UNT Lesson Plan Template- Conflict

Pre-service Teacher: Grade(s): School/Mentor

Kaleigh Bell 5th
Teacher (if
applicable):
Krystal Sims

Subject area(s): Unit Topic/Theme: Lesson Title:

ELAR Fantasy Fantasy conflict

Relevant TEKS: Relevant ELPS: 1 (E) Relevant TX

5.16A Students will write
imaginative stories that
include a clearly defined
focus, plot, and point of
view; a specific, believable
setting created through
the use of sensory details;
and a dialogue that
develops the story.
internalize new basic and CCRS:
academic language by
using and reusing it in
meaningful ways in
speaking and writing
activities that build
concept and language
attainment
2 (G) understand the
general meaning, main
points, and important
details of spoken
language ranging from
situations in which topics,
language, and contexts
are familiar to unfamiliar
3 (E) share information in
cooperative learning
interactions

Lesson Objective(s)/Performance Outcomes

Today we will create the conflict for our fantasy story by using the blue
conflict outline paper.

Assessment (Description/Criteria)
Individually going through each student's work by walking around and make
sure that they are filling out the outline. The students should answer each part
using their own creative thinking. Once completed and work time is over take
up their work and check their papers for completion.

Materials and Resources

Anchor Chart that displays conflict
Blue conflict outline paper
Pencil/ pen
Document camera

Management of the Instructional Environment

We will go over classroom expectations while reading the mentor text by

respecting the teacher when speaking and while working by reviewing
CHAMPS. Have a student share what the classroom expectations are and then
have them head back to their seats when their name is called to get their
folders. If needed I will use Callbacks to redirect their attention back on task or
back on me.

When sharing their work with the class, students will show respect to the
student sharing. After they will use glows to praise them on their hard work.

Technology Integration
Document camera to share their conflict in their story.

Diversity and Equity (Accommodations, Modifications, Adaptations)

low - students will have the time to brainstorm their thoughts before writing
also students will have the outline read to them. Allow the students refer back
to the anchor chart to assist their thinking during filling out the outline about
setting.

high - double check their work by re-reading the outline and check for
misspellings and grammar. Have the students elaborate their work if needed.

Activities/Procedures

OPENING:
Start the class by having students come sit down on the carpet. Review what
we talked about yesterday- fantasy setting. Explain that today we are going to
continuing brainstorming ideas because we are going to writing our own
fantasy stories. Today we will be creating the fun part, conflict. In fantasies
the conflict is the meat of your story. The problem the reason that we read
stories! And also the solution to the problem. Talk about the 3 main types of
conflict- man vs man, man vs nature, man vs society. Ask students to come up
with their own examples of these conflicts.
(10 Minutes)

Talk about Harry potter and the characters J.K Rowling has created. Show the
conflict outline and talk through it with students using Harry Potter as the
mentor text. what kind of conflict did Harry potter have? Remember that
your conflict needs to fit into the setting that students have already created.
(2 minutes)

Work Period:
Students will be given the blue conflict outline and be asked to go back to their
seats. They get to create their conflict and solution and how it relates to
fantasy. How does the conflict fit into their stories?
(15 minutes)

Closing:
Choose 2-3 students who have successfully completed their conflict outlines
to share with the class. Have all students come back to the carpet to listen to
their peers share. Call on a student that has not shared their stories yet and
place their papers under the document camera to share their work with their
classmates. Each student will receive glows from their classmates.
(3 minutes)

*Give out folders for students to keep up with all of their outline pages. Collect
folders each day.

Reflections and Documentation/Evidence of Lesson Effectiveness