Working Through a Conflict
Students learn to take a cooling-down step before trying to resolve a disagreement, describe what happened from their own side using an I-statement, listen to the other person's view without interrupting, suggest a fair compromise that gives each person something, and apologize specifically for what they did and take one repair action.
Lesson Overview
What students will be able to do after this lesson: Students will be able to take a cooling-down step before trying to resolve a disagreement, describe what happened from their own side using an I-statement, listen to the other person’s view without interrupting and say back what they heard, suggest a fair compromise that gives each person something, and apologize specifically for what they did and take one repair action.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Cooling Down and Using My Words | RS-CFR-2-1 · RS-CFR-2-2 |
| 2 | Listening to Both Sides and Finding a Fair Deal | RS-CFR-2-3 · RS-CFR-2-4 |
| 3 | Saying Sorry and Making It Right | RS-CFR-2-5 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| SM-REG-2-4 | Using a calming tool is the cooling-down step — regulation feeds directly into conflict resolution |
| RS-COM-2-3 | I-statements are the communication tool used in the “talk it out” step |
| SoA-EMP-2-3 | Perspective-taking is what makes “listen to their side” genuinely useful rather than procedural |
Key Vocabulary
- Conflict — A disagreement between two people where something isn’t working for one or both of them
- Cool down — Taking a step to manage a big feeling before trying to solve the problem
- I-statement — “I feel ___ when ___ because ___.” — saying your side without blaming
- Compromise — A solution that gives something to both people — not just one person getting their way
- Repair — A specific apology plus one action that helps fix what happened
Materials
- Whiteboard or chart paper + marker
- Optional: printed conflict resolution steps card for each student
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
How this lesson is structured: Each skill segment has an I Do (teacher models the skill) and a We Do (class practices together with your guidance). Independent practice lives in the practice resources that go alongside this lesson.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 4 quick set-ups before the I DoCooling down is not the same as giving in — or giving up · Listening to their side isn’t agreeing with it · A compromise is not “you give in to me” · A real apology names what you did — and includes a repair action
- Rescue planIf students are significantly behind
This section opens when Grade 2 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
This section opens when Grade 2 launches.
Cooling Down and Using My Words
- What’s inside
- I do: 4 teacher modelsWhat cooling down looks like in action · Wrong version → fix: conflict while heated vs. after cooling down · The I-statement: describing your side without the blame · Non-conflict: using the I-statement in an ordinary moment
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Listening to Both Sides and Finding a Fair Deal
- What’s inside
- I do: 4 teacher modelsListening without interrupting and saying it back · Wrong version → fix: pretending to listen vs. actually paraphrasing · What a fair compromise looks like · Non-conflict: compromise in a positive planning moment
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Saying Sorry and Making It Right
- What’s inside
- I do: 4 teacher modelsWhat a specific apology sounds like · Wrong version → fix: the quick exit apology · The repair action: what comes after the apology · What receiving an apology looks like
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Closing the Week
- What’s inside
- 3 partner-share roundsOne for each segment, with the frame students say together
- Closing prompt
- Land the key idea
- Connect to daily life
- Optional — Quick check-in
This section opens when Grade 2 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 3 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Relationship Skills resources for Grade 2, ready to use today.
