FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name_______Ashley Myers____________________________________Lesson Number_____4_________
Subject Area______Language Arts_______________________________Grade Level_________4_______
Topic/Concept/Skill: Types of conflict
Essential Questions:
1. What is power?
2. How is power liberating.
Related Standard:
ACEI Standard: Language Arts: Standard 2.1 Reading, Writing, and Oral LanguageCandidates
demonstrate a high level of competence in use of English language arts and they know, understand, and use
concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening,
and thinking skills and to help students successfully apply their developing skills to many different situations,
materials, and ideas;
Language Arts:
4.RL.2.3 Describe a character, setting, or event in a story or play, drawing on specific details in the text,
and how that impacts the plot.

Main Objective of Instruction: In order to use specific details in the text to distinguish how they impact the
plot and the conflicts within a story or passage, the students will be able to determine what type of conflict is
happening in a certain passage (analyze) as well as choose (remember) whether a sentence is composed of an
internal conflict or an external conflict.
Teacher Materials/Resources:
http://laughingsquid.com/glued-animated-short-about-a-mother-her-video-game-addict-son/
Types of Conflict Worksheet
Elmo (Technology)
Discussion Sheet for Types of Conflict
What is the Conflict? Worksheet
What is the Conflict? Worksheet for Gavin, Matt, and Titus
Answer key to What is the Conflict?
Student Materials:
Pencil
Anticipatory Set (Introductory Approach):
After a small discussion, the teacher will show a wordless video that hints towards conflict and making
inferences. The students have already learned about making inferences, so they will understand that they are
using their inference skills to know what is happening in the video. Before the teacher shows the video, the

teacher needs to ask the following questions and tell the students to raise their hands in order to predict the
answers before the lesson has been taught to them: (Logical)
What is a conflict?
Have you ever had a conflict with someone? What was it?
What type of body language is usually seen when there is a conflict?
How can we infer that a conflict is happening?
Once the students answer these questions, the teacher will show the video and tell the students to try and
recognize what the conflict is in the video. Also, ask them to remember what inferences they make while
watching in order to help them decide what the conflict is. The following gives instruction on how to turn on the
SmartBoard and show the video:
1. Turn on the SmartBoard. The remote is on the white board ledge to the left of the SmartBoard. Push the
power button towards the projector until the lights turn green and let it turn on.
2. On the computer, click on the YouTube link that is open at the bottom of the computer. This is the video
that the teacher will show. http://laughingsquid.com/glued-animated-short-about-a-mother-her-videogame-addict-son/
After the video is over, ask the following questions:
What is the conflict within the story?
How do you know?
What inferences did you make while watching the video?
Who was the conflict between in the video?
After, inform the students that today they are learning the different types of conflict within stories.
Instructional Procedures (Whole Group):
1. Anticipatory Set (10 minutes)
2. Turn on the Elmo (document camera on the desk) by pushing the green power button on the right side.
After the Elmo is turned on, click on HDMI 1 using the remote that is lying to the right side of the Elmo.
Point the remote towards the projector to turn on. (Technology)
3. Pass out the Types of Conflict to the students and tell them to keep their paper face down. Now, refer
to the Conflict Discussion Sheet until it is time for the homework to be passed out. (20 minutes)
4. Pass out the homework to every student except Gavin, Titus, and Matt (see provisions). Give the
students 10 minutes to work on this. If they do no finish, then they need to take it home for homework.
Provisions for Individual and/or Group Differences:
(Matt, Titus) These students will receive a worksheet with the same format as the rest of the class, only theirs
will be narrowed down into two options for the first part of the assignment. The students will have to choose
from two different types of conflicts rather than have to choose from all four types of conflicts. For the first
part (1-4), the students will receive 2 points for getting the answer correct. If they do not get it correct, they miss
two points for that one problem. There is no partial credit for these answers. For the second part (5-8), the
students must determine whether the sentence is composed of an internal or external conflict. These questions
are worth a half of a point each, and there is no partial credit. The entire worksheet is worth 10 points total.
After giving these two students ten minutes to work on this worksheet, they must read independently for the
next 5-10 minutes. They are on a plan to reach a higher reading level.
Gavin: Gavins overall goal is to learn how the process of school works. He will have the same worksheet as
Matt and Titus so he is able to stay focused and so he will have time at the end of the lesson for a brain break.
Since his worksheet is the same as Matt and Tituss worksheet, he will have to choose from two different types

of conflicts rather than have to choose from all four types of conflicts. For the first part (1-4), he will receive 2
points for getting the answer correct. If he does not get it correct, he will miss two points for that one problem.
There is no partial credit for these answers. For the second part (5-8), he must determine whether the sentence is
composed of an internal or external conflict. These questions are worth a half of a point each, and there is no
partial credit. The entire worksheet is worth 10 points total. After Gavin has worked on the worksheet for 10
minutes, allow him to pick a brain break located in the back of the classroom. Gavin may also read or draw after
10 mintues of working on this assignment. Give him ten minutes for this brain break.
10/10= 100% A
9.5/10=95% A
9/10= 90% A8.5/10=85% B
8/10=80% B7.5/10= 75% C
7/10=70% C6.5/10= 65% D
6/10= 60% D-

Closure: For the closure,

of conflict using the book
this book to recall any
students answers will

5.5/10=
55% F
5/10= 50%
F
4.5/10=45
%F
4/10= 40%
F
3.5/10=35
%F
3/10=30%
F
2.5/10=25
%F
2/10=20%
F
1.5/10=15
%F
1/10=10%
F
0/10=0% F

the teacher will ask the students to give an example of each type
The Liberation of Gabriel King. Tell the students to think back to
type of conflict that has happened within the book so far. The
vary. Ask them to give an example for:

Man vs. SelfExample answer: Gabe does not want to go to the fifth grade
because he cannot
get over his fears.
Man vs. ManExample answer: Duke bullies Gabe before the moving up
ceremony and causes him to miss it.
Man vs. Society- Example answer: Frita is disliked by many people because of her skin color.
Man vs. Nature- Example answer: Gabe has a huge fear of spiders.

Evaluation of Learning: I will evaluate the independent practice, which is the What is Conflict? worksheet.
The students must
determine which of the four types of conflict represents the first
5.5/10=
four scenarios. For the
first part (1-4), they must choose between man vs. self, man vs.
55% F
man, man vs. society, and
man vs. nature. The students will receive 2 points for getting the
5/10= 50%
answer correct. If they do
not get it correct, they miss two points for that one problem.
F
There is no partial credit
for these answers. For the second part (5-8), the students must
4.5/10=45
determine whether the
sentence is composed of an internal or external conflict. These
%F
questions are worth a half
4/10= 40%
of a point each, and there is no partial credit. The entire
F
worksheet is worth 10
points total.
10/10= 100% A
9.5/10=95% A
9/10= 90% A8.5/10=85% B
8/10=80% B7.5/10= 75% C
7/10=70% C6.5/10= 65% D

3.5/10=35
%F
3/10=30%
F
2.5/10=25
%F
2/10=20%
F
1.5/10=15
%F
1/10=10%
F
0/10=0% F

6/10= 60% D-

Independent Practice: The students will work on the What is the Conflict? independently. For this
assignment, they will read a scenario and have to decide which of the four types of conflict is happening within
the passage. They will choose between man vs. self, man vs. man, man vs. society, and man vs. nature. For the
second part, the students will determine whether the sentences consists of a internal conflict or an external
conflict.

Conflict Discussion Sheet:

1. After passing out the worksheet, inform the students to keep their worksheets face down.
2. Once the worksheets are passed out, return to the Elmo with the Types of Conflict worksheet faced
down under the Elmo.
3. First, write down, Conflict-a struggle between two forces, and inform the students what the true
definition of a conflict is.
4. Now, ask the students if they know the two categories that the four different types of conflict fall under.
5. If they are not saying the right answers, write down the word Internal conflict, and then ask the
students what they think the teacher means by this. Choose students to answer the question, and wait for
a right answer. After a few guesses, the teacher needs to write Internal conflict- struggle within the
mind of a character. Inform the students that this type of conflict happens between a person and the
thoughts that he or she has.
6. Next, write down the word External conflict, and then ask the students what they think the teacher
means by this. Choose students to answer the question and wait for a right answer. After a few guesses,
the teacher needs to write, External conflict- struggle between a character and an outside factor.
Inform the students that this type of conflict happens between a person and something other than his or
herself.
7. After writing these two, choose three students to give examples of internal conflicts and three students to
give examples of external conflicts.
8. Once the students are done sharing, tell the students to turn their papers over tell them that what they see
are the four different types of conflict that he or she may find within a story.
9. Have the students turn to their partners and tell them to predict what each type of conflict means. Give
them two minutes of discussion time.
10. After the students are done conversing, choose on a student to share what him/her and his/her partner
came up with for man vs. self.
11. Then write the definition for man vs. self, which is a struggle between an individual and his own
personal emotions or thoughts. Then ask the students to give an example. Answers will vary. Inform the
students that they must be writing down what the teacher is writing down on their worksheets.
12. Repeat steps 10-11 for each one. The definitions for each type of conflict are as follows:
Man vs. man- a struggle between two different characters.
Man vs. society- a type of struggle that occurs when a character opposes to the majority belief of a
community or society
Man vs. nature- a struggle between a character and the natural environment around him or her.
13. After the teacher has gone through each type of conflict, tell the students to turn to their partners and
tell a story about a type of conflict that has happened to them. The students will not turn these in. They
will keep these in their writing folder for a reference. Tell them to write their name on the back
on the paper.
14. Once the students are done sharing, the teacher needs to pass out the independent practice. See
Provisions for directions on which worksheet to give Gavin, Matt, and Titus.

Types of
Conflict

What

Man vs. Self

Man vs. Man

Internal

External

Man vs. Society

External

Man vs. Nature

External

Name______________________

What is the Conflict?

**Directions: State what type of conflict is happening in each of the scenarios. Choose one of the
following types of conflicts.

Man
Man
Man
Man

vs.
vs.
vs.
vs.

Self
Man
Society
Nature

1. Vanessa makes an art project on recycling. Her art teacher loves the project and tries to
feature it in the town art show, but the county commission says that community members
are not aloud to hang up signs throughout the town because of a rule they passed two
years ago.
Type of Conflict: _________________________________________
2. Alexa caught her friend Jamie stealing from a classmate. Now Alexa must choose between
keeping her friendship with Jamie and doing the right thing. She knows what the right
thing to do is, but her thoughts are telling her to keep quiet about it.
Type of Conflict: _________________________________________
3. Alex and Scott are out at sea on a small fishing boat when a large storm hits. After their
boat flips over and sinks during the storm, Alex and Scott struggle to make it back to the
shore. Just when they think that things cant get any worse, they see a shark fin circling
them.
Type of Conflict: _________________________________________
4. Tyrone is mad a Zoe because she would not let him play kickball at recess. She said there
were too many players. To make Zoe mad, Tyrone cut her in the lunch line later that day.
Because Tyrone cut her, he got the last slice of pizza and Zoe did not get any. The two
friends do not talk to each other for the rest of the day.
Type of Conflict: _________________________________________
**Directions: Decide whether the sentence is composed of an internal or external conflict.
_________________ 5. Brandy cannot decide whether to turn in the money she found or to keep it.
_________________ 6. Sarah is not allowed to vote because she is not 18 years old.
_________________ 7. Timothy wants to keep the last cookie, but he feels bad to take the last one
out of the jar.
_________________ 8. Jake and Jim always fight over who gets to play with the Legos during indoor
recess.

Name__________________________________

What is the Conflict?

Directions: Circle which type of conflict is better describes which type of conflict is happening in
each of the scenarios.
Man
Man
Man
Man

vs.
vs.
vs.
vs.

Self
Man
Society
Nature

1. Vanessa makes an art project on recycling. Her art teacher loves the project and tries to
feature it in the town art show, but the county commission says that community members
are not aloud to hang up signs throughout the town because of a rule they passed two
years ago.
A. Man vs. Society

B. Man vs. Nature

2. Alexa caught her friend Jamie stealing from a classmate. Now Alexa must choose between
keeping her friendship with Jamie and doing the right thing. She knows what the right
thing to do is, but her thoughts are telling her to keep quiet about it.
A. Man vs. Society

B. Man vs. Self

3. Alex and Scott are out at sea on a small fishing boat when a large storm hits. After their
boat flips over and sinks during the storm, Alex and Scott struggle to make it back to the
shore. Just when they think that things cant get any worse, they see a shark fin circling
them.
A. Man vs. Man

B. Man vs. Nature

4. Tyrone is mad a Zoe because she would not let him play kickball at recess. She said there
were too many players. To make Zoe mad, Tyrone cut her in the lunch line later that day.
Because Tyrone cut her, he got the last slice of pizza and Zoe did not get any. The two
friends do not talk to each other for the rest of the day.
A. Man vs. Self

B. Man vs. Man

Internal or External?

_________________ 5. Brandy cannot decide whether to turn in the money she found or to keep it.
_________________ 6. Sarah is not allowed to vote because she is not 18 years old.
_________________ 7. Timothy wants to keep the last cookie, but he feels bad to take the last one
out of the jar.

_________________ 8. Jake and Jim always fight over who gets to play with the Legos during indoor
recess.
Answer Key for independent practice (Both Worksheets):
1.
2.
3.
4.

Man
Man
Man
Man

vs.
vs.
vs.
vs.

Society (2 points)
Self
(2 points)
Nature (2 points)
Man

5. Internal (1/2 point)

6. External (1/2 point)
7. Internal

(1/2 point)

8. External

(1/2 point)

(2 points)