Types of Literary Conflict In Romeo & Juliet

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 Romeo and Juliet, conflict is not only present, but also an important recurring element. Much of the conflict arises from the haste of love-struck Romeo and his rash decisions. Other conflicts arise from hidden secrets, most notably the Friar's concealment of Romeo and Juliet's marriage. Notice the examples from the storyboard above:

Romeo and Juliet Literary Conflict Examples

Types of Literary Conflict Graphic Organizer

MAN vs. SELF

Romeo is at war within himself over rejected feelings of deep love. His words, "Feather of lead, bright smoke, cold fire, sick health, Still-waking sleep, that not what it is!" shows his conflicted state.

MAN vs. SOCIETY

Mercutio is a contrast to Romeo. Unlike his friend, he laughs at society's notion of love. In his "Queen Mab" speech, he constructs a satire of Romeo's love and dreams. The quote, "O, then, I see Queen Mab hath been with you... she gallops night by night... Through lovers’ brains, and then they dream of love!” exemplifies Mercutio's sarcastic nature. It is aimed at the love-struck Romeo, who is acting naive, rash, and impatient.

MAN vs. MAN

Romeo kills Tybalt out of revenge. The quote, "Curse you Romeo!" has multiple interpretations. It primarily illustrates this Man vs. Man conflict; however, it also foreshadows Romeo’s cursed fate solidifies Romeo as a tragic hero.

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Template and Class Instructions

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Student Instructions

Create a storyboard that shows three forms of literary conflict in Romeo and Juliet.

Click "Start Assignment".
Identify conflicts in Romeo and Juliet.
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 play.
Write a short description of the conflict below the cell.

Lesson Plan Reference

Grade Level 9-10

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/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/SL/9-10/2] Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source

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Rubric

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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.