Creating a Visual Representation Depicting Conflict Revealing Theme
Lesson 8 of 11
Objective: SWBAT cite strong text evidence analyzing the conflict and theme of a text by creating a visual representation.
To get our brains warmed up, students will enter the classroom and answer the prompt (W.9-10.10),
Would you consider marrying someone outside of your culture? Why or Why Not?
Students will write for three minutes and we will discuss for two.
I ask students this prompt because it is a continuation of the topics we discussed yesterday.
Reading the short story
I will ask students to get out their conflict and theme notes from yesterday's lesson. While reading our short story, ˆMarriage is a Private Affair" by Chinua Achebe, students will take notes about the conflict and theme. I will give the instructions,
With the post-it notes at your desk, I want you to annotate our story for conflict. When you read a section that deals with the conflict(s) in the story, I want you to note them by putting a post it on that section and quickly writing a few sentences that explain what the conflict is, how you know that's the conflict and how it's revealed. (RL.9-10.1)
When we are finished, we will discuss how these conflicts and the characters in the conflict (RL.9-10.3) (RL.9-10.1), contribute to our understanding of the story's theme (RL.9-10.2).
I will ask for volunteer readers and we will read the story aloud. I differentiate instruction often in class. Sometimes I read aloud, sometimes students read quietly, sometimes we listen to audiobooks. When we are finished, I will ask for volunteers to share their annotations about conflict and characters. We will talk about possible themes together.
I will ask students to write for a specific, and different, purpose today (W.9-10.10). Rather than just writing me an essay about the theme(s) of "Marriage is a Private Affair," students are going to create a visual representation of how those themes are revealed by the characters and conflicts (RL.9-10.2, RL.9-10.3). They will use specific, text evidence in their visual representation (RL.9-10.1). Here is a student explaining her visual representation. I ask students to do this because it differentiates instruction for my visual learners and the learners who like to create.