Illustrating A Midsummer Night's Dream Conflict

Midsummer Night's Dream Literary Conflict

Activity Overview

Literary conflicts are often taught during ELA units. Building on prior knowledge to achieve mastery level with our students is important. An excellent way to focus on the various types of literary conflict is through storyboarding. Having students choose an example of each literary conflict and depict it using the Storyboard Creator is a great way to reinforce your lesson!

Conflict between the A Midsummer Night’s Dream characters is an important recurring element. Much of the conflict that arises from the mismatched affections of the young Athenians, and from Puck's attempts to remedy the situation.

Examples of Conflict in A Midsummer Night’s Dream

Types of Literary Conflict Graphic Organizer

( Literary Conflict Lesson Plan • Buy Poster • Buy PDF )

MAN vs. SELF

In the beginning, Helena betrays her friend Hermia when she tells Demetrius that Hermia has run off with Lysander. Helena betrays her friend just to get closer to Demetrius, with whom she is in love, even though he does not reciprocate these feelings.

MAN vs. NATURE

Puck, as a faerie, and the Flower of Love, can both be seen as representing nature. Puck's mischief, and the fickle nature of love cause endless confusion among the mortals as they are controlled by the power of love.

MAN vs. MAN

Once Puck tries to "rectify" the situation, and both men to fall in love with Helena, the young Athenians are set against each other by jealousy. Hermia becomes livid with Helena for "taking" both of the men. Demetrius and Lysander are driven to the point of dueling over Helena.

Lesson Plan Reference

Grade Level 11-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual or Partner

Type of Activity: Types of Literary Conflict

Common Core Standards

[ELA-Literacy/RL/11-12/3] Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
[ELA-Literacy/RL/11-12/5] Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
[ELA-Literacy/RL/11-12/6] Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement)

Use This Assignment With My Students*

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 A Midsummer Night’s Dream.

Identify conflicts in A Midsummer Night’s Dream.
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.
Save and submit the assignment.

Literary Conflict Template

Customize this Example*

More options

Start my free trial

Use This Assignment With My Students*

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.