Fifth Grade Experts (Conflict Resolution Webquest)

Introduction

The 3rd/4th graders of our neighboring elementary school are in need of advice as they enter the fourth and fifth grades. You, the wise and experienced 4th and/or 5th grader, will create an instructional pitch for these students, in which you will use two items from the permitted categories of the Unit Knowledge Menu [see Process for guidelines] to illustrate and describe one example of successful conflict resolution and one example of unsuccessful conflict resolution that would be helpful and relevant to the upper elementary school experience.

 

Task
  • Your instructional pitch will take the form in one of these choices:
  • Create a movie using Powerpoint or other approved software* that demonstrates positive and negative ways to handle conflict (also using two choices from the music, art or poetry provided.
  • Create a play with stage direction, narration and dialogue that introduces scenarios and shows both positive and negative ways to handle conflicts.  This play should also include two choices from one of the music, art or poetry categories.
  • Create two biographies. One biography must depict an example of a poor choice for conflict resolution and the other biography must depict an example of a successful choice for conflict resolution. These biographies must also creatively infuse  two choices from the art, music or poetry categories provided. Each biography must be at least two pages in length.  Please double space your typing and use Times New Roman 12pt. font.
  • Be aware that a person's character and values can be determined by his or her approach to resolving conflict.  Therefore, each of these should clearly identify key facts, characteristics and traits of those who chose wisely as well as those who do not.

 

Process

Step 1: 

  • Choose two items from either the song category, painting category, or poetry category. Both items that you choose must be from the same category (two songs, two paintings, or two poems). One item must be an example of a poor approach to conflict resolution and the other item must be an example of a successful approach to conflict resolution.

Step 2: 

  • Identify the character(s) you will base your project on from both of your items.

Step 3: 

  • Identify the apparent facts, characteristics, and/or traits of both of your chosen characters. (explaining characteristics/traits of those who make poor choices vs. those who are successful in conflict resolution)

Step 4: 

  • Answer the question "How do these facts, characteristics, and/or traits reveal aspects of this character relate to the way he or she approaches this particular conflict resolution?" about each of your chosen characters.

Step 5: 

  • Answer the question "What insights can I gain into the values, beliefs, and/or way of life of this character based on his or her approach to conflict resolution?" about each of your chosen characters.

Step 6: 

  • Answer the question "How can this character's approach to conflict resolution serve as an example of either what to do or what not to do when resolving conflict?" about each of your chosen characters.

Step 7: 

  • Write your plays, movies, or biographies for each character, incorporating the information discovered and answered in Steps 2 through 6.

SONG CHOICES

  • Apologize - One Republic
    • The singer tells a former significant other that it is too late to mend the past relationship.
  • Respect - Aretha Franklin
    • The singer demands respect and recognition from her intended audience
  • So What - P!nk
    • The singer spends a night on the town after a recent breakup.
  • Picture to Burn - Taylor Swift
    • The singer retaliates against an ex-boyfriend who has spread lies about her
    • My Way - Frank Sinatra
      • The singer explains his decisions to live his life for only himself
      • Seize the Day - The Newsies soundtrack
        • The cast fights against the unfair conditions of their job
      •  
    • I Have a Dream - Common
      • The singer describes life without the struggles found in the ghetto.
      • Scroll down below video for lyrics.
    •  
  • Status Quo - High School Musical soundtrack
    • The cast admit their secret desires that go against the social norm.
    • A Change is Gonna Come - Sam Cooke
      • The singer passionately describes the changes necessary during the climax of the Civil Rights Movement.
      • Scroll down below video for lyrics
    •  
  • The Three R's - Jack Johnson
    • The singer highlights the need for reducing, reusing, and recylcing

THE POEMS

"Dream Deferred"

By: Langston Hughes What happens to a dream deferred?Does it dry upLike a raisin in the sun?Or fester like a sore -And then run?Does it stink like rotten meat?Or crust and sugar over -Like a syrupy sweet?Maybe it just sagsLike a heavy load.Or does it explode?

"I, Too, Sing America"

By: Langston Hughes I, too, sing America. I am the darker brother.They send me to eat in the kitchenWhen company comes,But I laugh,And eat well,And grow strong. Tomorrow,I'll be at the tableWhen company comes.Nobody'll dareSay to me,"Eat in the kitchen,"Then. Besides,They'll see how beautiful I amAnd be ashamed - I, too, am America.

"Who Will Cry..."

By: Antwone Fisher Who will cry for the little boy, lost and all alone?Who will cry for the little boy, abandoned without his own?Who will cry for the little boy, he cried himself to sleep.Who will cry for the little boy, who never had for keeps?Who will cry for the little boy, who walked through burning sand?Who will cry for the little boy, the boy inside the man?Who will cry for the little boy, who knows well hurt and pain?Who will cry for the little boy, who died and died again?Who will cry for the little boy, a good boy he tried to be.Who will cry for the little boy, who cries inside of me?

"Sick"

By: Shel Silverstein "I cannot go to school today,"Said little Peggy Ann McKay."I have the measles and the mumps,A gash, a rash and purple bumps.My mouth is wet, my throat is dry,I'm going blind in my right eye.My tonsils are as big as rocks,I've counted sixteen chicken pox.And there's one more - that's seventeen,And don't you think my face looks green?My leg is cut - my eyes are blue -It might be instamatic flu.I cough and sneeze and gasp and choke,I'm sure that my left leg is broke -My hip hurts when I move my chin,My belly button's caving in,My back is wrenched, my ankle's sprained,My 'pendix pains each time it rains.My nose is cold, my toes are numb.I have a sliver in my thumb.My neck is stiff, my voice is weak,I hardly whisper when I speak.My tongue is filling up my mouth,I think my hair is falling out.My elbow's bent, my spine ain't straight,My temperature is one-o-eight.My brain is shrunk, I cannot hear,There is a hole inside my ear.I have a hangnail, and my heart is - what?What's that? What's that you say?You say today is...Saturday?G'bye, I'm going out to play."

"Melinda Mae"

By: Shel Silverstein Have you heard of tiny Melinda Mae,Who ate a monstrous whale?She thought she could,She said she would,So she started in right at the tail.And everyone said, "You're much too small,"But that didn't bother Melinda at all,She took little bites and she chewed very slow,Just like a little girl should......and eighty-nine years later she ate that whaleBecause she said she would!

"The Little Blue Engine"

By: Shel Silverstein The little blue engine looked up at the hill.His light was weak, his whistle was shrill.He was tired and small, and the hill was tall,And his face blushed red as he softly said,"I think I can, I think I can, I think I can." So he started up with a chug and a strain,And he puffed and pulled with might and main.And slowly he climbed, a foot at a time,And his engine coughed as he whispered soft,"I think I can, I think I can, I think I can." With a squeak and a creak and a toot and a sigh,With an extra hope and an extra try,He would not stop - now he entered the top -And strong and proud he cried out loud,"I think I can, I think I can, I think I can." He was almost there, when - CRASH! SMASH! BASH!He slid down and mashed into engine hashOn the rocks below...which goes to showIf the track is tough and the hill is rough,THINKING you can just ain't enough!

"Us"

By: Shel Silverstein Me and himHim and me,We're always togetherAs you can see.I wish he'd leaveSo I'd be freeI'm getting a little bitTired of he,And he may be a bitBored with me.On movies and ladiesWe cannot agree.I like to danceHe loves to ski.He likes the mountainsI love the sea.I like hot chocolateHe wants his tea.I want to sleepHe has to pee.He's meaner and dullerand fatter than me.But I guess there's worse thingsWe could be -Instead of two we could be three,Me and himHim and me.

ART WORK

Here are all your options for possible paintings. 
Remember that you need to find one example of what you think is a poor choice of conflict resolution and one example of what you think is a good choice of conflict resolution.

http://thelastgasp.files.wordpress.com/2008/06/guernica.jpg

"Guernica," by Pablo Picasso 







http://www.artinthepicture.com/artists/Pablo_Picasso/the_old_guitarist.jpeg
"Old Guitarist," by Pablo Picasso








http://www.dl.ket.org/webmuseum/wm/paint/auth/gogh/self/gogh.bandaged-ear.jpg
"Self-Portrait with Bandage," by Vincent Van Gogh 









"The Great Wave off Kanagawa," by Hokusai 





http://artmedication.files.wordpress.com/2009/12/wp_roy_lichtenstein_drowning_girl.jpg
"Drowning Girl," by Roy Lichtenstein 





http://ginavivinetto.files.wordpress.com/2008/08/roy21.jpg
"Maybe," by Roy Lichtenstein 





http://dowdellclass.files.wordpress.com/2008/06/pollock-number-one-1948.jpg
"Number One," by Jackson Pollock 





http://finneyfrock.files.wordpress.com/2009/03/rosie_the_riveter.jpg
"Rosie the Rivetor: We Can Do It!" - World War II poster 

 

Evaluation

Evaluation

   Expert      Well-Developed 
  Needs
Improvement 
Ideas -Topic and writing are clear and focused throughout each biography.
-Writing prompts the reader's own thinking.
 -Writing includes clear and focused moments.
-Writing includes some common knowledge and underdeveloped points.
 -Writer lacks clear vision.
-Topic needs to be defined.
-Writer seems uncomfortable with topic or changes topic.
-Writing seems to exist for the purpose of filling space.
Organization -Writing is organized in a logical manner.
-Reader can easily follow your thought process from one thought to the next.
 -Organization of writing is attempted but can be improved.
-Reader can follow your thought process if he or she is attentive.
 -Writing appears to be organized haphazardly.
-Lack of organization hinders the reader's understanding.
-Writing is not organized into a biography format or sequence.
Voice -Voice is original: definitely distinctive and appealing.
-Writing is appropriately formal.
-Writing is appropriate for intended audience.
 -Voice is apparent but fades at times.
-Writing seems mechanical.
-Writing is not always appropriate for intended audience.
 -Writer seems to be hiding.
-Writing is inappropriately informal.
-Writing is inappropriately advanced for intended audience.
Word Choice
 -"Spicy" words are chosen.
-Words appeal to all five senses.
-Words are clear and intentional.
 -"Spicy" words are chosen occasionally.
-Several vague or cloudy words are chosen.
-Words appeal to all five senses occasionally.
 -Word choice and wordiness cloud the message.
-Words are chosen to fill the page.
-"Tired" words or incorrect words are chosen.
Sentence Fluency
 -Writing reads smoothly.
-Sentences vary in length and structure.
-Writing shows ample evidence of being read aloud.
 -Writing reads smoothly but more variation in sentence length and structure is needed.
-An additional read-aloud would help develop a more consistently natural, smooth rhythm.
 -Writing seems choppy.
-More variation in sentence length and structure is needed. 
-Needs to be read aloud to develop a natural, smooth rhythm.
Conventions
 -Spelling, punctuation, and grammar are error-free.
-No run-on sentences and no fragments (unless added to add style, flavor, or emphasis).
-Writing shows ample evidence of being proofread.		 -Errors in spelling, punctuation, and grammar are not so numerous that they distract from the writing.
-An additional proofreading would help develop more consistently error-free writing.		 -Writing contains distracting errors in spelling, punctuation, and grammar.
-A closer proofreading and more thorough editing process is needed.
Conclusion

After you have completed each of the steps in the Process section, please double-check that you have the following things that I am looking for:

  • Your work should be appropriate and professional enough to be reviewed by the principal of the elementary school, but should also be explained and clear enough to be understood by any student if presented to them. Your plays, movies or biographies should clearly address and answer each of the seven steps outlined here.  They should describe each character's approach to conflict resolution provided to you with the insight.  They should clearly state either the advantages or disadvantages for following each character's approach to conflict resolution. Be sure to follow the steps in the process and read the rubric carefully.  This is critical in receiving a desirable grade for this project.
Credits

Songs

http://www.youtube.com/watch?v=snXB_8BcaNw&feature=relatedhttp://www.youtube.com/watch?v=Xi9na-8hqmwhttp://www.youtube.com/watch?v=1OncKtzZ2Nchttp://www.youtube.com/watch?v=oCZFa-Uv66Mhttp://www.youtube.com/watch?v=EH6atHxFCtEhttp://www.youtube.com/watch?v=t24yTZlc3uYhttp://www.youtube.com/watch?v=vlVwJedfo1Yhttp://www.youtube.com/watch?v=2_isyylhE8whttp://www.youtube.com/watch?v=7g67n02Ffxchttp://www.youtube.com/watch?v=3WkXPPLiZOY&feature=relatedhttp://www.youtube.com/watch?v=k19FFFgAkt8&feature=relatedhttp://www.youtube.com/watch?v=a0BsvI12iLA&feature=relatedhttp://www.youtube.com/watch?v=DF0zefuJ4Yshttp://www.youtube.com/watch?v=6E2hYDIFDIUhttp://www.youtube.com/watch?v=dsptGe50J40http://www.youtube.com/watch?v=79fkir9alzA&feature=PlayList&p=D354A5EED8D541CF&playnext_from=PL&playnext=1&index=44http://harrychapin.com/music/tanner.shtmlhttp://www.youtube.com/watch?v=nTJGGXo6gy4http://www.youtube.com/watch?v=j84JEJVTpSYhttp://www.youtube.com/watch?v=BiWQMyP7WXohttp://www.youtube.com/watch?v=6i9bz-HyEY8http://www.youtube.com/watch?v=gujpLlOg_uMhttp://www.youtube.com/watch?v=CMrbOgrrbkQhttp://www.youtube.com/watch?v=8K6KIqjZ6_k&feature=relatedhttp://www.youtube.com/watch?v=nefWoNo10vohttp://www.youtube.com/watch?v=pE4qBjKCtBM&feature=relatedhttp://www.youtube.com/watch?v=USo_vH1Jz7Ehttp://www.youtube.com/watch?v=1xnF7WglVHohttp://www.azlyrics.com/lyrics/nickelcreek/thefox.html

Paintings

http://www.tarleton.edu/Faculty/jdixon/GuernicaPicasso.jpghttp://alytorres.files.wordpress.com/2009/04/old-guitarist-picasso11.jpghttp://www.dl.ket.org/webmuseum/wm/paint/auth/gogh/self/gogh.bandaged-ear.jpghttp://www.omohide.com/TheGreatWaveOffKanagawa.pnghttp://artmedication.files.wordpress.com/2009/12/wp_roy_lichtenstein_drowning_girl.jpghttp://ginavivinetto.files.wordpress.com/2008/08/roy21.jpghttp://dowdellclass.files.wordpress.com/2008/06/pollock-number-one-1948.jpghttp://www.oberlin.edu/library/special/virtualexhibits/ww2posters/images/wecan.jpg

Poems

http://wordsofapoet.com/2007/11/26/who-will-cry-for-the-little-boy-by-antwone-fisher/http://www.poemhunter.com/poem/dream-deferred/http://www.poets.org/viewmedia.php/prmMID/15615Silverstein, Shel. Where the Sidewalk Ends. HarperCollins Publishers: New York. 1974. 

Photos

http://www.cev.be/data/Image/Hands.jpghttp://www.cartoonstock.com/newscartoons/cartoonists/for/lowres/forn714l.jpghttp://www.shelbycounselingassociates.org/clientimages/33040/conflict.jpg

  https://sites.google.com/site/conflictresolutionwebquest/credits