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Conflict Clarity • Sequence • Lenny.com

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Conflict Clarity

A multi-day social-emotional sequence tailored for a 6th-grade student with speech and learning impairments. Through scaffolded peer-conflict scenarios, visual icon supports, selectable choice banks, and structured sentence starters, students learn to reflect on their own actions and choose constructive alternatives.

Spotting My Part

Introduces the 4-part conflict reflection framework through a familiar classroom supply scenario. Students use visual icons, adult verbal prompts, and high-support choice banks to distinguish peer behavior from personal actions.

Game Time Glitches

Applies the 4-part conflict reflection framework to a fast-paced recess game dispute. Focuses on identifying heated emotional reactions, using sentence frames with choice options, and selecting a constructive alternative action.

Hallway Heat Reset

Deepens conflict self-awareness using an unstructured hallway scenario involving an accidental bump and sharp words. Empowers the student to recognize their role, practice sentence frames, and select positive repair moves.

Conflict Clarity

A multi-day social-emotional sequence tailored for a 6th-grade student with speech and learning impairments. Through scaffolded peer-conflict scenarios, visual icon supports, selectable choice banks, and structured sentence starters, students learn to reflect on their own actions and choose constructive alternatives.

Pencil Problem Slides

Lesson 1 • Conflict Clarity

What Part Was Mine?

Spotting My Part

When a problem happens, we look closely at what happened and find the choices we made.

Step 1

What Happened?

Step 2

Other Person

Step 3

What Did I Do?

Step 4

Next Time Move

Our 4 Question Detective Map

Step-by-Step

QUESTION 1

What happened?

Tell the basic facts like a camera recording a video.

QUESTION 2

What did they do?

What words or body actions did the peer show?

QUESTION 3 (MY PART)

What did I do?

What words or physical choices came from my body?

QUESTION 4

What could I do next time?

What is a calm, strong choice I can use instead?

Adult Prompt: "Today we are looking at our own power. We can't control others, but we can control our own part!"

Today's Story: The Borrowed Pencil

Scenario 1

READ ALOUD Classroom Table

"Marcus reached over and grabbed my favorite green pencil off my desk without asking."

"I got super mad. I shoved his desk and yelled: 'Give it back right now, jerk!'"

1. Marcus grabbed pencil

No permission asked

2. I shoved & yelled

Called him a mean word

Result: Big argument

Both students in trouble

Adult Prompt: "Point to the picture that shows what Marcus took. How did that feel?"

Breaking Down: What Marcus Did

Steps 1 & 2

What Happened?

Which choice matches the story?

A pencil was taken from the desk.

Someone dropped a book on the floor.

Sentence Starter: "What happened was..."

What Did Marcus Do?

Select his action:

Marcus grabbed the pencil without asking.

Marcus politely asked to borrow it.

Sentence Starter: "Marcus did..."

Adult Prompt: "Can we control what Marcus did? No. Now let's see what part belonged to ME."

Question 3: What Part Was Mine?

Key Moment

My Own Choices

I am in charge of my hands, my mouth, and my body.

What did I do when I felt mad?

I shoved his desk and yelled a mean name.

This was my choice.

I quietly took deep breaths.

Not what happened in this story.

Sentence Starter: "My part was: I yelled and shoved."

Adult Prompt: "It is okay to feel angry. But did shoving make things better or worse?"

Question 4: Next Time Choices

Next Time Move

Choice A

Use Strong, Calm Words

"Marcus, that is my pencil. Please hand it back now."

Calm Voice

Choice B

Ask Teacher for Help

Raise hand or walk over to tell the teacher calmly without shouting.

Safe Adult

Choice C

Take 3 Slow Breaths

Pause hands and mouth for 5 seconds before speaking.

Body Reset

Sentence Starter: "Next time, I can use calm words."

Ready for Worksheet

Pencil Problem Facilitator Guide

Conflict Clarity • Lesson 1 Facilitator Guide

Pencil Problem: Adult Coaching Script

Tier 2/3 SEL • Speech & Learning Support

Target: 6th Grade Focus

Instructional Purpose & Mindset

Students with learning and speech impairments often experience high emotional reactivity when possessions are touched and struggle to verbally articulate their own behavioral role. This protocol separates peer triggers from personal actions without shaming, using concrete visual and verbal prompts.

Step-by-Step Scripted Protocol Read aloud bold text to student

Step 1: Event

"What happened in the classroom? Point to the picture."

Verbal Scaffold: "Tell me like a video camera. Did someone take a pencil or drop a book?"

Step 2: Peer

"What did Marcus do with his hands and words?"

Verbal Scaffold: "Marcus grabbed the pencil without asking. Was that nice? No. But did YOU control his hands? No."

Step 3: My Part

"Now look at YOUR hands and mouth. What part was YOURS?"

Verbal Scaffold: "Complete this sentence frame with me: 'I felt mad, and I chose to...' (shove desk / yell name)."

Step 4: Next Move

"Next time someone takes your item, what can you do instead of shoving?"

Verbal Scaffold: "Look at the 3 choice chips: Calm Words, Ask Adult, Deep Breaths. Pick one strong move."

Graduated Prompting Hierarchy

Level 1 (Independent): Student points/names their action using the sentence starter.
Level 2 (Choice Cue): Adult offers 2 options: "Did you shove the desk, or did you sit calmly?"
Level 3 (Direct Model): Adult models: "My part was yelling. Repeat after me: 'I yelled.'"

Speech & Learning Accommodations

Accept Gestures: Allow pointing to visual icons or checkboxes if verbalization causes anxiety.
Echoic Repetition: Have student echo short 2-3 word target phrases ("My hands shoved").
Slow Processing: Provide 7-10 seconds pause time before repeating or offering cues.

Success Metric for Lesson 1

Student correctly distinguishes "Marcus took pencil" from "I shoved desk" with 1 or fewer adult cues.

Record on IEP SEL Log

Pencil Problem Worksheet

LESSON 1 ACTIVITY Conflict Clarity

What Part Was Mine?

Name:

Date:

The Story: The Classroom Pencil

Marcus grabbed my pencil without asking. I got mad, shoved his desk, and yelled.

Step 1: What happened?

Check 1 box

A pencil was taken from the desk.

A book dropped on the floor.

Step 2: What did the other person do?

Check 1 box

Marcus grabbed it without asking.

Marcus said "Please may I borrow this?"

Step 3: What did I do? (My Part)

Select & write below

I shoved the desk and yelled.

I asked the teacher for help.

Trace or write your sentence:

I did:

Step 4: Next time choice

Pick 1 strong choice

Calm Words "Give that back please"

Tell Teacher Raise hand for help

Deep Breaths Pause hands 5 sec

Write your plan:

Next time, I can:

Adult Support: [ ] Independent [ ] Choice Prompt [ ] Verbal Model

Adult Initials: ______

Game Glitch Slides

Lesson 2 • Conflict Clarity

Recess Game Glitch

Game Time Glitches

Games get fast and competitive. Let's practice finding our part when a game rule feels unfair!

1

What Happened?

2

Their Action

3

My Action

4

Next Time Move

The Story: The Disputed Ball Call

Recess Scenario

READ ALOUD 4-Square Court

"We were playing 4-square. Jordan yelled: 'You're OUT! The ball hit the line!'"

"I was sure it was in! I felt red-hot mad. I snatched the ball, kicked it over the fence, and yelled: 'Now nobody plays!'"

Disagreement on rules

Jordan called me out

My Reaction Choice

Kicked ball & stopped game

Game Over For Everyone

Friends got upset and walked off

Adult Prompt: "Have you ever felt furious when someone made an unfair call? That feeling is real. Now let's spot the actions."

Separating: Jordan's Part vs My Part

Who Did What?

Step 2: Jordan's Action

What Jordan Said

"Jordan called me 'OUT' on the line."

Sentence: "Jordan called..."

Step 3: My Action (My Part)

What I Chose To Do

"I kicked the ball over the fence."

Sentence: "I kicked..."

Jordan made the call. Kicking the ball was 100% MY choice.

Notice the Difference

Step 4: Next Time Choices for Recess

Better Moves

Strategy 1

Replay the Point

Say: "Tie call! Let's just do a do-over serve."

"Do-Over"

Strategy 2

Rock, Paper, Scissors

Solve quick disputes in 3 seconds with a fair game.

Quick Decider

Strategy 3

Take a 2-Minute Walk

Step off the court to let anger cool down safely.

Cool Down

Sentence Starter: "Next time, I can ask for a do-over."

Recess Ready

Game Glitch Worksheet

LESSON 2 ACTIVITY Conflict Clarity

Game Time Glitch: My Part

Name:

Date:

The Story: 4-Square Disagreement

Jordan called the ball "OUT." I thought it was in, got mad, and kicked the ball over the fence.

Step 1: What happened in the game?

Check 1 box

There was an argument about a ball call.

Everyone peacefully finished the game.

Step 2: What did Jordan do?

Check 1 box

Jordan yelled "You're OUT on the line!"

Jordan gently passed the ball to me.

Step 3: What did I do? (My Part)

Select & complete frame

I kicked the ball over the fence.

I accepted the out and waited in line.

Write your sentence:

I did:

Step 4: Next time choice for recess

Pick 1 strategy

Do-Over Replay the point

Rock, Paper 3-second decider

Take a Lap Cool down 2 min

Write your plan:

Next time, I can:

Adult Support: [ ] Independent [ ] Choice Prompt [ ] Verbal Model

Adult Initials: ______

Recess Coach Facilitator Guide

Conflict Clarity • Lesson 2 Adult Resource

Recess Coach: Game Conflict Guide

Playground & Para Support

Focus: Rapid De-escalation & Debrief

Prerequisite: Calm Bodies Before Reflection

Never attempt the 4-part conflict script while the student is in fight-or-flight (heavy breathing, clenched fists, tearful). Provide a 2-minute neutral cool-down on the bench first. Once breathing slows, open the visual organizer.

3-Minute Sideline Debrief Script Use short, direct language

1. What event?

"What game were you playing, and what call was made?"

Adult cue: "You were in 4-square. There was a disagreement on the ball bounce."

2. Peer call

"What did Jordan yell? Did Jordan call you out?"

Adult cue: "Yes, Jordan called out. It felt unfair. But can we stop Jordan's voice? No."

3. My Part

"What did YOUR hands and feet do?"

Sentence starter model: "Finish this: 'I got mad, so I kicked...' (the ball over fence)."

4. Next move

"How do we stay in the game next time? Do-over, or Rock-Paper-Scissors?"

Adult cue: Have student physically practice shooting rock-paper-scissors once with you.

Speech Impairment Supports

Visual Pointing: Carry the 3-choice card on playground lanyard. Allow student to tap the card.
Reduced Sentence Length: Accept 2-word responses: "Jordan yelled", "I kicked", "Next time do-over".
Neutral Tone: Avoid accusatory inflection. Treat "My Part" as a normal puzzle piece.

Immediate Game Re-Entry

Ball Retrieval: Student retrieves the kicked ball as a natural restorative act.
Supported Handshake: Facilitate brief repair phrase: "Jordan, good game. Next time let's do a replay."
Line Re-entry: Student steps to the back of the line to restart without exclusion.

Lesson 2 Observation Check

Student acknowledged kicking the ball as their own action without blaming Jordan for the kick.

Debrief Complete

Hallway Reset Slides

Lesson 3 • Conflict Clarity

Hallway Heat & Reset

Hallway Heat & Reset

Hallways get crowded and loud. When accidents happen, how do we own our part and reset peacefully?

My Superpower: Owning My Part

I am the boss of what I say and do next.

Final Step

The Story: The Locker Bump

Scenario 3

READ ALOUD Locker Hallway

"The bell rang. Alex bumped my heavy backpack and snapped: 'Watch where you're walking!'"

"I got hot and embarrassed. I slammed Alex's locker shut, yelled an insult back, and wouldn't let Alex pass."

Crowded Bump

Accident during passing time

Alex's Sharp Words

"Watch where you're walking!"

My Part

Slammed locker & blocked path

Adult Prompt: "Alex used rude words. But what did MY hands do to the locker? Let's trace it!"

The 4 Questions: Hallway Check

Self-Check

What Did Alex Do?

Bumped my backpack

Said rude words: "Watch it!"

Sentence: "Alex bumped and snapped at me."

What Did I Do? (My Part)

Slammed Alex's locker door

Blocked the walkway

Sentence: "My part was slamming and blocking."

Both people made mistakes. But I only have to fix MY part.

Big Insight

My Reset & Repair Toolkit

Next Time Moves

Short Apology

"Sorry I slammed the locker. It was crowded."

"My Bad"

Keep Walking

Take a breath, keep walking straight to class.

Walk Away

Calm Words

"It was an accident. Don't push me please."

Firm & Calm

Tell Hall Monitor

Ask the adult in the hall for quick support.

Adult Help

Sentence Starter: "Next time, I can take a breath and keep walking."

Ready to Practice

My Conflict Pocket Tracker

LESSON 3 • PORTABLE TRACKER Conflict Clarity

My Conflict Reflection Tracker

Name:

Date:

The Story: Hallway Locker Bump

Alex bumped my backpack and snapped "Watch it!" I slammed Alex's locker and blocked the hallway.

Step 1: What happened in the hall?

Check 1 box

Two students bumped in a crowded hallway.

Students walked quietly to class.

Step 2: What did Alex do?

Check 1 box

Alex bumped backpack & snapped "Watch it!"

Alex said "Excuse me, sorry about that."

Step 3: What did I do? (My Part)

Select & write sentence

I slammed the locker & blocked the hall.

I took a deep breath and kept walking.

Write your sentence:

I did:

Step 4: My Next Time & Repair Move

Pick 1 strategy

Apology "Sorry I slammed"

Walk On Keep going

Calm Words "Accident, cool it"

Adult Tell monitor

Write your plan:

Next time, I can:

Adult Support: [ ] Independent [ ] Choice Prompt [ ] Verbal Model

Adult Initials: ______

Repair Moves Facilitator Guide

Conflict Clarity • Sequence Assessment & Debrief

Conflict Progress & Repair Guide

IEP & SLP Data Tracker

Grades 6–8 SEL Intervention

IEP SEL & Speech Communication Goal

Goal: "When presented with a peer-conflict scenario and visual icon supports, the student will accurately distinguish peer actions from personal behavior by stating/selecting 'What I did' and generating at least 1 replacement coping move with ≤ 1 verbal cue across 4 out of 5 consecutive sessions."

Independence Rubric (4-Question Framework) Score 1–4

Level 4

Independent Reflection

Independently selects or verbalizes "I did [action]" and chooses a constructive replacement without adult prompting.

Level 3

Choice-Cued (Target Benchmark)

Correctly identifies personal role and replacement strategy when presented with 2 visual choice chips.

Level 2

Adult Verbal Prompting

Requires direct sentence starter cue ("My part was...") and adult redirection away from peer blaming.

Level 1

Full Modeling & Echoic Support

Adult points to icon and models sentence; student echoes or points with physical hand-over-hand / direct guidance.

3-Step Restorative Repair

Use this structured verbal formula to prevent speech dysfluency during peer repair:

1. Acknowledge: "Sorry I [slammed locker / yelled]."
2. Validate: "I know we both got startled."
3. Reset: "Next time let's just keep walking."

Generalization Schedule

Daily Morning Check-in: Review 4-question pocket card for 90 seconds.
Post-Incident Reset: Use tracker within 30 min of an incident in calm room.
Bi-Weekly SLP Consult: Track expressive sentence complexity and repair usage.

Sequence Mastery Criterion

Student completes all 4 reflection steps across 3 distinct peer scenarios with Level 3 or 4 independence.

IEP Goal Met

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