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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 in 1984

MAN vs. MAN

Winston and other adults are wary of children. In particular, Winston notes the Parson children across the hall, who enjoy playing games where they arrest people for thoughtcrime. “With those children, he thought, that wretched woman must lead a life of terror. Another year, or two years, and they would be watching her night and day for symptoms of unorthodoxy. Nearly all children nowadays were horrible.”


MAN vs. SELF

Winston is plagued by memories where he believes he killed his mother. He remembers how much his mother had loved him, and how he had been too selfish to love her in return. After running off with a full ration of chocolate, he returned to find his mother and toddler sister gone. He isn’t sure what happened, but has a feeling that “the lives of his mother and sister had been sacrificed to his own.”


MAN vs. SOCIETY

As Winston continues to write in his diary, carry on his affair with Julia, and learn more from O’Brien, he finds himself less and less content with the Party and Big Brother. He envisions a society where the proles rise up and overcome the government: “I don’t imagine that we can alter anything in our own lifetime. But one can imagine little knots of resistance springing up here and there—small groups of people banding themselves together, and gradually growing, and even leaving a few records behind, so that the next generation can carry on where we left off.”


Lesson Plan Reference

Grade Level 9-10

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual, Partner, or Group

Type of Activity: Types of Literary Conflict

Common Core Standards
  • [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


Template and Class Instructions

(These instructions are completely customizable. After clicking "Use This Assignment With My Students", 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 1984.


  1. Identify conflicts in 1984.
  2. Categorize each conflict as Character vs. Character, Character vs. Self, Character vs. Society, Character vs. Nature, or Character vs. Technology.
  3. Illustrate conflicts in the cells, using characters from the story.
  4. Write a short description of the conflict below the cell.
  5. Save and submit the assignment.



Rubric

(You can also create your own on Quick Rubric.)



Types of Literary Conflict Rubric
Create a storyboard that shows at least three forms of literary conflict from the story. Support your choices with evidence from the text.
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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