Activity Overview
Storyboarding is an excellent way to focus on types of literary conflict. Have your students choose an example of each literary conflict and depict them using the Storyboard Creator. In the storyboard, an example of each conflict should be visually represented, along with an explanation of the scene, and how it fits the particular category of conflict.
Examples of Literary Conflict from The Grapes of Wrath
MAN vs. MAN
The locals feel threatened by the sudden wave of migrants coming into their communities. When the Joads leave the Hooverville camp, they are confronted by an angry crowd of men who swarm the truck. The men force the Joads to turn around, telling them, “We ain't gonna have no goddamn Okies in this town.”
MAN vs. SELF
Tommy doesn’t feel particularly bad about the murder he committed, because it was done in self-defense. However, he doesn’t really feel like he fits in either. His family has been uprooted, and now they’ve arrived in another part of the country where there is no work or opportunities for them. He wishes that he could do more to help his family. Tommy finally finds his calling after Casy’s death, but it takes him a lot of internal struggling to arrive at this conclusion.
MAN vs. SOCIETY
Tommy Joad decides to stand up for the migrant workers, even in the face of the wealthy farmers who are actively working to take advantage of them. The communities of California try to control this influx of migrant workers by calling those who demand fair wages, “communists”. In reality, they are just trying to call attention to the criminal practices of the wealthy farmers, and fight for a wage that will support their families.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows at least three forms of literary conflict in The Grapes of Wrath.
- Identify conflicts in The Grapes of Wrath.
- Categorize each conflict as Character vs. Character, Character vs. Self, Character vs. Society, Character vs. Nature, or Character vs. Technology.
- Illustrate conflicts in the cells, using characters from the story.
- Write a short description of the conflict below the cell.
Lesson Plan Reference
- [ELA-Literacy/RL/9-10/3] Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
- [ELA-Literacy/RL/9-10/5] Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise
- [ELA-Literacy/RL/9-10/6] Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | Try Again | |
|---|---|---|---|---|
| Conflict Identification | Student identifies correct major conflicts and uses strong, clear textual evidence to support choice. | Student identifies correct major conflict and uses few or unclear details to support their choice. | Student identifies incorrect major conflict, and uses some details from the text to support their choice. | Student does not attempt to identify major conflict or identifies incorrect major conflict with no explanation. |
| Understanding Outcome | Student clearly shows the outcome of the conflict and its effects on the protagonist with evidence from the text. | Student shows the outcome of the conflict and its effect on the protagonist, but some evidence is unclear. | Student shows the outcome of the conflict, but does not examine its effect on the protagonist and uses some vague textual evidence. | Student does not clearly show the outcome of the conflict or use textual evidence. |
| Character | Storyboard includes all required characters and clearly names them. Goes above and beyond by adding additional details. | Storyboard includes all required characters and clearly names them. | Storyboard includes protagonist and antagonist but leaves out other required characters. | Storyboard does not include the names of required characters. |
| Storyboard | Student clearly shows effort to convey the setting the scene of the book | Student attempts to convey setting and scene of the book, but lacks some clarity. | Student does not clearly convey the setting and scene. | Student makes little or no attempt to convey the setting or scene. |
| Spelling and Grammar | Student uses exemplary spelling and grammar. There are no errors. | Student makes a minor error in spelling and grammar. | Student makes several minor errors in spelling and grammar. | Student makes many errors in spelling and grammar; little attempt at spellchecking. |
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