To bridge the learning from yesterday's learning on internal and external conflict, and to create an interest for reading, I am going to show the scene from The Hunger Games. In this scene, the students will see how the "Hunger Games" were created and why the capitol chooses to send a tribute every year. I have chosen this scene, because the story we are reading today is about a Native American girl who is forced to participate in an ancient custom that she does not agree with at all. To get the students to make a connection with the main character, I needed them to feel that anger towards a custom they feel is unfair. Most students are very familiar with the story of Katniss and her battle with the capitol. This clip with help the students feel that anger and prepare to connect with the main character of the story. They will be able to identify the conflict much easier with the text because they themselves will feel that conflict as well.
First, I will show the scene of the movie at the choosing for District 12. You only need to show the first two minutes in the clip I have provided.
In this scene, a short film is shown to all the tributes explaining the history of the games. Once this scene is shown, I will quickly rephrase the clip. By rephrasing, I am ensuring my students comprehend why the games were started. This will be important for them to see that there is no reason for them to continue. They will see how the capitol is controlling the districts. (Man vs. Society) I will most likely point that out. This again will create empathy with Katniss when she volunteers to go in place of her sister.
I'll continue the clip to moment after Peeta and Katniss are escorted off stage. This is important to see their faces and the struggle they are having accepting they have been chosen.
Once the scene is over, I will ask the students to journal to the following prompt: "How does Katniss and Peeta's reaction demonstrate their struggle? Why do you think they don't refuse to go?" If you were in this situation, would you act differently?
I will give the students about 5-7 minutes to journal. Once the students have had a chance to journal. I will have them share their responses with their Shoulder Partner.
Now I want to get the students into the practice and apply the skill of analyzing text for conflict. I am going to use the story Ta-Na-E-Ka. I am using this story for a number of reasons. The story is high interest and the students are more likely to stay engaged. It is a great length to use for the students to read and work with in class. Also, it offers a great variety of conflicts throughout the story.
First, I will read the story aloud I want to model how I read as well as stop to check for comprehension. As I read, I will display the story onto the Smart Board and model how I work with the text. I will guide the students in analyzing the text for conflict and writing down my examples on post-it notes. I will model the first half of the story.
Next, I want to see how the students do on their own. I know they will struggle with this part-but I want them to struggle. For most students, this will be their fist time annotating text. It is new and scary! I always hear "How do I know what to mark?" It takes them time and a lot of prompting! They are used to giving up when it gets hard and I am trying to break this habit. While they are reading, I will circulate through the classroom. I will monitor the students and check in with my struggling students. I may have to provide some prompting, but really want to encourage the students to look deep into the text.
I will have the students record the conflicts on post-it notes and place them on the next blank page in their spirals. I will have them title the page "Ta-Na-E-Ka Conflicts". Once the students have finished reading and writing out their conflicts, I will have them sort the conflicts into internal and external conflicts.
The goal of this activity is to get the students to see how the conflict is driving the plot. Once the students have this understanding it will help give them the knowledge to make predictions, inferences, ask questions and truly be able to explicitly analyze a text.
To assess the students' understanding and to help the students process their own learning, I will ask the students to complete a Closure Slip. Citing evidence is one of the biggest transitions with CCSS. It is vital to know that the students are capable of doing this correctly.
I also believe this will be an ongoing assessment that will require practice with different texts and tasks. I just want to ensure the students have the basic understanding of the skill.