The Interlopers Literary Conflict Analysis Activity

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! In “The Interlopers”, both internal and external conflicts can be found.

Examples of Literary Conflict from “The Interlopers”

Types of Literary Conflict Graphic Organizer

MAN vs. SELF

Ulrich’s must overcome his own pride and stubbornness to offer Georg some wine.

MAN vs. SOCIETY

Georg and Ulrich must ignore the 'interlopers', outsiders who would try to interfere with their reconciling.

MAN vs. MAN

Ulrich and Georg start by being bitter enemies, set on killing each other over land.

MAN vs. NATURE

The two men are trapped under a birch tree, which thwarts both of their efforts to kill the other.

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Template and Class Instructions

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Student Instructions

Create a storyboard that shows at least three forms of literary conflict in “The Interlopers”.

Identify conflicts in “The Interlopers”.
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.

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Lesson Plan Reference

Grade Level 6-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Types of Literary Conflict

Common Core Standards

[ELA-Literacy/RL/9-10/2] Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text
[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

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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.