Conflict Sort with Toy Story and Star Wars

AUTHOR: Allison McDonell

TARGET AUDIENCE: 7th Grade ELA

CONTENT STANDARDS:

● RL.7.3: Analyze how particular elements of a story or drama interact.

● SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing

their own clearly.

OBJECTIVES:

● The main concepts or skills students will pull from this lesson will be the different types of conflict in

literature. Students will be able to determine the difference between internal and external conflict, as

well as the three different types of external conflict. They will also be able to share their ideas clearly in

both verbal and written speech, though the focus today will be on verbal. The main attitude I want

students to walk away from this lesson with is competence. I want them to feel as though they were able

to successfully complete the lesson by the end of it, even if they initially struggled.

DETAILS OF PLAN:

● As students enter class, they will begin working on the To Do. This is a Google Classroom question that

asks them to look back at the notes they took on conflict the day before and write, in their own words,

how they make sense of each type of conflict (internal, external, Person vs. Self, Person vs. Person,

Person vs. Nature, and Person vs. Society). They will have about five minutes to do so, but extra time

can be granted if they need it.

● When time is up, students will be called on at random (using the “Wheel of Doom”) to share aloud what

they wrote. If a student shares an incorrect answer, they will be gently guided to the right answer. This

will be done either by me guiding them, or me calling on another student to ask if they agree with the

previous student’s answer, and, if not, what they believe the correct answer is.
 o “I make sense of internal conflict by thinking about it as…”

o “I believe the definition of internal conflict is…”

o “I agree with [student] because…”

o “I don’t agree with [student] because…”

● Following that, students will be directed to open the Google Slides presentation via Classroom. Each

student will have their own copy they will work off of and eventually turn in.

● Toy Story Clip #1: Before students watch the first clip, they are to figure out of the scene we are

watching is an example of internal or external conflict. When the scene finishes, students will slide the

provided green check mark to what they believe the answer is. I will then play the clip again, asking

students to check their answers. After the second viewing, I give them time to edit their answers. I will

then call on a volunteer to share their answer and why they chose that answer. If no one volunteers, a

student will be chosen at random. Think time is provided before calling on students.

o “I think the answer is… because…”

o “I agree/disagree with [student] because…”

● Toy Story Clip #2: Same process as with the previous clip.

● Which is which?: Students will use the knowledge gained through the previous Toy Story clips to

determine the side of the screen to drag the options. When they are done, students will be given think

time to determine why certain items belong in certain places. Students will again be called on at random

to share where they dragged just one of the items and why they dragged it there. This will continue for

the other three options. Again, if a student provides an incorrect answer, they will be gently lead to the

right one either by me or by a peer.

o “I think the answer is… because…”

o “I agree/disagree with [student] because…”

● In your own words, define…: Students will be given time to answer these questions as a refresher. I will

then have them pull up their Google Classroom question answers and compare them. What did they

include this time that they didn’t before? How did their definitions of internal/external conflict evolve?
 o “I included ____ this time because…”

o “My definition evolved by…”

● Clip #3: Continues the process with the Toy Story clips, though merges it with the Which is Which?

slides. I will take a volunteer who will tell me where they put each option, then ask virtual students in

the chat to rate the students answers with a thumbs up emoji, thumbs down emoji, or thumbs middle

(both thumbs up and thumbs down) based on whether they agree with the answers. In-person students

will raise their hands with the appropriate response. If adjustments to the answers need to be made,

adjustments will be done so accordingly.

o “I placed [box] in [internal/external] because…”

o “I put a thumb up/down/middle because…”

● Types of Conflict: I will go over the refresher slides with students. Then, students will go through the

two Which is Which? slides on their own for a few minutes. We will regroup to discuss. Then,

depending on the sake of time, students will either check their answers against the right ones, or will be

asked to share at random where things were sorted.

o “I sorted that one as _____ because…”

● Rate Yourself: At the end, students will rate themselves both on their understanding of internal/external

and the four types of conflict. If there is time, students will be asked to add a text box and explain why

they put that answer, and, what they think I can do to better help them understand.

o “I rated myself as a _____ because…”

o “Ms. McDonell can help me by…”

● At the end, students will turn in their assignment and be excused for the day.

ASSESSMENT & EVALUATION OF LEARNERS:

Mastery Standard In Progress

Example: Student displayed RL.7.3: Analyze how particular Example: Student displayed

understanding of conflict and was elements of a story or drama inconsistent understanding of

consistently able to differentiate interact. conflict and was not able to

between internal/external and the differentiate between

four types of conflict. internal/external and the four

types of conflict.

Example: Student answered SL.7.1: Engage effectively in a Example: Student either did not

questions and clearly shared their range of collaborative answer questions and/or did not

thinking and reasoning. Student discussions (one-on-one, in clearly share their thinking and

was also able to listen and clearly groups, and teacher-led) with reasoning. Student also did not

respond to peers when prompted. diverse partners on grade 7 listen and/or clearly respond to

topics, texts, and issues, building peers when prompted.

on others' ideas and expressing

their own clearly.

REFLECTION:

● This lesson uses engagement, as defined by the UDL guidelines, as follows: (7.2) Clips were chosen

from popular movies in order to give students information they can relate to. These clips were culturally

relevant and age-appropriate. (8.3) Students interact with one another to support learning. Due to current

COVID-19 restrictions, this will be done whole class, with students sharing responses to each other

aloud. (8.4 and 9.3) Students will be given feedback every step of the way to check for understanding.

Students will also be reflecting on their own understanding by looking back at their To Do on Google

Classroom and evaluating themselves at the end.

● This lesson uses representation, as defined by the UDL guidelines, as follows: (1.1) Students will be

able to change font or font size to fit their visual needs. They can also use their iPads to zoom in or out

on the Google Slides. Information is also presented in a colorful way to make content stand out. (1.2)

Information is provided as text, videos, emojis, and closed captioning. (1.3 and 3.3) Students will be
 able to move information around on the interactive Google Slides. Due to COVID-19 restrictions,

students will mostly be distance learning and physical copies cannot be issued. (2.5) Students will be

shown examples of conflict through both video clips and text. (2.1 and 2.2) At the beginning, and

throughout the lesson, students will unpack the vocabulary necessary to understand conflict

● This lesson uses expression, as defined by the UDL guidelines, as follows: (4.2 and 5.2) The boxes on

Google Slides can be moved both by touch or with a keyboard by hitting the arrows keys until the box is

in the position the student would like it to be in. (5.1) Students, due to the distance learning

environment, can share their answers via chat or speech. (5.3) Information presented in the slides is

scaffolded, increasing in difficulty as students continue through the lesson.