West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/18)

Teacher Candidate Hope Painter Date 6 November 2018

School Winfield Middle School Grade/Subject 6th Grade/ Language Arts

Lesson Topic Cases in conflict

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will be able to name external and internal conflict and create meaning by identifying the
reader’s purpose.

WV CCRs

RLA.O.6.1.07- Determine the elements of literature (e.g., external conflict, mood) to construct meaning
and recognize author’s/reader’s purpose.

NATIONAL STANDARDS

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes.

ASSESSMENT

Diagnostic/Pre-Assessment

Students will be diagnosed through questions pertaining to conflict to access prior knowledge.

Formative Assessment

First, I will explain to the class what the four parts of conflict are and will ask questions veered towards
the worksheet. I will be actively involved during the entire class and will be walking around the room
during the group assignments to make sure students are understanding the activity and answering
questions when needed.

Summative Assessment

I will have the class work in groups of five when answering the questions that are presented on the
board. I will set the timer for five minutes. After the groups are finished, we will go over the correct
answers together as a class. The final activity will be a social media page featuring the four types of
conflicts. Students will work in groups of five to complete their social media page. Students can color
and create different posts that are examples of the different types of conflicts. They will label each case
of conflict within their site. I will be taking this up at the end, but it will not be for a grade.

MANAGEMENT FRAMEWORK

Overall Time - 50 minute lesson

Time Frame – 10 min. teacher intro and demonstration

30 min. student activity in pairs

10 min. regroup for assessment and closure

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

I will differentiate instruction by providing multiple ways of learning conflicts. By using presentation,
students who learn better through visual and auditory will understand and remember the different parts
of conflict. I will be using group work for students who work better in pairs. Students will be creating
their own social media page. This is good for students who learn better when they do hands on
activities. This assignment connects to students, because they are familiar with social media, and use it
daily.

PROCEDURES

1. ANTICIPATORY SET

I will begin by asking questions veered towards conflict.

1. Students will be asked, “Has anyone heard of the term conflict?”

“Thumbs up if the answer is yes, or thumbs down if the answer is no.”

 Answer:

 Yes

 No

Students will be asked, “Would any volunteers explain to the class what conflict is?”

 Answer: A conflict is a struggle between characters or opposing forces.

Question: what are two types of conflict?

 Answer: The two types of conflict are internal and external.

Question: Explain the different between internal and external conflict.

 Answer: External conflict is when the main character struggles with another person or with
another outside force, like the sea. And internal conflict is when the main character
struggles with opposing ideas or feelings within his mind, like wanting to be independent
but also needing the approval of others.

2. I will project the worksheet of the different types of conflict on the board.

 Man, vs Man- involves a direct struggle between two of the characters in a story.
 Man, vs Nature- involves a struggle between a character and elements of nature that are
beyond his control
 Man, vs Society- involves the struggle between a character and the rules or laws that govern
the society in which he lives.
  Man, vs Himself- involves the struggle between the character and his conscience.
3. Students will be asked, “Has anyone ever heard of the four types of conflict before?”

“Thumbs up if the answer is yes, or thumbs down if the answer is no.”

 Answer:

 Yes

 No

4. Students will watch a YouTube video that describes the four parts of conflict by using video clips
from popular movies.

https://www.youtube.com/watch?v=6IHUuZ8Evag

5. Students will be asked, “Can someone give me an example of the type of conflict, Man, vs Man?
 Answer: Two boys in a fist fight.
Question: What is an example of Man, vs Nature?
 Answer: A family stranded by a snowstorm.
Question: what is an example of Man, vs Society?
 Answer: A burglar who breaks into a house.
Question: what is an example of Man, vs Himself?
 Answer: A man who would like to quit his job.
6. Students will be given the following worksheet;

2. INTRODUCTION
The class will split up in groups of five and will have five minutes to label the types of conflicts.

3. BODY & TRANSITIONS

After reviewing the group activity, students will get back in their same groups. The groups will receive a
blank paper and will create a social media site. Each site will need to cover all four of the conflict styles. I
will walk around the classroom, and answer questions when needed.

1. CLOSURE

When students have completed their assignment, I will summarize the different types of conflicts. I will
have students explain by using the examples from their social media pages.

5. Assessment (Refer to description above.)

STRATEGIES

 I will use a timer during transitions

 The timer will be projected on the board for all students to see

 The activity relates to students

 Class room presentation

 Group work

MATERIALS

 Cases of conflict notes and worksheet

 Blank paper

 Coloring materials

 Pencil

EXTENDED ACTIVITIES

If Student Finishes Early

If student finished early they will present their social media pages to the class, or to another group that
has finished.

If Lesson Finishes Early

Students will take turn presenting their social media page to class and will explain each case of conflict.

If Technology Fails

I will have to describe movies to the class that explain each case of conflict.

POST-TEACHING
Differentiating Instruction for Special Needs

Learning Differences- all students learn Sensory Differences

Attention Differences Behavioral Differences

There are some students who read during class Some students will goof off and talk. I will have to
discussion or color on their papers. I will have to be stern and remind the entire class to stay on
make sure to include them in class discussion and task. I will provide positive comments to students
walk around them while teaching. who are acting accordingly.

Motivational Differences Ability Differences

Physical Differences Cultural Differences

Hope, you need to include the entire chart, even if you don’t have students in every category.