Evidence that K-12 schools had successfully integrated conflict resolution into curricula (Johnson & Johnson, 2004; Stevahn, 2004) includes students' resolution of personal conflicts and improved academic performances (Johnson, Johnson, Dudley, & Magnuson, 1995; Stevahn, Johnson, Johnson, Green, & Laginski, 1997; Stevahn, Johnson, Johnson, Oberle, & Wahl, 2000; Tschannen-Moran, 2001). The benefits of teaching students the art of negotiation does not end in high school. Even graduate students, who generally have more education than the public, could use some tips on how they should negotiate with their faculty advisors (Brockman, Nunez, & Basu, 2010). As an innovative attempt at teaching negotiation (Ashwell, 2003; Friedman, 2002), this teaching unit will help students learn the Goals-Plans-Action Theory (GPA)--an interpersonal communication (IPC) theory about creating persuasive messages. At the end of this teaching unit, students will be able to: (1) Describe the elements of GPA; (2) Construct verbal messages using GPA; (3) Deliver verbal messages using GPA; and (4) Create shared meaning using GPA as a way of cultivating interpersonal relationships.