmates. CCSS W.2.8

Lesson Resource 5

DIGITAL RESOURCES

Theme• To relate concepts from a text to the

Central Question

Writing• To write in response to literature

Lesson Focus

Anti-Bullying Interviews Explain that the Theme Project will begin with identifying problems related to bullying and end with offering solutions to the school on Professional Speakers Day. As a class, discuss bullying and other conflicts affecting your school. Then create groups to list the conflicts and possible solutions.

Theme Vocabulary

allybullybystander

perpetratorvictim

Challenge students to incorporate the Theme Vocabulary into their writing. Ask them to focus on the Word of the Week: perpetrator.

Reflect

Lesson 5

CCSSRL.2.1: Ask and answer questions. W.2.8: Recall experiences or gather information. SL.2.1: Participate in collaborative conversations. SL.2.2: Recount or describe presented ideas.


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