5+Types+of+Conflict+LP

Instructional Plan

//Teacher Candidate: Stuart Allen Date: 10/14/09 //

//Cooperating Teacher: Colette DeHaan Grade: 7th //

//School: Enterprise Middle School District: Richland School District //

//Unit/Subject: Conflict / Language Arts //

//Lesson Title/Focus: Song of the Trees / Conflict in a Plot //


 * Learning Targets **: By the end of this lesson, students will be able to demonstrate understanding of the **five types of conflict**. They will demonstrate their understanding and comprehension with the completion of a worksheet while reading the short story “Song of the Trees” by Mildred D Taylor.


 * Reading EALR 2 **: The student understands the meaning of what is said.


 * Component 2.3 **: Demonstrate evidence of reading comprehension.


 * GLE 2.3.3 **: Understand the functions (to make the story more interesting and convey a message) of literary devices.


 * Assessment Strategies: ** Students are assessed by their participation for reading in the classroom and completion of the ‘Conflict’ handout.


 * Grouping **: Students are in designated groups, labeled by different colors. There are 4-6 students in each group facing each other to make a square or rectangle. Students are to remain in at their desks for the entire classroom time except for the Grammar Notebooks entry task. The Grammar Notebook entry task is the only time when students can leave their desk to put their notebooks into their designated bins.

The instructor then hands out the story packet ‘Song of the Trees’ to the students and instructs them to follow along reading as the instructor reads it. After the packets are handed out, the instructor will hand out the ‘Conflict’ worksheet. Do a quick review of the different types of conflict and tell the students to complete the worksheet as the story goes on. Remind the students that they should read along until they come across a conflict that should be written down on their worksheets using Umbrella Writing Rules, or UWR (complete sentence, period, capital letter, etc.).
 * Learning Experience **<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;">:
 * <span style="font-family: 'Arial Narrow','sans-serif'; mso-bidi-font-family: Arial;">Intro – ** At the beginning of class, the instructor presents the students with the Grammar Notebook entry task for the day on the overhead. Read over the entry task and let students know that the entry task will need to be dated, copied, and finished completely in the first 5 minutes of class.


 * <span style="font-family: 'Arial Narrow','sans-serif'; mso-bidi-font-family: Arial;">Guidance/Questions – ** While reading the story, students are able to raise their hand and ask questions about the text or possible conflicts. The instructor should also pause the reading after the first couple conflicts arise, to ask the students if any conflicts have happen that they would like to share. The instructor can also write down one of the first conflicts as an example for the students to follow. Remind the students again about using UWR.

//**<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%;">Individual – **//<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%;"> <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;">The students will work on the Grammar Notebook entry task alone, as well as the ‘Conflict’ worksheet.

//**<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%;">Whole Class **//**<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;"> – **<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;"> While reading as a whole class, stop a couple times to ask the students guided questions to help them identify different conflicts. As students finish writing down their conflicts on the worksheet, the entire class will continue onto reading.

//**<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%;">Closing **//**<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;"> – **<span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 14pt; line-height: 115%; mso-bidi-font-family: Arial;"> If the students do not finish the story, begin the next day where they left off. If the students did finish reading, tell them to take the worksheet home to complete. Either way, the instructor should inform the students that the worksheet will be due at the end of the period the next day.

Copies of Mildred D Taylor’s “Song of the Trees” Data Projector Conflict Handout Marker (if whiteboard is used) “Song of the Trees” Audio Track (can be used) CD Player (if audio track used) Grammar Notebook Entry Task
 * <span style="font-family: 'Arial Narrow','sans-serif'; mso-bidi-font-family: Arial;">Materials, Resources, and Technology **: