Creating a Visual Representation Depicting Conflict Revealing Theme

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SWBAT cite strong text evidence analyzing the conflict and theme of a text by creating a visual representation.

Big Idea

Creating a visual representation can help students gain a deeper understanding of a text.

Warm Up

5 minutes

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

20 minutes

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.  

Creating a visual representation

25 minutes

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.