Reflection: Connection to Prior Knowledge The Types of Conflicts and Reading "Thank You, M'am" - Section 3: Visualizing Conflicts

 

I look forward to this lesson every year. Not only does it clearly help students see the difference between internal and external conflicts, but it also helps build community.

It helps create a frame of reference that students can easily remember. Later in the year, if a student is struggling with person vs. self and person vs. person, I can remind them of this activity and the lightbulb turns on.

Students are always attentive and participate, both in their own group and while watching other groups.  If we run out of time and not all groups get to act out their scene, there's great sadness. 

The groups that got the half-nelson conflict knew exactly what a half-nelson was due to the vocabulary exercise we'd done two days before.  

Many groups use someone's bag to serve as Mrs. Jones purse.  My favorite is the one group that used a student's purple lunchbox.

Even students who are not so into acting and serve as the narrator could clearly and specifically identify the type of conflict they had.

  The Highlights
  Connection to Prior Knowledge: The Highlights
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The Types of Conflicts and Reading "Thank You, M'am"

Unit 3: Analyzing Literature and Writing Business Letters with Langston Hughes’ Thank You, M’am”
Lesson 3 of 10

Objective: Students will be able to analyze the conflicts in "Thank You, M'am" by using a reference sheet, acting out conflicts, and citing evidence on a plot diagram.

Big Idea: The problem is inside you until it becomes an external conflict.

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snapshot 1 9 18 2013 9 23 pm
 
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