Activity Overview
Storyboarding is an excellent way to focus on types of literary conflicts.
Having students create storyboards that show the cause and effect of different types of conflicts strengthens analytical thinking about literary concepts. Have your students choose an example of each literary conflict and depict them using the storyboard creator. In the storyboard, an example of each conflict should be visually represented, along with an explanation of the scene, and how it fits the particular category of conflict.
Examples of Literary Conflict in Tuesdays with Morrie
MAN vs. NATURE
Morrie has been diagnosed with one of the most terrible diseases a person can suffer through. While his body steadily withers, his mind remains sharp. This creates a tension between the two: Morrie knows he only has so much time, according to his body, but his mind still has so much to share with others.
MAN vs. SELF
Mitch is conflicted by the life he has been leading over the past 16 years. Before, he was a young man driven by principles; however, since he graduated from college and his dreams of becoming a piano player fell through, he’s found himself focusing so much on his journalism career that he’s neglected the things in life that are more important, like family.
MAN vs. SOCIETY
Morrie doesn’t buy into the idea that the sole direction of a man in society should be to make more money and buy more things. He rejects the idea totally, which sets him apart from many others who pursue advertising and a culture which tells them more is better. This also put him into a distinct mindset about death and dying, which sets him apart from others and makes him want to share his knowledge.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", 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 Tuesdays with Morrie.
- Identify conflicts in Tuesdays with Morrie.
- 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.
Lesson Plan Reference
- [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/RL/9-10/6] Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
Rubric
(You can also create your own on Quick Rubric.)
| 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. |
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