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Literary Conflict in The Monsters are Due on Maple Street

This Storyboard That activity is part of the lesson plans for The Monsters Are Due on Maple Street

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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 not only present, but is also an important recurring element in this story. Much of the conflict stems from the paranoia and hysteria the people create while they are searching to blame someone.

Types of Literary Conflict Graphic Organizer

MAN vs. SELF

The residents of Maple St. are unable to control their fear. This leads to Charlie shooting Peter Van Horn.

MAN vs. SOCIETY

It seems the only person not joining the mob, was Steve. Throughout the story, he manages to keep a level head, and tries not to jump to accusing anyone. He remains logical and rational, trying to come up with a reasonable explanation. This runs very counter to the rest of the neighborhood.

MAN vs. MAN

Paranoia causes neighbors to turn on each other. A perfect example of this is how Charlie turned on Les when his car mysteriously started!

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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 Monsters Are Due on Maple Street.

Click "Start Assignment".
Identify conflicts in The Monsters Are Due on Maple Street.
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 6-8

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/7/1] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
[ELA-Literacy/RL/7/3] Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
[ELA-Literacy/RL/7/9] Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history

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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.