1.1.8.D.

Demonstrate comprehension/understanding before reading, during reading, and after reading on grade level texts through strategies such as comparing, and contrasting texts, describing context, analyzing positions and arguments and citing evidence in text.

Tier III:

conflict: a struggle between two opposing characters or opposing forces

external conflict: a character struggles with an outside force, which may be another character, society as a whole,or a natural force.

internal conflict: a character's struggle within his own mind. It is a struggle between opposing needs, desires or emotions.

motivation: the reason a character behaves in a certain way.

plot: the series of related events that make up a story.

point of view: the vantage point from which a story is told.

Students will evaluate the plot's structure and development, and the way conflicts are resolved.

Students will analyze influences on characters, such as internal and external conflict and motivation, and the way those influences affect the plot.

Two 60 minute class periods

• Copy of story  Broken Chain by Gary Soto
• Conflict graphic organizer
• Blog rubric
• Computers
• Gmail account for students

W: Students will transact with text during reading as they “put themselves” in the characters shoes in order to delve deeper into how conflict motivates the character to act. Student will read and complete a graphic organizer that states the conflict, ask why the conflict occurs and predicts a possible solution to the conflict.

H:Students will be asked to think about how conflict affects the plot. As students read, they will “Think, Pair, Share” this essential question.

E: An example of the blog entry will be shown and questions will be answered throughout the lesson.

R: In cooperative groups, students will write an online journal to share thoughts for the purpose of reflecting on conflict and the effect of conflict on the plot. Students will \revisit and revise as they respond to a peer’s journal (blog entry). They will rethink as they complete an exit ticket.

E: They will express their understanding to each other in their blog responses on Google Doc Students will explain their understanding of conflict to the teacher by completion of an exit ticket.

T: students will groups heterogeneously. Some students will receive worksheets that are partially filled in giving them a lower load. Students will use create blog entries and responses using Google docs

O: The lesson starts with a teacher-guided question/answer session on plot and a modeling a blog entry. Scaffolding will take place as students read in pairs and discuss elements of plot;
additionally they will complete blog entry/responses in groups of three. Independent practice takes place as students complete graphic organizers on possible conflict development and an exit ticket on conflict

 1st period/day

“We have been analyzing plot in order to monitor our comprehension and anticipate events in a story. Today we will focus on the conflict of a story. What is conflict?"  Answers will vary.  Look for conflict is a problem to be solved or a challenge to overcome; it is the essential ingredient in a story (plot).

"The main ingredient of plot is conflict. Without conflict there would not be a plot. In literature there are two types of conflict- external and internal. Can someone explain the difference between external and internal conflict? The character struggles against an outside force in external conflict. Internal conflict takes place within the characters own mind.

Today as you read Gary Soto's story, Broken Chain, focus on the conflicts that Alfonso, the main character, faces in his everyday life. Think about how you would deal with these problems. Can you relate to Alfonso? As you read, take a moment to jot down the conflicts he faces?'  See conflict map. Allow students time to read independently or with a peer.

After reading- review conflict map- see attached answer key.

"Tonight think of possible ways Alfonso could have responded to his conflicts. Tomorrow in class we will "be" Alfonso and explore different ways he could have handled his challenges. Furthermore, consider how altering his behavior would affect the story."

2nd period/day

"Explain why conflict is the fuel of the story?" Conflict drives the story because without conflict the story would not exist (or be very dull) The characters response to conflict "drives" or moves the plot along.

“What do you do when you have a problem?" Ask for help.

Today you will be Alfonso and ask for help with one of your problems. You will also "switch hats" and give Alfonso advice. Let's review our conflict map from yesterday to discuss his problems and possible responses."  See attached copy of conflict map. 

Using Google documents, you will "blog" in order to elicit advice for a conflict Alfonso faced. Remember you are writing in first-person point of view. (refer students to worksheet) You will write three paragraphs; explain who you are, what you want (conflict), ask for help.   Allow students time to write entry.

"Now it's time to "switch hats", you are to become the narrator; the person outside the story who knows all the characters desires and motivating factors. As the narrator you are to read two of your classmates’ blogs and give advice. In addition to giving advice, speculate how your advice would change Alfonso's story. “Allow time for students to read and respond to two blogs.

Bring class together as a whole to discuss possible solutions to Alfonso's conflicts and ways those tried solutions would change the story?

Exit ticket:  "Describe how conflict is the "fuel" of the plot. 

RUBRIC

5 Student writes a three paragraph blog and responds to two

classmates’ blogs. A Blog response demonstrates thorough

knowledge of conflict and how the conflict influences the story.

4 Student writes a three paragraph blog and responds to two

classmates. The blog response demonstrates adequate

knowledge of conflict and how the conflict influences the story.

3 Student writes a three paragraph blog and responds to two

classmates. The response demonstrates limited understanding

of conflict and how the conflict influences the story.

2 Student writes less than a three paragraph blog with limited

detail or understanding. They respond to one blog demonstrating

limited understanding of conflict or how the conflict influences

the story.

1 Student writes less than a three paragraph blog with limited

detail or understanding OR responds to one/two blogs which

demonstrate limited understanding of conflict or how the conflict

influences the story.

0 Student demonstrates a lack of understanding of the task or

makes no attempt to complete one of the items.

Formative Assessment

Short Answer Item:

                  Explain how conflict is the “fuel” of the plot.

Short-Answer Key and Scoring Rubric:

Conflict is the struggle between opposing characters and without this struggle there would not be an interesting story or a story at all. The character's response to the problem is the essential part of the story and keeps the reader interested. For example, in the story,Broken Chain, Alfonso lacked self-esteem, therefore the story evolved around his ability to face his fears and ask a girl out on a date. If he was confident, the story would have been one paragraph long and not interesting.

Points Description

3 Student response provides an accurate definition of conflict and one detail describing how the conflict adds to the plot.

2 Student response provides an accurate definition of conflict but the supporting details lack evidence of contributing to plot.

1 Student response provides either an accurate definition conflict OR a detail describing how conflict adds to the plot.

0 Student demonstrates a lack of understand of the task or makes no attempt to complete the task.

Performance Assessment:

Using conflict map complete during reading, students will write a three paragraph blog in firstperson point of view. They will describe the main character, Alfonso; identify one conflict Alfonso faces; and seek advice resolving the conflict.

Performance Assessment Scoring Rubric:

Points Description

6 Student completes one of the items and accurately identifies all six of the required elements (plot, theme, point of view, setting, characterization, literary devices).

5 student completes one of the items and accurately identifies five of the required elements (plot, theme, point of view, setting, characterization, literary devices).

4 Student completes one of the items and accurately identifies four of the required elements (plot, theme, point of view, setting, characterization, literary devices).

3 Student completes one of the items and accurately identifies three of the required elements (plot, theme, point of view, setting, characterization, literary devices).

2 Student completes on of the items and accurately identifies two of the required elements (plot, theme, point of view, setting, characterization, literary devices).

1 Student completes one of the items and accurately identifies two of the required elements (plot, theme, point of view, setting, characterization, literary devices).

0 Student demonstrates a lack of understanding of the task or makes no attempt to complete one of the items.

Broken Chain After Reading Activity

 Assignment:  Now that we have finished reading The Broken Chain by Gary Soto, you are able to identify external and internal conflict.  The assignment requires you to imagine yourself as Alfonso and identify one conflict that he experienced in the story. Your assignment will be writing a blog entry about one of your conflicts. You will ask your readers for advice regarding this problem. In turn you will respond to two other students’ blogs.

 Purpose:  Informative. You are to clearly explain your conflict to readers of a blog.

 Writer’s Role:  You will be writing as Alfonso, a thirteen-year-old boy.

 Audience:  fellow bloggers

 Form:  Multi-paragraph blog

•  First paragraph: explain who you are
•  Second paragraph: explain the conflict (external/internal)
•  Third Paragraph: request advice (briefly ask for advice and state how your life will benefit from the elimination of this problem)

  Procedure:

1. Identify an internal or external conflict.

            2. Log onto your Gmail account

            3. Write a three paragraph blog requesting help for the chosen conflict

            4. Invite two class members (assigned by your teacher) to view and edit your document

            5. Read and comment on your peers’ blogs.

            6. This assignment is due at the end of the class period.

Rubric

 Exit Ticket

Explain why the conflict is the “fuel” of the plot. Give one support that supports your answer. Be sure that you support explains your reasoning thoroughly.

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