Monday, July 7
Amanda Conner
Literature Core Team 5
Materials:
- Copies of The Giver
- Smart board
- Conflict worksheet
Objectives:
- Students will be able to differentiate between the different types of conflict
- Students will be able to identify conflict within the novel
Instructional Procedures:
- Take attendance (1 min)
Warm-up: (10 min)
- Journal question on board: How many types of conflict do you know of?
How many can you name?
- Pass out conflict handout
- Introduce four of the five types of conflict while students fill information in
on their conflict worksheets (15 mins)
- Conflict
o A problem or dispute of some kind that may or may not be easily
solved
o The four types of conflict:
 Man vs. Man – A conflict that exists between two characters.
Ask students to think of an example for man vs. man (fist
fight, competition, athletic event)
 Man vs. Nature – A character set up against any force of
nature. Ask students for examples (time, weather, Dorothy in
The Wizard of Oz battles a tornado, the movie Volcano,
animals)
 Man vs. the Supernatural – Includes anything supernatural
or not explained by nature or fact. Ask for examples (God,
other deities, ghosts, witches, etc)
 Man vs. Society – Anytime a character or person goes up
against a commonly held belief or institution. Ask students
what is meant by “belief or institution” (the norms in society,
what is expected) An example could be a girl who wants to
play football or a boy who wants to be a ballet dancer.
o Conflict in The Giver (10 min)
 Do you see any of these conflicts in the novel yet? Which
ones?
 Can you predict any types of conflict that may come up later
in the novel?

Speculate: would the speaker, as an entity that Jonas goes
up against, be considered society, man or supernatural?
(society) We’ve compared him with the voice of God, would
that make him supernatural? (no, he doesn’t enforce the
rules of any religion, he enforces the rules of the community)
He is a man, so would it just be man vs. man? (but he is not
enforcing his own rules, but those of the community) Can
you argue that it could be man vs. society? (focus on whose
rules influence his announcements)
Conclusion: (14 min)
- Ticket out of class: On an index card each student is to answer the
following question: Which type of conflict do you think is the easiest to
recognize? (man vs. man) Why? (both sides are more clearly defined than
they are in the other types of conflict) Students will hand in to me before
they leave class so that I can check their understanding of conflict before
next class and review whatever is necessary.
- Homework will to read chapters 14 and 15 in the novel and to give an
example for at least three of the different types of conflict from The Giver.
Students should read and write down the conflict they are using and
describe how it is man vs. man, etc.
Name: ___________________
Conflict!
Conflict:
_________________________
_________________________
Type of conflict
Man vs.
Man vs.
Man vs.
Definition
Man vs.
Tuesday, July 8
Amanda Conner
Literature Core Team 5
Materials:
- Ch. 14 and 15 question worksheet
- Novels
- Smart Board
Objectives:
- Students will be able to recall details of the novel in terms of conflict
- Students will be able to recall definitions of conflict
- Students will be able to define Man vs. Self conflict
Instructional Procedures:
- Take attendance (1 min)
- Check homework (4 min)
- Warm-up: (5 min) Ask students to define conflict and the 4 types that we
have gone over in their journals
- Conflict continued: (15 min)(Students will take notes in journal)
- Man vs. Self conflict: a problem that exists within one character
o Generally two sides are established:
 The outer self vs. the inner self – ex. A war hero whose other
self might smile and laugh about his great victory and defeat,
but whose inner self comes through via nightmares about
killing and fighting.
 The emotional self vs. the intellectual self – someone may
be very intelligent but still have trouble getting along with
others, because they are emotionally or socially immature)
o Causes inner disharmony that upsets the character involved
o Character will strive to resolve the inner conflict any way possible to
relieve him of the feeling of discomfort that stems from the conflict
o If left unresolved, character will remain uncomfortable and unsure
of himself
- Conflict in The Giver worksheet (ch.14 and 15 questions) (15 min) have
students fill out independently then check answers with a partner
Conclusion: (5 min)
- Students will be given time to ask any questions about the reading that
they have so far
- Which type of conflict do you think will be the most difficult to find in The
Giver? Why? Which do you think is the most common? (5 min)
- Homework will be to read chapter 16 in the novel.
Name:_________________
Questions from chapters 14 and
15
1.
Name one conflict in The Giver. Who/what is
involved? Is it internal or external? (3 sentences
minimum!)
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
2. How does Jonas’ new knowledge of pain make him
feel? (5 sentences!)
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Wednesday, July 9
Amanda Conner
Literature Core Team 5
Materials:
- DVD player
- Clips from The Lion King
- Conflict in The Lion King worksheet
- Disney movie conflict worksheet
Objectives:
- Students will be able to assess The Lion King in terms of five different
types of conflict
- Students will be able to apply what they have learned about conflict to
their own choice Disney movie
Instructional Procedures:
- Take attendance (1 min)
- Collect chapter questions worksheet from previous class (4 min)
- Warm-up
o Have students think of their favorite Disney movie and write it down
in their journals
- Intro to Disney movie conflict activity (30 min)
o Explain that one of the best places to get a clear understanding of
the different types of conflict is through Disney movies. In many
Disney movies, all five types of conflict are present and easily
located.
o Hand out copies of Conflict in The Lion King worksheet
o Show students clips of different parts of The Lion King that
demonstrate the different types of conflict (man vs. man – Simba
blames himself for his father’s death and casts himself out of the
pride, man vs. the supernatural – Simba overcomes his guilt
through the appearance of his father’s ghost, man vs. man – Simba
must battle scar for control of the pride, man vs. society – Simba’s
fear that he won’t be accepted by the pride if they find out that he
killed Mufasa, man vs. nature – Simba and Mufasa go up against
the antelope which are nature because they do not talk
o For each clip as which type of conflict it represents. How do you
know? Who represents each side in the conflict?
Conclusion:
- Homework is for students to do the same thing for the Disney movie that
they wrote down in their journals at the beginning of the period. Go over
conflict in the Lion King worksheet and go over how it is set up and how I
want students to explain their ideas of conflict within their chosen movie.
-
Students should also create one discussion question from the novel so far.
The discussion question should relate to a topic that is confusing or one
that they think is important
- Students are also to read chapters 17 and 18 in the novel
Thursday, July 10
Amanda Conner
Literature Core Team 5
Materials:
- Movie The Great Debaters
- Smart Board
- Pencil
- Papers
Objectives:
- Students will be able to infer the basic structure of a debate from a movie
- Students will observe an actual debate
- Students will be able to begin to make connections to their own debate
topics and to organize a persuasive argument
Instructional Procedures:
- Take attendance (1 min)
- Check homework (4 min)
- Warm – up activity: students will be able to share their discussion
questions about the novel that they did for homework and answer as a
class
- Writing prompt: Amy will have a writing prompt that will gauge students
understanding of the debate process (10 min)
o Students will share their writing prompts with the class
- Show 15 minutes of The Great Debaters
- Stop movie and prompt students with following discussion questions:
o What different debate terms did you hear
o As a class create a master list of debate terms and go over formal
definitions (opening argument, persuasive arguments, rebuttal,
closing arguments, etc)
o Show 15 more minutes of the movie on and off, stopping for
discussion and analysis questions to check students’ understanding
of the movie
o Discussion questions: What time period does the movie take place
in? (late 1930s) What is one major conflict in the movie? (race)
o Amy will have a journal question dealing with a quote from the
movie
o Show 15 more minutes of the movie
Conclusion:
-
-
Students’ ticket out of class: on an index card, each student must write
down one example of a persuasive argument that they observed in the
movie, tickets will be collected as they leave class
Homework is to write down as many persuasive arguments for their
debate topic that they can think of, student’s will be encouraged to use
their persuasive essays as the basis for their list
LION KING CONFLICT
Man vs. Self
- Simba blames himself and casts himself
out of the pride
Man vs. the Supernatural
- Simba must learn to overcome the guilt
that haunts him because of his father’s
death
Man vs. Man
- Simba must battle Scar for control of the
pride
Man vs. Society
- Simba’s fear that he will not be accepted
based on the guilt he feels for killing
Mufasa
Man vs. Nature
- Mufasa and Simba go up against the
non-personified pack of antelope
Name:_________________
Disney Movie Conflict Project!
Man vs. Man
Which two characters are involved? How do they go against
each other?
_______________________________________________
_______________________________________________
Man vs. Self
Is there some kind of unresolved problem or difficult
decision for the main character? What is it?
_______________________________________________
_______________________________________________
Man vs. Nature
What is the main character going up against? How does this
create conflict in the movie?
_______________________________________________
_______________________________________________
Man vs. The Supernatural
Who is the Supernatural being involved? How does
he/she/it affect the main character?
_______________________________________________
_______________________________________________
Man vs. Society
What society is the main character up against? Why is it a
problem?
_______________________________________________
_______________________________________________
Friday, July 11
Amanda Conner
Literature Core Team 5
Materials:
- Movie The Great Debaters
- Smart Board
- Pencil
- Papers
Objectives:
- Students will be able to infer the basic structure of a debate from a movie
- Students will observe an actual debate
- Students will be able to begin to make connections to their own debate
topics and to organize persuasive arguments
- Students will be able to map the plot structure of the movie
- Students will be able to list 2 main conflicts in the movie
Instructional Procedures:
- Take attendance (1 min)
- Check homework (4 min)
- Warm – up (10 min)
o Students will be given time to share their persuasive arguments
with the rest of the class
- Watch 15 minutes of movie, break up with 15 mins of discussion:
o First discussion topic: what conflicts in the movie did you identify in
the movie last night for homework, make master list of conflicts as a
class and analyze together (what types of conflict have you seen?
What can they be defined as?
o Second discussion topic: As a class map out the formal debate
process: (affirmative arguments, counter arguments, closing
arguments)
o Third discussion topic (after movie is finished) – have students take
10 minutes to work with a partner and map out the plot structure of
the movie (introduction, rising action, climax, falling action,
resolution)
o Amy will have writing prompts based on quotes from the movie that
we will discuss as a class as well
Conclusion
- Ask students what they thought of the movie
- Can you relate any of the conflict in the movie to conflict in The Giver?