Understanding Conflict
English • Year 5th Grade • 90 • 13 students • Created with AI following Aligned with Common Core State Standards
Teaching Instructions
Monday
Tuesday
Wednesday Thursday Friday
Common Core Standards
L.WF.5.2. Demonstrate command of the conventions of writing, including those listed under grade four foundational skills.
A. Avoid fragments, run-ons and rambling sentences, and comma splices.
B. Maintain consistency in verb tense; place phrases and clauses; choose between adjectives and adverbs.
C. Ensure agreement between subject and verb and between pronoun and antecedent.
D. Distinguish between frequently confused words.
E. Use idiomatic language and choose words for effect l use punctuating for meaning and effect.
F. Use punctuation to separate items in a series; use commas in a series of phrases or clauses.
G. Use a comma to separate an introductory element from the rest of the sentence; use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question
from the rest of the sentences (e.g., It’s true, isn’t it? _ and to indicate direct address (e.g., Is that you, Emma?)
H. Spell grade appropriate words correctly, consulting references as needed.
L.VL.5.2. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases
L.RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words; use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RL.CR.5.1. Quote accurately from a literary text when explaining what the text says explicitly and make relevant connections when drawing inferences from the text.
RL.TS.5.4. Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.
RL.MF.5.6. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
L.RF.5.4. Read with sufficient accuracy and fluency to support comprehension. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SL.PE.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.
B. Follow agreed-upon rules for discussions and carry out assigned roles.
C. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
D. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
L.KL.5.1. Use knowledge of language and its conventions when writing, speaking, reading, or listening
A. Acquire and use accurately grade-appropriate general academic and domain specific words and phrases.
B. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
C. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas or poems.
Lesson Objective SWBAT: identify types of conflict in story by using evidence from text. Identify various parts of “Freedom Crossing,” and how the tone affects the mood Use context to understand word meaning in fiction Use context to understand meaning in NF.
Create lesson slides by each day. Components of the Lesson Monday 12/2 Tuesday 12/3 Wednesday 12/4 Thursday 12/5 Friday 12/6 Anticipatory Set List specific statements or activities you will use to focus students on the lesson State clearly what students are learning and how it connects to prior learning. The teacher points out possible areas for misunderstanding, uses rich language offering vocabulary development where appropriate Quick Write and Vocabulary are to be on two separate slides
Quick Write: How do you think Martin feels while he is hiding with Laura and Bert?
Vocab (on separate slide): Write the word, copy the citation from book ”Freedom Crossing” and then write definition of the word. -self-conscious p.67 -circumstance p.64 -quarrel p.73 Quick Write and Vocabulary are to be on two
Understanding Conflict
Lesson Plan Overview
This 90-minute lesson plan is tailored for 5th-grade bilingual students studying English in the United States. The lesson aligns with Common Core Standards, particularly focusing on reading comprehension and vocabulary development through the literary text Freedom Crossing. The session will incorporate writing, discussion, and higher-order thinking skills to meet objectives in a structured and engaging way.
Lesson Objectives
SWBAT (Students Will Be Able To):
- Identify types of conflict in a story using text evidence.
- Analyze the tone and mood in Freedom Crossing and explain their relationship.
- Use context to determine meanings of new words in fiction and nonfiction.
- Engage effectively in collaborative discussions to express ideas clearly and listen thoughtfully.
Standards Addressed:
- L.WF.5.2: Writing conventions and punctuation.
- SL.PE.5.1: Collaborative discussions.
- RL.CR.5.1: Text evidence for explicit ideas and inferences.
- L.VL.5.2: Academic vocabulary acquisition through context and word roots.
- RL.TS.5.4: Analyze how parts of a story contribute to the whole.
- RL.MF.5.6: Analyze multimedia elements in a text to understand meaning and tone.
Lesson Components
Anticipatory Set (15 minutes)
Quick Write Prompt (Slide 1):
How do you think Martin feels while he is hiding with Laura and Bert? Explain why using details from the story.
- Purpose: Activates prior knowledge of the story’s events and encourages students to make inferences about characters’ emotions.
- Procedure: Students will respond in their writing journals individually (5 minutes).
Vocabulary Introduction (Slide 2)
- The teacher will introduce three target words from Freedom Crossing by projecting this table:
| Word | Citation from Text | Definition |
|---|---|---|
| Self-conscious | “Martin seemed self-conscious as Laura stared at his work clothes.” p.67 | Overly aware of one’s appearance or behavior. |
| Circumstance | “Under these circumstances, they had no choice but to act quickly.” p.64 | A condition or fact affecting a situation. |
| Quarrel | “They got into a quarrel over how to best help Martin escape.” p.73 | A heated argument or disagreement. |
- Conduct a brief discussion about how these words help us understand the story as students copy their meanings into notebooks.
Connection to Prior Learning:
- Teacher emphasizes students’ prior work on identifying tone and mood in Freedom Crossing. Discuss how today’s lesson will build on that knowledge by exploring conflicts within the story.
Direct Instruction (20 minutes)
Mini-Lesson: Identifying Types of Conflict (Slide 3):
- Teacher Explanation: Introduce the four main types of conflict (person vs. person, person vs. self, person vs. society, person vs. nature).
- Project definitions and examples of each type on board related to Freedom Crossing, e.g.:
- Person vs. Society: Martin struggles against social norms and laws supporting slavery.
- Person vs. Self: Laura feels conflicted about helping Martin vs. her loyalty to neighbors.
Guided Practice:
- Read aloud a short excerpt from Freedom Crossing that highlights Martin’s internal conflict (e.g., his hesitation to trust Laura). Model annotating the text by labeling the type of conflict. Pause to ask students comprehension questions.
Collaborative Activity (25 minutes)
Conflict Sorting Game (Slides 4 & 5)
- Students are divided into 4 small groups (3-4 students per group). Each group receives 8 scenario cards that describe different conflicts. Example:
- Scenario 1: Martin feels unsure about whom he can trust.
- Scenario 2: Laura argues with a relative about helping Martin escape.
- Scenario 3: A storm threatens the Underground Railroad route.
Instructions:
- Students collaboratively decide the type of conflict for each card.
- Once categorized, each group will select two scenarios and write 1-2 sentences using text evidence to support their choices.
- Groups share their work briefly with the class (discussion norms to be reinforced: listening attentively, respectfully responding to peers).
Independent Practice (20 minutes)
Context Clues Activity (Slide 6):
- Provide students with a worksheet featuring 5 sentences from Freedom Crossing with highlighted unfamiliar words.
- Task: Students will underline the context clues in the sentence, infer the meaning of the word, and verify their guesses using a classroom dictionary or digital reference.
- Example Question:
- Sentence: “The harrowing journey left Martin completely exhausted.”
- Clues: Harrowing = journey was hard/difficult.
- Definition: Painfully difficult or distressing.
Wrap-Up (10 minutes)
Exit Ticket (Slide 7):
-
Distribute a half-sheet of paper. Prompt:
Which type of conflict (person vs. person, person vs. society, etc.) do you think is the most important in Freedom Crossing? Use one detail from today’s lesson to explain your answer. -
Exit tickets will guide tomorrow’s review session and check comprehension.
Closing Reflection:
- Guide a brief class discussion:
- How do conflicts help make a story more engaging?
- Can you think of other books or movies with similar conflicts as Freedom Crossing?
Materials/Preparation
- Projector for lesson slides.
- Vocabulary/activity worksheets.
- Copies of designated excerpts from Freedom Crossing.
- Scenario conflict cards pre-cut and organized.
- Writing journals and dictionaries.
Assessment
- Formative: Responses during group discussions, participation in the sorting activity, and completion of the context clues worksheet.
- Summative: Exit ticket responses evaluated for understanding of conflict types and ability to use text evidence.
Extension Activity
For early finishers or advanced learners:
- Have students reflect on how tone and mood change due to conflicts in Freedom Crossing. Ask them to rewrite a selected scene from a different character's point of view to showcase how mood shifts based on emotions.
This carefully paced lesson plan encourages bilingual 5th-grade learners to build analytical and linguistic skills while diving deep into Freedom Crossing. The integrated activities provide clarity, engagement, and opportunities for enriched learning.
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