Refactor extraction system and reorganize project structure
- Remove obsolete documentation files (DEPLOYMENT.md, PLAN_IMPLEMENTARE_S8_DETALIAT.md, README.md) - Add comprehensive extraction pipeline with multiple format support (PDF, HTML, text) - Implement Claude-based activity extraction with structured templates - Update dependencies and Docker configuration - Reorganize scripts directory with modular extraction components - Move example documentation to appropriate location 🤖 Generated with [Claude Code](https://claude.ai/code) Co-Authored-By: Claude <noreply@anthropic.com>
This commit is contained in:
179
data/sources/week-2---revised-conflict-resolution-games.txt
Normal file
179
data/sources/week-2---revised-conflict-resolution-games.txt
Normal file
@@ -0,0 +1,179 @@
|
||||
SOURCE: /mnt/d/GoogleDrive/Cercetasi/carti-camp-jocuri/week-2---revised-conflict-resolution-games.pdf
|
||||
CONVERTED: 2025-01-11
|
||||
==================================================
|
||||
|
||||
|
||||
--- PAGE 1 ---
|
||||
Conflict Resolution Activities for Skill Building
|
||||
th th
|
||||
Grades 6 -8
|
||||
Compiled by Fasia Hardy
|
||||
cmmeducationprograms@gmail.com
|
||||
|
||||
--- PAGE 3 ---
|
||||
Mad Lips5
|
||||
OBJECTIVES
|
||||
• Test the accuracy of their empathic intuitions.
|
||||
• To identify feelings
|
||||
• Builds participants capacity to express their feelings
|
||||
Number of Players
|
||||
2 or more
|
||||
Materials
|
||||
• Mad Lips Sheet A & B
|
||||
• Sample Feelings Sheet
|
||||
Time
|
||||
40 minutes
|
||||
A feeling is an emotional state. You can’t touch your feelings, but you can feel them in your body, like
|
||||
in your chest, or in your muscles. Feelings are not all on the same level. Some feelings are more intense
|
||||
than others. For example, ‘ecstatic’ is an intense form of ‘happy’. Or, ‘angry’ is a less intense form of
|
||||
‘outraged’. We rely on gestures, facial expressions and tones to convey those subtle messages we don’t
|
||||
speak aloud. But expressions are not always as easy to understand as words. This activity allows
|
||||
participants to test their own empathic intuitions. And helps show the limitations of non-verbal
|
||||
expression.
|
||||
Directions
|
||||
1. Partner with family member or friend
|
||||
2. Give one partner Sheet A and the other partner Sheet B. Partners do not to share your sheets with
|
||||
one another.
|
||||
3. Partner A will read the first narrative aloud, pausing at each blank.
|
||||
4. Partner B follow along on with his/her sheet. Where partner A’s sheet has blanks, partner B’s
|
||||
sheet will have bolded emotion words.
|
||||
5. When partner A gets to a blank, partner B will act out the emotion word using only gestures and
|
||||
facial expressions.
|
||||
6. Partner A will guess the emotion and fill in the blank in his/her narrative. Repeat this throughout
|
||||
the narrative.
|
||||
7. For the second narrative, ask partners A and B to reverse roles.
|
||||
8. Once both narratives are filled in, partners to share their sheets and compare.
|
||||
DISCUSSION QUESTIONS
|
||||
• How accurately were you able to read your partners expressions?
|
||||
• Was it easy to express all of these feelings non-verbally? Do you have distinct expression for each
|
||||
of these emotions?
|
||||
• Compare your sheets. How much does the meaning of the narratives change from one sheet to the
|
||||
5 Conflict Resolution Activities for Middle School Skill-Building. cpb-us-
|
||||
e1.wpmucdn.com/blogs.uoregon.edu/dist/8/11350/files/2015/05/Compiled-Activities-1-r5x71c.pdf.
|
||||
|
||||
--- PAGE 4 ---
|
||||
MAD L IPS6
|
||||
SHEET A
|
||||
DIRECTIONS
|
||||
Partner A will read Narrative One aloud, pausing at each underlined word. All of the underlined words are emotion
|
||||
words. Instead of reading these words aloud, Partner A will try to convey each word using facial expressions or
|
||||
gestures. Partner B will read Partner A’s expression, guess the emotion, and fill in the corresponding blank. Reverse
|
||||
roles for Narrative Two.
|
||||
NARRATIVE ONE
|
||||
I had the worst time at school today. I was exhausted because I stayed up late finishing a project for social studies. I
|
||||
overslept and got to school late, so I was already stressed when Mr. Mann announced a pop quiz. It caught me by
|
||||
surprise. I don’t think I did well and that’s frustrating. Then, in art class, I spilled water all over my painting! I was
|
||||
sad because that was supposed to be my piece for the art show, but I’d be embarrassed to submit it now. Normally I
|
||||
would talk to my friend Antonio about all this but he was absent. It always feels lonely when he’s gone. All this to
|
||||
say, I’m happy you picked me up today, mom. When I saw your car I was so relieved. I would’ve been overwhelmed
|
||||
on the bus.
|
||||
NARRATIVE TWO
|
||||
I’m usually so in Mrs. Knolls class. So I was today when she gave us a
|
||||
fun assignment. We’re supposed to create a short skit about Greek mythology. I’m so
|
||||
! I don’t get performing in front of an audience like most people.
|
||||
Maybe I’ll play an all-knowing oracle who foretells of betrayal and . Or maybe I’ll be an god
|
||||
from Olympus who the ungrateful citizens. No matter the role, I feel
|
||||
I’ll steal the show. I just hope the class doesn’t get . Mythology can
|
||||
be tricky with all those long names. It’ll be up to me to make the characters entertaining and keep the audience
|
||||
.
|
||||
6 Conflict Resolution Activities for Middle School Skill-Building. cpb-us-
|
||||
e1.wpmucdn.com/blogs.uoregon.edu/dist/8/11350/files/2015/05/Compiled-Activities-1-r5x71c.pdf.
|
||||
|
||||
--- PAGE 5 ---
|
||||
MAD L IPS7
|
||||
SHEET B
|
||||
DIRECTIONS
|
||||
Partner A will read Narrative One aloud, pausing at each underlined word. All of the underlined words are
|
||||
emotion words. Instead of reading these words aloud, Partner A will try to convey each word using facial
|
||||
expressions or gestures. Partner B will read Partner A’s expression, guess the emotion, and fill in the
|
||||
corresponding blank. Reverse roles for Narrative Two.
|
||||
NARRATIVE ONE
|
||||
I had the worst time at school today. I was because I stayed up late finishing
|
||||
a project for social studies. I overslept and got to school late, so I was already
|
||||
when Mr. Mann announced a pop quiz. It caught me by . I don’t think I
|
||||
did well and that’s . Then, in art class, I spilled water all over my painting! I was
|
||||
because that was supposed to be my piece for the art show, but I’d be to submit it
|
||||
now. Normally I would talk to my friend Antonio about all this but he was absent. It always feels
|
||||
when he’s gone. All this to say, I’m you picked me
|
||||
up today, mom. When I saw your car I was so . I would’ve
|
||||
been just plain on the bus.
|
||||
NARRATIVE TWO
|
||||
I’m usually so bored in Mrs. Knoll’s class. So I was shocked today when she gave us a fun assignment.
|
||||
We’re supposed to create a short skit about Greek mythology. I’m so excited! I don’t get nervous
|
||||
performing in front of an audience like most people. Maybe I’ll play an all- knowing oracle who foretells
|
||||
of betrayal and despair. Or maybe I’ll be an angry god from Olympus who scares the ungrateful citizens.
|
||||
No matter the role, I feel confident I’ll steal the show. I just hope the class doesn’t get confused. Mythology
|
||||
can be tricky with all those long names. It’ll be up to me to make the characters entertaining and keep the
|
||||
audience pleased.
|
||||
7 Conflict Resolution Activities for Middle School Skill-Building. cpb-us-
|
||||
e1.wpmucdn.com/blogs.uoregon.edu/dist/8/11350/files/2015/05/Compiled-Activities-1-r5x71c.pdf.
|
||||
|
||||
--- PAGE 6 ---
|
||||
8
|
||||
Feeling Word Scramble
|
||||
OBJECTIVES
|
||||
• To identify feelings words
|
||||
• Expand Vocabulary
|
||||
• Generate creative solutions for resolving conflicts cooperatively
|
||||
Number of Players
|
||||
1
|
||||
Materials
|
||||
• Pen, Feeling Word Scramble Worksheet or Blank Paper
|
||||
Time
|
||||
20 minute
|
||||
Directions
|
||||
Unscramble the 'feelings' words on the scramble worksheet.
|
||||
8 Conflict Resolution Activities for Middle School Skill-Building. cpb-us-
|
||||
e1.wpmucdn.com/blogs.uoregon.edu/dist/8/11350/files/2015/05/Compiled-Activities-1-r5x71c.pdf.
|
||||
|
||||
--- PAGE 7 ---
|
||||
9
|
||||
Feelings Words Scrambl e
|
||||
Unscramble the 'feelings' words.
|
||||
ewrdrio
|
||||
lhseelps
|
||||
ojfuyl
|
||||
yupnaph
|
||||
rdsbaraeems
|
||||
edsesre dp
|
||||
sda
|
||||
lyenlo
|
||||
omyogl
|
||||
dma
|
||||
dtimi
|
||||
pavapectiire
|
||||
9 Conflict Resolution Activities for Middle School Skill-Building. cpb-us-
|
||||
e1.wpmucdn.com/blogs.uoregon.edu/dist/8/11350/files/2015/05/Compiled-Activities-1-r5x71c.pdf.
|
||||
|
||||
--- PAGE 8 ---
|
||||
Answer Key 10
|
||||
ewrdrio worried
|
||||
lhseelps helpless
|
||||
ojfuyl joyful
|
||||
yupnaph unhappy
|
||||
rdsbaraeems embarrassed
|
||||
edsesre dp depressed
|
||||
sda sad
|
||||
lyenlo lonely
|
||||
omyogl gloomy
|
||||
dma mad
|
||||
dtimi timid
|
||||
pavapectiire appreciative
|
||||
10 Conflict Resolution Activities for Middle School Skill-Building. cpb-us-
|
||||
e1.wpmucdn.com/blogs.uoregon.edu/dist/8/11350/files/2015/05/Compiled-Activities-1-r5x71c.pdf.
|
||||
|
||||
--- PAGE 10 ---
|
||||
Additional Resources
|
||||
The following resources are identified in the activity. They provide additional
|
||||
information and activities that introduce conflict resolution to children.
|
||||
Conflict Resolution Worksheets
|
||||
https://www.worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=2&id
|
||||
=507&link1=31&link2=507
|
||||
The Big Book of Conflict Resolution Games
|
||||
https://s3.wp.wsu.edu/uploads/sites/2070/2016/08/The-big-book-of-Conflict-Resolution-Games.pdf
|
||||
Conflict resolution jeopardy
|
||||
https://jeopardylabs.com/play/conflict-resolution-jeopardy6
|
||||
Meaning of the Beep Game
|
||||
https://www.brainpop.com/games/mobconflictresolution/
|
||||
Appendix 2 ©Community Mediation Maryland 2012. Please contact Community Mediation Maryland for
|
||||
written permission before reproducing any portions of this material.
|
||||
Reference in New Issue
Block a user