1. Topic-
Effective Problem Solving surrounding unequal contributions to group work or project
2. Content-
Procedures for First Week of School- Trouble shooting group work pitfalls
3. Goals: Aims/Outcomes-
1. Students will have strategies to problem solve group work challenges
2. Students will learn and practice the Give One/ Get One thinking routine
4. Objectives-
-discuss a scenario where one group member is not doing nearly as much work as others on a group project that will earn all group members the same grade
-effectively execute a Give One/ Get One idea exchange
5. Materials and Aids-
-Give One/Get One graphic organizer with 12 boxes (organized with 4 rows of 3 boxes and an a header space to write in the topic for discussion
-stopwatch to time rounds of idea exchange
6. Procedures/Methods-

A. Introduction-

1.Teacher explains the scenario: (pg67 from What Do You Think:A guide to Dealing With Daily Dilemmas)that proposes the problem that the student is working in a group on a project that earns all group members the same grade and one group member is not doing an equal share of his/her work.
2.Students lable their graphic organizer with the topic for discussion and writes 4 questions in the left hand boxes: "How do you feel about working with a group and sharing a single grade?", Why do you think the teacher has said you will all get the same grade for this report?", " How would you attempt to get the group member to contribute equally to the project?", and "What will you do if the student continues to not contribute to their sections of the project?"

B. Development-

1.Explain and model the Give One / Get One strategy.
-Students have 5 minutes to fill out their answers to the questions in the second next to the questions
-Round one begins with each student finding a partner. Partners take turns sharing ideas and writing down new additions to their answer in the third box next to the problem. Students have 2-3 minutes for this exchange of ideas. Then they switch partners and repeat the idea exchange on the same question with the new partner for another 2-3 minutes
-Rounds 2-4 repeat the process until all questions are answered
-Ensure all students are aware of the protocols by asking them for a show of thumbs for confidence level that they know what to do (ex. Thumbs Up, Down, or Middle). Clarify procedure if needed

C. Practice-

1. Begin Give One/ Get One with round one, Clearly timing and announcing next steps. Assess again with a Show of Thumbs if all students are clear about what needs to be done in the activity. Clarify if needed.
2. Students switch to new partners and teacher times the second exchange of ideas for round 1.
3. Students complete the next 3 rounds and teacher times and facilitates
4. Students return to seats and participate in whole group share out of ideas
5. Students create a master list on back of their organizer with possible solutions to the scenario

D. Independent Practice-

Within the second week of school assign a group project with clearly designated roles and sections for each student to contribute equally. and Monitor the students' abilities to self manage group work pitfalls. Revisit group work responsibilities and problem solving in a real situation.

E. Accommodations (Differentiated Instruction)-

Students participate with appropriate accommodations and modifications outlined in any IEP or 504 plans. Differentiate as needed.

F. Checking for understanding-

What questions do you still have about the scenario discussed in the Give One/Get One activity or about the possible solutions to the problem.

G. Closure-

1. Students Turn and Talk about what they believe their biggest take away of the activity was.
2. Share out of some student realizations based on activity.

This Lesson Plan is available at (www.teacherjet.com)