EDIS 5882

Lesson Plan Template

Unit Title or Big Idea/Concept/Skill: Short Stories
Lesson Title or focusing skill and/or concept: Internal and External Conflict
Critical Learning Objectives being taught in this lesson:
Please number each of the objectives.
SWBAT:
Cognitive (know/understand):
1. The students will know the definitions for internal and external conflict
2. The students will understand the purpose of internal and external conflict in a short story
3. The students will understand the difference(s) between internal and external conflict
Affective (feel/value) and/or Non-Cognitive:
4. The students will value their peers input and feedback
Performance (do):
5. The students will be able to identify examples of internal and external conflict in a short
story
6. The students will be able to identify the effect of conflict on the reader
SOLs: [List with numbers portrayed in the SOL document]
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
h) Evaluate how an authors specific word choices, syntax, tone, and voice shape the
intended meaning of the text, achieve specific effects and support the authors purpose.
m) Use reading strategies to monitor comprehension throughout the reading process.
10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate
with an emphasis on exposition and analysis.
b) Synthesize information to support the thesis
CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELA-LITERACY.RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) of the related lesson objectives that the assessment is
evaluating.

Dialectical Journals [1, 2, 6]: In assessing the students journal entries I can see how well
the students understand internal and external conflict.
Sorting [3, 4, 5]: In having the students place their quotes under either internal or external
conflict I can assess how well the students understand the difference between the two
types of conflict

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: Students are seating in rows, facing the front of the classroom
[Changes in this arrangement that become necessary later will be noted in the plan]
1. [2 mins.] Bridge/Hook/Opening to lesson:
Last class we started reading Contents of a Dead Mans pockets and discussed internal and
external conflict. Today we are going to finish reading the story and finding more examples of
internal and external conflict.
2. [25 mins.] Step 1: Finish Reading
I finish reading the short story, stopping periodically to ask questions, to check for
understanding, and to ask for analysis. Occasionally when I stop I tell the students to write down
a quote they found that fits either internal or external conflict. Ok Im going to stop there to give
you a chance to write down a quote you may have found. Remember by the end of the story you
need 2 examples of internal conflict, and two of external conflict. Also please remember NOT to
write which type of conflict it is on the paper as we will be mixing the quotes up later.
3. [10 mins.] Step 2: Sorting
Now that we are completely done reading we are going to sort your quotes into internal versus
external conflict. Please turn all your quotes in to the in-box. The students turn the quotes in and
I shuffle them up. You are all now going to receive 4 random quotes. They might be yours, or,
most likely, they will be someone elses. Take those four quotes and decide if they are internal or
external conflict. Once you decide post the quote under the appropriate board at the front of the
room. Please do not help your peers as we will be discussing the quotes and their locations next.
I pass back the quotes randomly. I then circle the room helping the students identify which type
of conflict and making sure they post them in the front of the class.
4. [15 mins] Step 3: Discuss
Now that everyone has posted their 4 quotes we are going to get into small-groups and discuss
each quote and decide if it is in the right place or not, and why. Mr. Green is going to take 8
students, Mrs. Reese will take 8 students, and I will take 8. We are going to move the desks so
that we have three small circles. Please move the desks quickly but quietly. We split into groups
and each group gets a poster. We move the desks around so they are in three small circles so
everyone can see the poster and feels that their peers are listening. In the small groups we go
through each quote and decide whether it is correctly placed and why or why not.

5. [20 mins.] Step 4: Individual work

Now that you all have had a chance to look at a variety of quotes you are going to go claim your
own original four and please return to your desk. I allow time for the students to find their
quotes and sit down. The next step is for you to analyze two of your quotes. Choose one example
of internal conflict and one of external and write them on the left side of your dialectical journal
worksheet. On the right side you are going to write an analysis of the quote- how it impacts the
story.
6. [3 mins] Closure
Thank you guys for your hard work today. Please turn in your dialectical journals as you leave
the class. Dont forget next class you have your vocab quiz. I know a lot of you were upset with
the scores you received last time so you now know you DO need to study. Use your flashcards
and look over your menu choices. Ill see you all Wednesday.
Differentiated Instruction to accommodate one or more of my students:
Mark is on the autism spectrum and often falls behind his peers in class. He reads at a
slower pace than the rest of his students so therefore, as I read aloud, I might often check in with
him to make sure he is understanding and keeping up. Ill ask him the most basic questions on
plot and make sure he understands. I might do this in front of the class but also, when I stop to
give students time to write down quotes, sit down with him individually and give him one-onone attention.
I also will create a special copy of the text to help Mark. The text will have the definitions
of confusing words and provide brief summaries to make sure he understands what has happened
in the text. I also will add the questions I plan to ask the class on his text so he can look at them
before I ask them and thus give him extra time. Also so he can look over the questions multiple
times to process the question.

Materials Needed:
List all the materials you will need to conduct this lesson. Please indicate how many of each you
will need if it is more than one.
Class copies of the short story
Half-sheets of paper
4 sheets of butcher paper
Dialectical journals

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)
Include all materials or links to those materials here.

Name: _________________
Block: __________________
Dialectical Journal: Content of a Dead Mans Pocket
Type of conflict: Internal
or External

Quote

Analysis: how does this quote

and its conflict effect the
story?