Danielson Middle Level Lesson Plan: Readers Workshop - Conflict

Grade Level: 8

As students begin reading their novels, we will review the elements of conflict. Our focus for
Purpose/ this unit is the characters and how their experiences help form their identity. By having a
Rationale solid understanding of conflict, students will be able to connect how the conflict affected and
helped shape their character.

Students will be able to recognize the 5 different types of conflict and how each one affects
a story and its characters through completing an anchor chart.
As students complete their character journals, they will be able to use textual evidence
Objectives (quoting and citing) to support their claims.
Students will be able to connect how conflict affects their character, as demonstrated in
their character journals.

Academic Character vs. Self, Character vs. Character, Character vs. Nature,
Language Character vs. Society, Character vs. Supernatural

CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of
Standards
the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.

CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
Formative:
The anchor charts created by each group will serve as a formative
assessment for this lesson.
Students will also use their knowledge of conflict in their second journal
Assessme entry. The students will be asked to identify the type of conflict their
nts character faces and explain why by using evidence from the text.

Summative:
Students will complete a worldview project. This project will allow them
to explore their own identity, how it was formed and how it affects their
actions and beliefs.
 White Board / Markets
Character vs. Self Video https://www.youtube.com/watch?v=fmo0dAo-
7PQ&list=PLL28VhfCWfbbbqdFoV1jVuH5JYK-YBfT9&index=2
Character vs. Character Video https://www.youtube.com/watch?
v=9nuoxJyUdfQ&list=PLL28VhfCWfbbbqdFoV1jVuH5JYK-YBfT9
Character vs. Nature videohttps://www.youtube.com/watch?
Resources v=gzSMkKef9nQ&index=7&list=PLL28VhfCWfbbbqdFoV1jVuH5JYK-YBfT9
Character vs. Society Video https://www.youtube.com/watch?
v=m5UcpNPLTDk&index=8&list=PLL28VhfCWfbbbqdFoV1jVuH5JYK-YBfT9
Character vs. Supernatural Video https://www.youtube.com/watch?v=ipji7EM0QLc&t=26s
Anchor Chart Paper
Markers

Opening - Review: What do we know about conflict? Students will brainstorm while
Engagem I keep a list on the board.
ent I will list the 5 different types of conflict on the board.

Students will take out a piece of notebook paper and make a list
numbered 1-5. I will explain that we will watch several video clips
demonstrating each type of conflict.
Watch each video and have the students right down their guess as to
which kind of conflict it is. Discuss after each clip.
What makes it ________ kind of conflict?
Discuss characteristics of each type of conflict following each
Instruction video clip.
al Character vs. Self Video
Strategie Character vs. Character Video
s
Character vs. Nature
(Procedur
es) Character vs. Society Video
Character vs. Supernatural Video
Randomize students into groups of 4.
Each group will create an anchor chart. This chart should show each of
the 5 types of conflict. They will include the type, a description of what it
is, and a drawing demonstrating the conflict.
These anchor charts will be hung around the classroom for the
remainder of the unit.

Ask each group to share one of their examples of conflict.

How does your drawing depict the type of conflict?
How could you have changed the situation to become another type
Closure of conflict?
Discuss: How could conflict affect the characters in our stories?
We often learn a lot about ourselves through the challenges we
face.
 Students will be put into randomized groups to allow the struggling
learns and gifted learners to interact.
Group work will allow the students to help each other, students who
struggle with writing can demonstrate their knowledge by drawing the
picture instead. This should give each type of a student a chance to
Modificati participate.
ons/ By using the readers workshop model, each student is able to choose a
Differentia book that is at their own reading level. Because of this, they should be
tion able to understand and apply this knowledge to the conflict in their own
book.
Students with SLDs will be allowed to listen to their novel audibly. This
will give them the supports they need to understand the content and be
able to make connections to conflict, etc, without worrying about the
decoding process.