Rochester College

General Lesson Plan Template

11/5/2017
Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
9th Grade – English Language Arts – Stephanie Connell Unknown
Literature
Common Core Standards and/or State of Michigan GLCEs and/or HSCEs (Danielson 1a and 1c)
Important Concepts (Danielson 1a)
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot or develop the theme.

Learning Outcomes (Danielson 1a and 1c)

Language Objective:
After this unit, students will:
1. Be able to distinguish between types of literary conflict
2. Explain why they believe literary conflict adds to the overall story.
3. Identify examples of conflicts in a text
Content Objective:
After this unit, students will:
1. Differentiate between internal and external literary conflict
2. Identify internal and external conflict in the text
3. Differentiate between human verses human, human verses nature, and human verses self literary
conflict.
4. Identify the various types of conflicts in the text
5. Explain how the conflicts support the theme of the story,
6. Explain how conflicts develop dynamic characters throughout the story
Assessment Summary (Danielson 1f)
Summative Assessment:
1. After reading the short story, the students will create three storyboards. They will create one for each
type of literary conflict in the story. They will pull details and quotes from the text as evidence for their
storyboards.
2. The students will articulate in small groups why they believe the conflicts supported the theme and
developed the characters.
3. Students will write three paragraphs on why they believe the conflicts supported the theme and
developed the characters of their independent reading books.
Prerequisite Relationships to New Learning (Danielson 1a)
Students will need to read at a 9th grade reading level. This lesson will have to take place after lessons on
theme and characterization.
Flexibility and Responsiveness to Students’ Learning Needs (Danielson 3e)
For ELL students: They will be given a dictionary in their own language to use along with their English
dictionary to look up words they might not understand. They will be given an audio version of the text if they
want to listen to it and follow along with the words. They will be given academic language frames for the
storyboards, the literature circle discussion, and the three paragraphs.
If a student is not able to read at a 9th grade reading level, they will either have an audio recording or a
person reading the material to them.
If a student is lacking understanding in the lesson, they will be given sentence frames to help them start
their arguments. If they are having a hard time finding examples, they will be given specific paragraphs to
look at for each type of conflict in order to narrow down their choices. If they do not know how the conflict
impacts the story, I will give them academic language frames to help them think critically about the text.
Instructional Procedures (Danielson 1e)
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Assessing Prior Click here to enter text.
Knowledge
Introduction I will explain that we will be examining the conflicts in the short story The Most
Dangerous Game. I will remind them that when we read literature, we are looking for
what the author is trying to teach his or her readers. Literature gives us a unique
prospective on the world we live in and can often teach us very valuable lessons about
life. In life, and all works of fictional literature, there are conflicts. Conflicts are struggles
between two opposing forces. Understanding literary conflicts can help us understand
our own conflicts in life.

I:
I will model for them a Think-Pair-Share about conflicts in my life. I will demonstrate
how to come up with conflicts, like a fight with a friend or parent. I would write on the
board “self vs parent” or “self vs friend.”

Interaction With You:

(Guided Practice) I would have them do a Think-Pair-Share and write their conflicts on the board in
the same manner. Once I am confident that they understand what a conflict is, I will
explain to them the definition of literary conflict. I will tell them that there are two
categories of literary conflict: internal and external. We will use the list we compiled
together to put each conflict into the correct category.

I:
Then, I will transition from real life conflict to literary conflict. We will create a list of
the class’s favorite movies and identify what conflicts the protagonist faces. I will
explain to them the difference between the types of literary conflict: character vs
character, character vs nature, character vs society, character vs self, character vs
supernatural.

We:
As a class, we will read the short story, The Most Dangerous Game.

I:
I will hand out storyboard worksheets. I will take one of the conflicts from the book
and demonstrate how to fill out the storybook using direct quotes and evidence from
the story to support my claims about the conflict. I will tell them to fill out three
storyboards. They need to have one conflict for character vs character, character vs
self, and character vs nature.

Closure With You:

The students will then be told to break off into their lit-circles. I will model for them
how to discuss the impact of the conflicts with their groups, then I will tell them to
explain how the conflicts help develop characters and theme. Then, I will walk around
as the students discuss their thoughts about the impact conflicts have on a story.

Independent You:
Practice For homework, the students will be told they need to identify three conflicts in their
independent reading books. They will be asked to write three paragraphs on why they
believe the conflicts supported the theme and developed the characters.

Lesson Timeline (Summary of Instruction ) (Danielson 1e)

Start of the Lesson Mid-Lesson Activities End of Lesson Activities
I will explain the real life I will demonstrate how to find The students will fill out storyboards
application for the lesson. I will literary conflict in a text, and we for three conflicts. They will have a
also explain literary conflict to the will read The Most Dangerous literature circle to practice talking
students. Game as a class. about the impact that conflicts have
on stories.

Texts, Materials, and Supplies (Danielson 3c)

Storyboard worksheet, dictionary, computer, text
Additional Information Required by Individual Course Instructor: Specialized Pedagogy (Danielson 1e)
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