Lesson: Introducing conflict as a literary element (Day 1 of 2 days over conflict) Class: Popular Fiction Common Core Standards:

RL.3: Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.5: Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Lesson objectives: -Students will be able to identify and define the six different types of literary conflict. -Students will be able to identify and explain the types of conflict given different types of scenarios and questions. -Students will be able to determine and understand the types of conflict within their self-selected novels. Connection to Unit: This lesson is a continuation of a unit that is over the elements of plot. Students have already studied setting and characterization. After conflict, they will move onto climax and theme. This unit will help the students understand the importance of these elements in their later readings but also, especially important, in their self-selected novels that they are currently working towards. These novels are forming a backdrop for their learning of the elements of plot. Procedure: -Begin with powerpoint over elements of plot and slides related to conflict -Students will take notes in their note packet that they are using for the entire unit -Once they have completed the notes, introduce the Bingo-esque (NOVEL) game that is being played in order to help reinforce conflict -Each student will need: a gameboard, notebook paper to write answers on, and starburst to use as markers on their boards -Each number (the boards have numbers between 1 and 30 on them, plus a free space) corresponds to a question/scenario regarding plot. If a student has the number that is read, they can mark it if they are able to answer (via writing down) the question/scenario that is read off. -If a student gets Novel (aka five in a row), they can come up and I will check if the answers they have written down are correct. If they have all correct answers, they win. If not, we keep playing. -All students will turn in the papers with their answers on them at the end of the class period.

Assessment: -The Bingo game acts as a form of formative assessment where students can start to put the information that we just went over to the test and start learning how to apply it to a variety of situations. Once Ive received their answers at the end of class, I can go through these and make note of where we need to focus and what we are ready to move on from. I will grade these for completion since the students might not fully understand all the types of conflict yet (but they still need to be held accountable for the activity). -This lesson is in two parts and the next day, students will be charged with the task of relating these types of conflict (and finding where they exist) within their own novels and analyzing how these types of conflict effect the novel as a whole. This will act as a summative assessment of the students learning over conflict.