Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidates): Rebecca Shaw- Grade-Level: 10 Lesson Date: 3/22

Fuller

Title of Lesson: Conflict Cooperating Teacher: Ms. Doran

Core Components
Subject, Content Area, or Topic
 English: Reading

Student Population
 3 Bells
o Bell 1: Core
o Bell 2: Core
o Bell 3: Honors
Learning Objectives
1. I can list the types of conflict
2. I can evaluate the effect of conflict on a text
Virginia Standard(s) of Learning (SOL)
10.4 The student will read, comprehend, and analyze literary texts of different cultures
and eras.
a) Make inferences and draw conclusions, using references from the text(s) for support.
f) Critique how authors use key literary elements to contribute to meaning, including character
development, theme, conflict, and archetypes.
Materials/Resources
 Copies of “Oedipus Rex” for everyone
 Student Chromebooks
 Conflict Cards Oedipus Rex Conflict Sort.pdf
 Dry Erase Board
 Dry Erase Markers
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Strategy Return
Used
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Strategy Return
Used
Teach Others/Immediate Use of Learning 95%
 X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations
N/A

Time
(min.) Process Components
15 *Anticipatory Set
 Warmup Writing CEC (claim, evidence, commentary)
 Word Web Chart (Conflict Connections)
o TTW write “Conflict” in large letters in the center of the board
o TTW ask the students what words pop into their heads when they
think of conflict
 The students who raise their hands will be called up to the
board to write their word
o TTW ask how these words connect to conflict
1 *State the Objectives (grade-level terms)
 I can list the types of conflict.
 I can evaluate the effect of conflict on a text.
20 *Instructional Input, Modeling, or Procedures
 TTW begin by asking the students what they know about conflict
 TTW present and explain the types of conflicts
o Internal
 Man vs. Self
o External
 Man vs. Man
 Man vs. Nature
 Man vs. Supernatural
 Man vs. Society
 Man vs. Technology
 TTW ask which conflict types we say in Oedipus Rex
 TTW ask for examples of when we saw those conflict types
Incl *Check for Understanding
 (During the 2 categories of conflicts slide) What is the similarity between the
word internal and the word external?
 Pose, Pause, Pounce Bounce Questioning (During the conflict types
slide)
o Pose a question
 (Core) Which type of conflict is most important in Oedipus
Rex?
 (Core) What type of conflict do we see the most in Oedipus
Rex?
 (Core/Honors) What type of conflict do you wish was present at
all/more in Oedipus Rex?
 (Honors bounce) How could you incorporate this
 conflict into the story?
 (Honors) How would you mediate the conflict between Oedipus
and Creon in Scene 2?
 (Honors) What types of conflict do you think we are likely to
see in the next two plays that follow?
o Pause to allow for student processing
o Pounce - cold call on a student to answer
o Bounce - ask another student to go further (Do you agree? Can you
restate what they said in your own words? Can you give an example?)
 For Bell 2, these will be written questions that they submit on
Canvas as well.
10 *Guided Practice
 Team Conflict Sort
o TTW divide the classroom into 4 teams
o Each team will receive a set of plot cards
o Teams will sort the conflict cards into the right categories (the
categories are on the longer cards
o Members of the winning team will get Jolly Ranchers
30 *Independent Practice
 Conflict Prompt on Canvas
 Tier 1 (Green): Jocasta hangs herself because of her shame. This is a man
vs. self conflict. What if Oedipus had killed her instead, making it a man vs.
man conflict? How would this affect the plot and characters of Oedipus and
Jocasta? Write a ½-1 page scene exploring this new scenario.
 Tier 2 (Blue): At the end of the play, Oedipus blinds himself; this is a man vs.
self conflict. What if someone or something else blinded him in a way that
would make it man vs. man or man vs. nature? How would that change
things? Write a ½-1 page scene detailing this new conflict.
 Tier 3 (Red): Introduce a new conflict to the story; how would this conflict play
out? How would it affect the characters? Write a 1-page scene handling this
new conflict.
Assessment
 TSW turn in their writing prompts on Canvas
o If they do not finish in class, they must turn it in that day before
midnight
o Late/incomplete turn-in will result in deducted points (2 points = 5%
per day)
5 *Closure
 Paired 3-2-1
o TSW share 3 things they learned, 2 questions they still have, and 1
thing from today that stood out to you the most
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,
multicultural).
 The honors class has different planned questions in the check for
understanding box than the core classes. The honors questions are broader
and require them to make more connections between the skill/reading and the
world.
 The writing prompt is differentiated by readiness. The students have been split
into 3 groups based on preassessment data.
 Bell 2 will have an online discussion post with the in-class questions to
 complete instead of speaking aloud if they so wish.
 Creative and analytical intelligences are appealed to via the writing prompts
from 3/20-3/25.
Classroom Management Strategies (To ensure a positive learning environment).
If you can hear me clap x
Attention up front in 5
 Lesson Reflection:

Conflict

Rebecca H. Shaw-Fuller

College of Arts & Sciences, Regent University

UED 496: Field Experience/E-Portfolio

Dr. Jenny Sue Flannagan

March 25, 2024

 Lesson Reflection:

Conflict

As a part of my four data project lessons, I built this lesson using preassessment data

from the previous week. I used that data to place students in one of three tiers for each of the four

skills on which I tested them. All three tiers were in effect for conflict except for the honors

class, which only used the top tier. InTASC standard 7(d) states that an effective teacher “plans

for instruction based on formative and summative assessment data, prior learner knowledge, and

learner interest” (CCSSO, 2013). For this lesson, I used formative data, prior knowledge, and

interest to design my lesson.

Firstly, I activated and accessed prior knowledge through my anticipatory set in which I

asked students to list words that they thought of in relation to conflict. Students came up with

mostly negative words like “violence, aggression, and yelling.” The only neutral word was

“debate,” which was a controversial choice. This anticipatory set helped me understand where

students were coming from, aiding class discussion and further developing trusting relationships.

For bell two, I modified the in-class discussion.

My bell two students are always very hesitant to speak. Whenever I ask them questions,

they stay silent; even when I call on students randomly, they look scared and shrink into their

seats. So, I used incredibly simple technology, a Canvas discussion board, to ease the anxiety of

speaking up in class while still holding them accountable for their participation. Studies show

that rehearsal and preparation greatly reduce speaking anxiety in high school students

(Milanrianto et al., 2023, p. 511). Allowing them to write their answers in Canvas and submit

them before I start calling on students will help ease their anxiety as it gives them preparation

and rehearsal time for how they want to phrase their answers. My philosophy of education and
religion call me to work harder for my students and try as best as I can to understand them.

Providing this accommodation is my way of doing this for them.

The writing prompts I wrote for the independent practice address the effects of conflict

types so that student understanding goes beyond the base levels of Bloom’s Taxonomy. Part of

my teaching philosophy also revolves around having high expectations for all of my students, so

each of the three tiers is designed to challenge but not elude students at that level. As for interest-

based differentiation, this lesson’s writing prompt had students writing scenes; it was a creative

prompt. Over the four days of writing, students swap back and forth between creative and

academic writing so creative and analytical students can thrive. Overall, this lesson was student-

centered, used technology appropriately and practically, addressed multiple levels of Bloom’s

Taxonomy, and included differentiation.

 References

Council of Chief State School Officers. (2013). InTASC Model Core Teaching Standards and

Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development.

Washington, DC: Author.

Milanrianto, B. A., Permana, D., & Ariani, S. (2023). Cognitive and Social Strategies to Deal

With Anxiety in Speaking: Typical Strategies and Application. Journal of Languages and

Language Teaching, 11(3), 502-514. doi.org/10.33394/jollt.v11i3.8441