Lesson: War Comes to Willy Freeman - Chapter 4 & 5: Conflict

739 Views
11 Downloads
0 Favorites

Lesson Objective

1. Analyze chapter 4 for comprehension, imagery, and conflict. 2. Create a conflict dissection chart for events in chapters 1-4.

Lesson Plan

Do Now:

- Students must answer the questions for two conflicts from chapter 3.  Please allow 3-4 minutes for them to answer fully and in complete sentences.

-Share out answers.

 

You Do:

- Discuss with students the different types of conflict that can be seen in literature.  Give specific examples of each conflict.

- Have student turn to a partner and brainstorm one example of each conflict.

- Share out answers.

We Do:

- Next, have students work with their partner to brainstorm different conflicts in the story thus far.  Have them answer who was involved, what did that person want, what stopped or stood in that person's way, and then how was the problem resolved.

- Have students share out their responses and fill in the conflict charts.

- Explain to students that this is a good way to map out a conflict to identify opposing forces and outcomes.  It is also good practice because they will have to do this on their own in the future.

- Now students begin to ACTIVELY READ the chapter while answering questions.  Note, they must also complete a conflict chart on their own for homework.

HMK:


Students will read chapter 5 and answer questions similar to those we answered in class.  Remind students again that they should be reviewing earlier chapters and literary elements for their quiz.

 

What went well?

Conflict is a topic that many middle schoolers relate to.  By using examples that they face (ie: social interactions, parental interactions), they easily understand the different types of conflict and remember their names.

 

What would you change?

Vary the reading technique.  I often try to read aloud as a class, alternating between myself and students because I feel that it allows me to monitor best who is reading.  However, strategies like small-group reading and solo reading can be easily tracked and add variety.

 

What needs explanation?

Make sure that the students put themselves in Willy's shoes to give an accurate portrayal of her emotions and her character traits.  Identify a character trait can sometimes be difficult for students - whatever they come up with, they must be able to support the trait with evidence from the text.

Lesson Resources

LL8_WCWFCh3&4Conflict.doc  
445
LL8_WCWFCh3&4Conflict_KEY.doc  
352

Close

 
Something went wrong. See details for more info
Nothing to upload
details
close