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Activity Overview


Literary conflicts are another major element 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!

In Macbeth, conflict is ever present. Much of the conflict stems from the three witches and Hecate, who toy with Macbeth, and ultimately hold back information that causes his downfall. Throughout each act, the witches give Macbeth a prophecy that comes true. However, in the end, they decide that they are upset with him, and choose to bring about his ruin.

Having students create storyboards that show the cause and effect of different types of conflicts strengthens analytical thinking about literary concepts.

Examples of Literary Conflict in Macbeth


MAN vs. MAN

Duncan's heirs come back to overthrow Macbeth.


MAN vs. SELF

Lady Macbeth begins to hallucinate, believing she has physical blood stains on her hands... ”why won't these wash off?”


MAN vs. SOCIETY

By the end of the play, Macbeth is faced with the united armies of Scotland, led by Macduff.

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/11-12/1] Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain
  • [ELA-Literacy/RL/11-12/2] Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text
  • [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)


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 Macbeth.


  1. Click "Start Assignment".
  2. Identify conflicts in Macbeth.
  3. Categorize each conflict as Character vs. Character, Character vs. Self, Character vs. Society, Character vs. Nature, or Character vs. Technology.
  4. Illustrate conflicts in the cells, using characters from the play.
  5. Write a short description of the conflict below the cell.



Rubric

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



Types of Literary Conflict Rubric
Proficient
17 Points
Emerging
14 Points
Beginning
11 Points
Try Again
8 Points
Conflict Identification
  • Student identifies correct major conflict and uses strong, clear textual evidence to support choice.
  • Student includes at least two clear examples of plot points that are a direct cause of the major conflict category.
  • Student identifies correct major conflict and uses few or unclear details to support their choice.
  • Student includes one clear example of plot points that are a direct cause of the major conflict category.
  • Student identifies incorrect major conflict, and uses some details from the text to support their choice.
  • Student includes only vague or poorly explained examples of plot points that are a direct cause of conflict.
  • Student does not attempt to identify major conflict or identifies incorrect major conflict with no explanation.
  • Student does not include any examples of plot points that are a direct cause of conflict.
  • 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.
    Quote
    Student includes at least one quote, with proper punctuation and page #, from the text that deals directly with the events presented in the storyboard.
    Student includes at least one quote, but it is not directly relevant to the events presented in the storyboard, or has an error in punctuation, page #, etc.
    Student includes quote, but it contains errors or is not at all related to events presented in the storyboard.
    Student does not include a quote.
    Character
    Storyboard includes all required characters and clearly names them. Goes above and beyond by adding details or names of additional characters.
    Storyboard includes all required characters, clearly named.
    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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