Literary Conflict in The Pearl by John Steinbeck

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 is a major recurring element in The Pearl. Much of the conflict stems from the manifestation of greed centered around the pearl.

Examples of Literary Conflict in The Pearl

Types of Literary Conflict Graphic Organizer

MAN vs. SELF

When Kino and his family lose their home, they go to Juan Tomas to see if he will hide them. Juan Tomas is worried about the escalating problems that the pearl has brought and thus is briefly indecisive about helping Kino and Juana.

MAN vs. SOCIETY

The fact that the doctor refuses to help Coyotito because his parents are poor is an example of Man vs. Society. The doctor's ignorance to help them because of their social class is a societal issue.

MAN vs. MAN

Juana sees the pearl as evil and a threat. She tries to sneak away with the pearl and throw it back into the ocean; however, Kino catches her and beats her to get the pearl back.

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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 Pearl.

Identify conflicts in The Pearl.
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 9-10

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Individual, Partner, or Group

Type of Activity: Types of Literary Conflict

Common Core Standards

[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/9-10/10] By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently
[ELA-Literacy/W/9-10/6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically

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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.