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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Identify conflicts in literature
Use terms and labels related to conflict correctly
Analyze the effects of specific conflicts on character development and plot
Write an argument using text evidence and domain-specific terms

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

External conflict
Internal conflict
Man vs. Man
Man vs. Self
Man vs. Nature
Man vs. Society

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

What is the role of conflict in a story?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Picture Splash: Each pair square is given a collection of pictures illustrating conflicts from pop culture. Groups must group images together by common attributes. Each group shares their structure.
Key Vocabulary:
Conflict

Vocabulary Strategy:
Word Map

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Construct an Argument Graphic Organizer

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Using an interactive PowerPoint, explain each type of conflict that can be found in literature.

Numbered Pairs: 1’s tell 2’s the difference between each type of conflict. 2’s tell 1’s how each conflict relates to external and internal conflict.

Reading the first section of The Most Dangerous Game together, think aloud how to identify a conflict in the story.

Think-Pair-Share: What type of conflict did we just identify? Support your ideas with evidence from the story.

Model adding the conflict to the graphic organizer.

Previewing (what, who, when):
Struggling Students: Preview determining the type of conflict with a safe example. (Disney Characters such as Simba and Scar, Mulan and the army’s gender roles, Pocahontas and the tree’s premonition, Elsa and her own powers, Moana and her parent’s/island’s wishes, Tarzan’s parents and the storm). Practice using a matrix to describe types of conflict using criteria of conflict, description, who’s involved, example.

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Card Sort: Students sort cards with examples of conflicts and conflict terms into specific groups with labels.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Review Cause and Effect Graphic Organizer using the Analyze Relationships anchor chart. Continue reading the next section of The Most Dangerous Game together.

Think-Ink-Share: With collaborative pairs, students answer the following: What is one conflict that we just witnessed in the story? What type is it? How was it caused? What is the effect? Teacher gives feedback to each pair as they share with the class. Every pair may not share if all conflicts have been identified. Walk through adding the conflicts to the graphic organizer.

Students continue reading the remainder of The Most Dangerous Game in collaborative pairs, completing the remainder of the graphic organizer.

Previewing (what, who, when):
Struggling Students: Preview The Most Dangerous Game by showing a movie trailer and/or book review and by providing an anchor chart with information such as plot, characters, and setting.

Scaffolding (what, who, when):
Provide page numbers that contain one or more conflicts on the graphic organizer.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

RAFT.: Using the cause and effect graphic organizer, students write a RAFT (Role- Rainsford, A – Whitney, F – Letter, T – a major conflict Rainsford has endured).

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Introduce the Construct an Argument anchor chart and discuss each component.

Written conversation: Students share what they believe is the most important part of an argument. Student 2 either agrees or disagrees with Student 1, making sure to include why. Students share their discussion.

Model how to incorporate information from the Cause and Effect graphic organizer to the Construct an Argument graphic organizer.

Scaffolding (what, who, when):
Struggling Students: Sentence Stems
I think _______ would be most affected by a conflict because…
I think Man vs. ______ would cause the most change in a story because…

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Take a Stand: Students are assigned a number that corresponds with a conflict listed on the graphic organizer. In small groups, students defend why their assigned conflict is the most influential.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

After reading The Most Dangerous Game, write an argumentative extended response that argues which conflict in the story is most important to the overall plot development and why. Use the details and information from your graphic organizer. Follow the steps below:
Choose a conflict you think is most important based the learning activities.
Construct an argument using the Cause and Effect graphic organizer. Make sure to include the type of conflict and the effect of the conflict.
Use the information from your Construct an Argument graphic organizer to write your extended response. Use the transitions and prompts within the framework CSI (Claim, Support, Insight).

Differentiated Assignment:
Provide claims to students. Students choose one and write an argument following the same steps as the Assignment.

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