The Fourth Conflict: Character VS Character

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Objective

SWBAT complete a graphic organizer by writing the plot sections of Character VS Character.

Big Idea

This is the last lesson on plot conflict and it is the one that can be the most fun. Students will identify the structure of the plot and the conflict between the pro and antagonist.

Review of Conflicts

5 minutes

As a beginning to the lesson I wanted to go back through what we have learned about plot and the variations of plot conflicts so far. I found a great PowerPoint resource that goes through the triangle I have already taught and also some examples of the plot conflicts. 

I began to walk through the PowerPoint and ask them to help explain each slide. They were doing so well, I starting calling on students to present the slides and calling on their peers to help with examples and the explanations.  

Plot Practice

10 minutes

With a great review behind us, it is time to model and practice the last conflict; Character VS Character. I ask if the class if they can come up with another way we can say this. It takes a little bit, but as soon as a student says protagonist they quickly add the antagonist.

The story I have chosen as my example is A Bargain for Frances by Russell Hoban. Students are going to have fill in their plot triangle as I read. I also ask them to write down the character that Frances is conflict with at the bottom of their white board. As I read, I stop only a few times to model checking for understanding. When I finish, I allow them time to fill in their plot triangles on white boards as best they can without help. 

 

 

 

Discussion

2 minutes

With their white boards filled in, I ask if anyone would like to start with the exposition and explain what they wrote. The one thing I would like them to do is to make sure they describe this part of the plot with examples from the book.

We go through each plot section. I notice that this book has been a bit more tricky for them. I remind them that they are allowed to change their white board to reflect the right answers. 

The next part is to go into more depth about who Frances was in conflict with. Everyone in the class has figured that out. I then ask the class to tell their neighbor all of the details they can remember that supports that this is who the conflict was with. The other question that I have each partner group talk about is the character traits that describe both characters. I then do a quick share out as a whole class to put all of the pieces together. One last question I ask, "What did you think about the plot and how the characters treated each other?" 

Checking for Understanding of Plot Conflicts

10 minutes

We have now covered all four types of plot conflicts. I want to do a quick check and see how well they understand Character VS Character and if they can distinguish it from the other conflicts. I hand out a graphic organizer that I would like the class to fill in as I read a second story. I am going to use this as a check for understanding.

The page consists of identifying the plot conflict, the conflict in general, and the resolution or possible resolutions that could be reasonable. The story I read is Rumpelstiltskin from the Grimm Brothers fairy tales. This fairy tale is one that many of my students are not familiar with. I will read and the class will be responsible for filling in the graphic organizer. I will collect these at the end to check as an assessment tool.