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Published on AASL Learning4Life Lesson Plan Database

5 Types of Literary Conflict


Created by: Michael Stencil
Title/Role: Media Specialist
Organization/School Name: East Middle School
Location: Maryland
Grade Level: 8
Type of Lesson: Stand-alone lesson
Type of Schedule: Flexible
Collaboration Continuum: Moderate
Content Area:
Language Arts
Content Topic: Conflict in Literature

Standards for the 21st-Century Learner


Skills Indicator(s):
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis,
evaluation, organization) to information and knowledge in order to construct new understandings, draw
conclusions, and create new knowledge.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and
solve problems.
Dispositions Indicator(s):
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific
resource and by seeking additional resources when clear conclusions cannot be drawn.
Responsibilities Indicator(s):
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
Self-Assessment Strategies Indicator(s):
2.4.3 Recognize new knowledge and understanding.
Scenario: The SL should meet with the Reading/Language Arts (RLA) teachers to determine when this
lesson will take place throughout the year. In the literature unit, RLA teachers will teach a lesson
introducing the five types of conflict to the students before this lesson takes place. This lesson allows the
students to use their prior knowledge and their previewing skills to identify the conflict of many different
books. The curricular objectives state that students should be able to identify internal and external types of
conflict seen in literature. This lesson will support and extend the learning that took place in the classroom.
Following the lesson, teachers may want to create other opportunities for the SL to support other elements
in literature.
Overview: Students will identify the five different types of conflict shown in literature through an
examination of books. Books will be grouped according to their specific type of conflict, but unlabeled so
students will have to use their previous knowledge and previewing skills to identify the type of each group.
Essential Question: What are the five basic internal/external conflicts that are found within literature?
Final Product: In a group, students will complete a SL-created handout identifying the conflict type of the

literary books found at each station.


Library Lesson: Students will work in a group to draw conclusions based on their prior knowledge and
previewing strategies.
Estimated Lesson Time: 45 minutes

Assessment
Product: SL and teacher will assess the students? completed handouts for a correct match between
the books and the five types of conflict.
Process: SL and the teacher will observe and listen to the various student groups as they determine
the type of conflict found in each book.
Student self-questioning: Did I participate well in the group activity today? Was I able to preview a
book and determine the main conflict found within? Were we able to come to a conclusion about which
type of conflict the books had at each station?

Instructional Plan
Resources students will use:
Text (books, letters, poems, newspapers, etc.)
Resources instructor will use:
Other
Other instructor resources: SL created handout, SL created exit slip, and the attached list of
suggested books to use in the round robin type activity. The books are only suggestions and can be
changed. More books should be added to accommodate a higher number of students.

Instruction/Activities
Direct instruction: As the class enters the media center, the SLMS will ask the students to sit down at
the tables with books on them, and examine the books at the table. The SLMS will then ask the students
if there are any connections between the types of books. The SLMS will allow for answers, and then tell
the students that the books all share the same basic type of conflict. The SLMS will then discuss each of
the five types of conflict.
Modeling and guided practice: After discussing the five basic types of conflict, the SLMS will then
provide examples from either other books separate from the activity or popular movies. Students will
determine which type of conflict each example has and participate in the discussion.
Independent practice: The SLMS will then pass out the handout to the students and review the
directions. The students will preview through the books and discuss which type of conflict all of the
books at their station share. Students will have an allotted amount of time at each station, and when the
time is up, they will proceed to the next station until they have completed all five. The suggested booklist
is attached to this lesson as an attachment.
Sharing and reflecting: The SLMS and the teacher will then have the groups share their answers with
the class. The group?s answers will be discussed, and the teacher and SLMS will explain that some
books will fall into more than one category. Students may also be asked to check out a book of their own

choosing where they will continue to work on identifying conflict types in their RLA classroom. Upon their
exit from the media center, students will complete an exit slip identifying the five types of conflict in a
literary book.
Have you taught this lesson before: Yes
Strategies for differentiation: Different books could be chosen for students with lower reading skills or
even higher reading skills. These books have a variety of levels, but some differentiation could be
necessary to help everyone be successful.

AASL/Common Core State Standards Crosswalk


English Language Arts:
CC.8.W.2.b English Language Arts Text Types and Purposes b. Develop the topic with relevant,
well-chosen facts, definitions, concrete details, quotations, or other information and examples. (8)
CC.8.W.3.e English Language Arts Text Types and Purposes e. Provide a conclusion that follows
from and reflects on the narrated experiences or events. (8)
CC.8.W.7 English Language Arts Research to Build and Present Knowledge 7. Conduct short
research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of
exploration. (8)
CC.8.W.10 English Language Arts Range of Writing 10. Write routinely over extended time frames
(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences. (8)
CC.8.SL.1.a English Language Arts Comprehension and Collaboration a. Come to discussions
prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (8)
CC.8.W.2.a English Language Arts Text Types and Purposes a. Introduce a topic clearly,
previewing what is to follow; organize ideas, concepts, and information into broader categories; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension. (8)
CC.8.R.I.8 English Language Arts Integration of Knowledge and Ideas 8. Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence
is relevant and sufficient; recognize when irrelevant evidence is introduced. (8)
CC.8.R.I.9 English Language Arts Integration of Knowledge and Ideas 9. Analyze a case in which
two or more texts provide conflicting information on the same topic and identify where the texts disagree

on matters of fact or interpretation. (8)


CC.8.R.L.7 English Language Arts Integration of Knowledge and Ideas 7. Analyze the extent to
which a filmed or live production of a story or drama stays faithful to or departs from the text or script,
evaluating the choices made by the director or actors. (8)
CC.8.R.L.9 English Language Arts Integration of Knowledge and Ideas 9. Analyze how a modern
work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or
religious works such as the Bible, including describing how the material is rendered new. (8)
CC.8.W.5 English Language Arts Production and Distribution of Writing 5. With some guidance
and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed. (8)

This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or
educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of
Rights and Permissions.

Suggested Book Titles for Conflict in Literature Lesson


Person versus Person
Spiderman: Return of the Goblin by Paul Jenkins, Marvel Comics, 2002.
Alcatraz versus the Evil Librarians by Brandon Sanderson, Scholastic, 2007.
Skeleton Man by Joseph Bruchac, Harper Collins, 2001.
Bystander by James Preller, Feiwel and Friends, 2009.
Artemis Fowl by Eoin Colfer, Hyperion Books for Children, 2001.
The Ghost of Crutchfield Hall by Mary Downing Hahn, Clarion Books, 2010.
Person versus Nature
Hatchet by Gary Paulsen, Bradbury Press, 1987.
The Killing Sea by Richard Lewis, Simon Pulse, 2008.
Escaping the Giant Wave by Peg Kehret, Simon and Schuster Books for Young Readers, 2003.
Night of the Howling Dogs by Graham Salisbury, Wendy Lamb Books, 2007.
Life as We Knew It by Susan Beth Pfeffer, Harcourt, 2006.
Surviving Antartica: Reality TV 2083 by Andrea White, Eos, 2005.

Person versus Self


Joey Pigza Swallowed the Key by Jack Gantos, Farrar, Straus, and Giroux, 1998.
Artichokes Heart by Susan Supplee, Dutton Books, 2008.
Gym Candy by Carl Deuker, Houghton Mifflin, 2007.
Every Soul a Star by Wendy Mass, Little, Brown, 2009.
The Cheat by Amy Goldman Koss, Dial Books, 2003.
Cut by Patricia McCormick, Front Street, 2000.

Person versus Society


Among the Hidden by Margaret Peterson Haddix, Simon & Schuster Books for Young Readers,
1998.
Rowan of Rin by Emily Rodda, Greenwillow Books, 2001.
Resistance by Carla Jablonski, First Second, 2010.
The Hunger Games by Suzanne Collins, Scholastic Press, 2008.
7 Days at the Hot Corner by Terry Trueman, Harper Tempest, 2007.
The Girls by Amy Goldman Koss, Dial Books for Young Readers, 2000.
Person versus Fate
Harry Potter and the Sorcerers Stone by J. K. Rowling, Thorndike Press, 1999.
Star Wars: A New Hope by George Lucas, Balatine Books, 1995.
Holes by Louis Sachar, Holt, Rinehart, and Winston, 2002.
Jolted: Newton Starkers Rules for Survival by Arthur Slade, Wendy Lamb Books, 2009.
Ever by Gail Carson Levine, HarperCollins, 2008.
I am Mordred: a Tale from Camelot by Nancy Springer, Philomel Books, 1998.
Death Defying Pepper Roux by Geraldine McCaughrean, Harper, 2010.