Lesson+Plan+Four

( [|Lesson Plan 4 - Types of Conflict.docx] )
 * Lesson Plan Four – Types of Conflict **
 * **Class Description** 7th grade Integrated Language Arts. 20 students total, six with IEPs (two Sp.Ed. aids join the class). The class is tracked and is one of the lower groups based on achievement, there are a few students who are very motivated. There are more females than males, and as a whole they have fairly reserved personalities. ||

Learning from Experience || ** Lesson Topic ** Internal vs. External Conflict || ** Type of Lesson ** introductory || ** National Content Standard/Voluntary State Curriculum Standard ** VSC 3.3 – Analyze elements of narrative texts to facilitate understanding and interpretation. ||
 * ** Unit Title **


 * **Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)** In previous unit, students completed some activities which focused on topics in narrative pieces. This is a similar topic, and therefore students will be somewhat familiar with it already. ||


 * ** Lesson Objective(s): **
 * Objective 1 –** Students will be able to differentiate between internal and external conflicts in order to better comprehend a character’s plight. ||


 * ** Assessment(s): **
 * __Assessment for Objective 1__ –** After being given examples of internal and external conflicts, students will draft their own definition with their vocabulary partner. Then they will look at examples from the story & identify them as internal or external.


 * Is this a formative or summative assessment?** formative


 * Would you characterize this assessment as a traditional or performance assessment?** performance

This strategy supports a constructivist philosophy of education, with students creating their own meaning for words. ||
 * Why did you select this assessment strategy to measure student learning? **

PowerPoint Pre-determined vocabulary partners Textbooks || = =
 * ** Materials Needed for Lesson **
 * **Adaptation for IEP Student(s)** Students will be grouped by achievement level. Students with IEPs will also have the assistance from Special Education Instructors in the classroom. They will be provided with a printed copy of the PowerPoint. ||

PowerPoint will be used to in the beginning section of the lesson. ||
 * ** Incorporation of Technology (if appropriate) **
 * *If you are using a website, type in the website citation. **

= =

= Lesson Development =
 * ** Teacher **

Upon entering, students respond to displayed prompt: //Write about a time when you were faced with a problem or disagreement//.
 * Drill/Motivational Activity – **



Transition ** Would anyone like to share their examples? Today we’re going to talk about different types of //conflicts//, specifically in the short story “Thank You, M’am.”

Display predetermined vocabulary pairs and have students move to appropriate locations.
 * Activity 1 – **

Go through PowerPoint of examples of //internal// and //external conflicts.//

Key Questions
Based on these examples of //internal conflicts//, draft your own definition of the word. Then share this with your partner & combine your ideas into one definition.

Who will share their definition? // Record answer on Smartboard or overhead transparency //

Now we’re going to shift gears slightly into //external conflicts//. Again, here are some examples of //external conflicts//. Draft your own definition, and then combine with your partner to create a better one.
 * Transition **

Key Questions
Who will share their definition? // Record answers on Smartboard or overhead transparency //

With our working definitions of //internal// and //external conflicts//, I’m going to give you a short activity to work on in your pairs. Go through “Thank You M’am” and record every example of a conflict you come across. Then determine, based on our definitions, whether it is an internal or external conflict. If you aren’t sure about one, put a question mark and we’ll talk about it. If you think of more than there are spaces, don’t worry, just write on the back of this paper. // Circulate, take note of progress, and help where needed. //
 * Transition **

// Go over worksheet, recording answers on board and asking for elaboration where needed. //
 * Activity 3 – **

Today we went over the differences between internal and external conflicts. Who will sum up these differences?
 * Summary/Closure/Revisit Objective **



Safety Valve ** Have students look up definition in dictionary and, with their partner, determine whether their definition is better than Merriam Webster’s (and why). || ** Students **

Disagreement with parents, teachers, friends, etc.


 * Anticipated Responses? **

Internal conflict is something within one person


 * Anticipated Responses? **

External conflicts involve more than one person


 * Anticipated Responses? **

// Work with partners on handout //

// Volunteer answers, make correction on own papers //

Internal = within one person External = between multiple people || ** Time **


 * 5 **


 * 2 (7) **


 * 3 (10) **


 * 5 (15) **


 * 1 (16) **


 * 5 (21) **


 * 1 (22) **


 * 10 (32) **


 * 5 (37) **


 * 2 (39) **


 * 5 ** ||

To better ensure that students mastered the content, I would spend more time on the instruction portion of this lesson. I would have students collaborate with other vocabulary pairs before sharing and have them hold each other accountable for accurate definitions. In other words, I would give them more practice time before expecting mastery. ||
 * ** Reflection on assessment – Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application? **