Lesson Objectives:

The students will be able to:

1) Define conflict

2) Identify and Distinguish the four different types of conflict

3) Write a paragraph describing the conflict in Charlotte's Web

Performance Assessment:

Assessment

1) Definition –students will orally respond during Concept Development and Vocabulary stage of the lesson

2)Identify and Distinguish the four different types of conflict - Students will orally respond during the Concept Development and Vocabulary stage of the lesson.

3) The students will work in four groups a paragraph describing the conflict in
Charlotte’s Web.

Before class have a written out script of conflict it can be internal, or external.

For example:

“Boys and girls, I have a secret to share with you, I am experience a dilemma today because I was invited to go running with Mrs. McDonald after school today. Then five minutes later Mrs. Smith invited me to go workout at the gym. I really don’t know what to do to resolve this situation. This situation is creating such an internal conflict because I like spending time with both Mrs. McDonald and Mrs. Smith.

Have you ever been in a situation similar to this one?

What other sorts of situation have you been in that has created a some sort of conflict either internal (which means inside yourself), or external (that means outside of yourself with society, nature or another person)?

(Give students time to think and explain their answers.)

"Just like our lives sometimes have conflict, so do stories. Actually, every story ever written has some type of conflict. Today, we are going to continue reading Charlotte's Web and learn about conflict."

"We have been reading Charlotte's Web the past couple of days. Is anyone one willing to share summary of what happen in yesterday's chapter?"

(In chapter six, summer has just started and Fern is visiting the farm every day. It was early in the summer that the goose eggs hatched. Charlotte announce to the animals that seven of the eight eggs had hatched, giving the goose seven goslings. Templeton asked the goose for the dud egg. The goose said he could have the dud egg , but he better stay away from her goslings.)

Concept Development:

After completing the vocabulary terms, teach students about conflict and the importance of conflict in the story. This part of the lesson should be direct instruction to the students.

"Today, when you read I want you to focus on the conflict. Conflict is tension, antagonism and disagreement in the plot of the story. Conflict is introduced in the beginning of the story when a problem arose. The rest of the story develops around solving the conflict.
Conflict usually occurrs:
• Between a character and nature (example: A boy stuck out in a snowstorm)
• Between a character and society (example: Martin Lutheran King Jr. and the Civil Rights Movement.)
• Between characters (example: A fight between two friends)
• Within a character (example: A girl must choose to live with either her mother or father.)

(Have an overhead of the worksheet made, so you can model to the students how to complete it.)

"Before you read today, I am going to teach you a reading strategy that will help develop your comprehension. Now predicting is making a thoughtful guesses about what will happen next in the book before you read. Your guesses should be bases on what you already know about the topic and the literary genre, or on what you have read thus far. I am going to show you exactly how I want you to complete this worksheet today before you read. Since you are focusing on learning about conflict today, I want you to predict what you think the conflict in Charlotte's Web. Then classify what type of conflict it is? You will make one more prediction; I want you to make a prediction of how the conflict will be resolved. Now, give me a thumb up if you understand what I want you to complete while you read or you could do it when finish silently reading. Give me a thumb down if you are totally lost and would like me to explain one more time. Give me a thumb to the side, if you feel okay with my direction, but might have a question once you start to work."

Differentiation:

(Give students varied worksheets based on their ability.)
Above Grade Level : The worksheet will be complete blank and the students will need to complete it on their own.

At Grade Level: The worksheet will have examples for the students that students can refer back to when completing their work.

Below Grade Level: The worksheet will have written examples for the students to follow and some of the questions already answered.

The students read chapter seven silently. The teacher will circulate to assist the student, who might experience difficulty with the text.

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"Before we begin our discussion about conflict turn to the person sitting next to you and retell the chapter to your neighbor using your own words. When discussing with your neighbor, make sure to discuss the conflict. If you need help you can use your prediction as a resource. Each of you will have a turn to share."

(The students will take turns orally retelling their version of the chapter. Circulate around the room to listen to the students discussions.)

[Debriefing and discussing their predictions before they read the chapter]

"What are some of the predictions you made? What information did you base your predictions? Why type of conflict is it?"

(Give students a chance to share and explain their quotes and responses)

(Hopefully the discussion will be smooth and transitioning from one student to another student. However do not be afraid to facilitate the discussion. Be sure to apply the right amount of scaffolding for the discussion to be successful and beneficial to the students.)

(Have student volunteers share their responses. Call student to have them particpate in the discussion. Place transparency on the overhead and fill in students responses throughout the discussion)

"Let's begin discussing the conflict. Where does the conflict take place? Who is involved in the conflict? What are the characters going to do resolve the conflict? How would you feel if you were in Wilbur's shoes? How would you feel if you were in Charlotte's shoes?"

"How do you think the conflict impacts the story? What type of conflict is it?"

(Hopefully the discussion will be smooth and transistion from one student to another student. However do not be afraid to facilitate the discussion. Be sure to apply the right amount of scaffolding for the discussion to be successful and beneficial to the students.)

"For homework tonight, I want you to write two examples of conflict. You may create your own conflicts, or find conflicts in other stories you have read. It may be examples found in a picture book or a chapter book. So we all don't find the same type of examples for conflict, you are going to number off one through four." (The students number off one through four.)

(The students number off one through four. As they are numbering off write on board and orally tell the students their assignments.)

One- find example of conflict between a character and nature

Two- find example of conflict between a character and society

Three- find example of conflict between characters

four-find example of conflict within a character

"Tomorrow you will be continuing our discussion on conflict and you will be sharing your examples in small group discussions."