This document provides information and instructions for a 10th grade English unit on conflict. It includes definitions and examples of different types of conflicts (person vs. person, person vs. self, etc.). Students will write a short story involving an internal or "man vs. self" conflict, and identify types of conflicts in other stories. The teacher will lead class discussions and activities related to understanding conflicts in literature.

1. 1OTH GRADE ENGLISH - UNIT 10.1: CONFLICT
MR. SUAREZ – WEEK ONE

2. PERFORMANCE TASK – DUE AUGUST 27, 2018
 The students will develop a short story in which the
conflict is an internal, man vs.self conflict. The
students may use a struggle they’ve dealt with, or
come up with something fictional, but the main
character must be in conflict with himself/herself.
 • Students should follow the steps of the writing
process to complete the assignment
 Don’t forget the envelopes

3. MONDAY AUGUST 20, 2018
 Objective: Throughout the discussion of types of conflicts, the students will be
able to name and explain in their own words each type of conflict orally
 Initial Activities: The teacher will activate prior knowledge about the types
conflicts by asking closed and open-ended questions.
 Development Activities: Students will participate and collaborate in a class
discussion towards types of conflicts by reading the attachment 10.1 Learning
Activity – Types of conflicts and explaining in their own words the information.
 Closing Activities: Class review and clarification of doubts.

4. WHAT'S A CONFLICT?
A conflict is a problem that the main character or characters
face.
Examples
An arctic adventurer struggles to survive hunger and cold.
A brother and sister fight over control of the television.
Every story worth reading has a conflict.
If there is no conflict, there is no tension.
Some stories has multiple conflicts.

5. OVERVIEW OF CONFLICT TYPES
1. Person vs. Person
2. Person vs. Self
3. Person vs. Society
4. Person vs. Nature
5. Person vs. Supernatural
6. Person vs. Technology

6. PERSON VS. PERSON
The central character faces opposition from another
person or group of people.
Examples
 Two girls compete for the same role in the school play.
 A ninja warrior fights a rival clan to avenge his master's
death.

7. PERSON VS. SELF
The central character faces an internal struggle.
Examples
 A young man goes through hard times after losing his
father in a car accident.
 An Olympic athlete pushes his performance to the limit
despite his physical disability

8. PERSON VS. SOCIETY
The central character or group of characters battles
against traditions, institutions, or laws.
Examples
 A student takes his fight against the school dress code all
the way to the Supreme Court.
 A group of students protest in front of a university known for
its unfair and racially motivated admission practices.

9. PERSON VS. NATURE
The central character struggles against animals, the
elements, or other natural forces.
Examples
 A castaway washes up on an island and must learn to
survive with the available resources.
 A ship captain pursues a great white whale through stormy
seas.

10. PERSON VS. SUPERNATURAL
The central character is challenged by forces that are
not of this world.
Examples
 A boy wizard must use his powers to protect his
community from evil monsters.
 A group of teenagers sleep in a haunted house and
begin disappearing one by one.

11. PERSON VS. TECHNOLOGY
The central character struggles with or against the
forces of technology.
Examples
 A group of strangers gets stuck in an elevator.
 A teenage boy is pursued by robots from space that
transform into cars.

12. PRACTICE
Read each description, identify the antagonist
(opposing force) and the type of conflict.
Example
An archeologist attempts to escape a hidden temple
overrun by a vampire army.
Antagonist: Vampire army
Conflict Type: Person vs. Supernatural

13. 1
An elderly man struggles to learn how to use his new
phone.

14. ANSWER
Antagonist: Cell phone
Conflict Type: Person vs. Technology

15. 2
Two boxers who were formerly friends compete for the
championship belt.

16. ANSWER
Antagonist: Former friend
Conflict Type: Person vs. Person

17. 3
A young woman fights to gain admittance in an elite prep
school that was only for boys.

18. ANSWER
Antagonist: Boys prep school / sexism
Conflict Type: Person vs. Society

19. 4
A group of colonists struggle to survive the winter in a
strange land

20. ANSWER
Antagonist: Cold weather / hunger
Conflict Type: Person vs. Nature

21. 5
A students struggles against the urge to procrastinate
and play video games rather than to do his homework.

22. ANSWER
Antagonist: Laziness / Procrastination
Conflict Type: Person vs. Self

23. TUESDAY, AUGUST 21, 2018
 Objective: After reviewing and describing types of conflicts of literature in
class, the students will work together to identify the types of conflicts in text
and present examples of their own.
 Initial Activities: The teacher reviews types of conflict in literature with
students
 Development Activities: The teacher should provide short stories to the
students describing conflict situations. Then, students will work in pairs to
identify the types of conflicts presented in the text
 Closing Activities: Class discussion of students to provide their examples of
conflicts in their short stories. The teacher guides the discussion.

24. DON’T FORGET

25. OVERVIEW OF CONFLICT TYPES
1. Person vs. Person
2. Person vs. Self
3. Person vs. Society
4. Person vs. Nature
5. Person vs. Supernatural
6. Person vs. Technology

26. PRACTICE
Read each description, identify the antagonist
(opposing force) and the type of conflict.
Example
An archeologist attempts to escape a hidden temple
overrun by a vampire army.
Antagonist: Vampire army
Conflict Type: Person vs. Supernatural

27. 1
A small group of human survivors resist a conquering
robot army.

28. ANSWER
Antagonist: Robot army
Conflict Type: Person vs. Technology

29. 2
Two former friends compete for the same scholarship.

30. ANSWER
Antagonist: Former friend
Conflict Type: Person vs. Person

31. 3
A young boy digs a hole in his backyard and finds a
gateway to another dimension, one which is filled with
monsters.

32. ANSWER
Antagonist: Monsters / Other Dimension
Conflict Type: Person vs. Supernatural

33. 4
A team of artic fisherman struggle to survive after they
are shipwrecked.

34. ANSWER
Antagonist: Arctic weather / hunger
Conflict Type: Person vs. Nature

35. 5
An African American man challenges the practices of
racial profiling and police brutality in his community.

36. ANSWER
Antagonist: Societal practices and perpetrators of police
brutality / racial profiling
Conflict Type: Person vs. Society

37. WEDNESDAY, AUGUST 22, 2018
 Objective: After choosing a novel or short story, the students will read
independently to record the process. Students will write reflections regarding
to types of conflicts, resolution, plot, etc.
 Initial Activities: The teacher presents a list of novel or short stories to read
and describes each briefly.
 Development Activities: Students will choose a novel or short story to begin
their independent reading log. The teacher will explain the different reading
tasks such as: written reflections, types of conflicts in the literature, resolution,
and plot structure summary.
 Closing Activities: Clarify doubts towards the tasks presented

38. DON’T FORGET

39. LITERATURE TIMELESS VOICES, TIMELESS THEMES (COPPER)
 The King of Mazy May by Jack Landon page 60 (Short Story: Conflict
Between Characters)
 o Zlateh the Goat by Issac page 146 (Short Story: Conflict with
Nature)
 o The Pigman & Me by Paul Zindel page 189 (Nonfiction story:
Internal Conflict)
 o Greyling by Jane Yolen page 328 (Short Story: Conflict and
Resolution)
 o Becky and the Wheels and Brake Boys by James Berry page 472
(Short Story: Conflict)

40. INDEPENDENT READING LOG
DATE
X
TITLE OF STORY
X
PAGES READ
X
SUMMARY

41. “DURING READING” ACTIVITY
 MARGINAL NOTES - After reading a paragraph from a longer text, students can summarize the main point
and any major details in the margin. (Pencils should be used to make corrections easier.) These notes
should be written in students' own words as much as possible to make sure they are understanding the
concepts being presented.
 Students can also write questions they have about the information to help them remember to bring up a
specific point in class.
 To show that they are relating existing knowledge with new concepts, students can write examples from
their life that are related to ideas in the text.
 Students should also be encouraged to write definitions for new vocabulary they encounter in the text.

42. THURSDAY, AUGUST 23, 2018
 Objective: After the teacher read aloud a selection of a novel or short
story in which the main character faces conflicts, the students will read a
novel or short story selection to discuss types of conflicts and increase
their comprehension through the completion of an inferences chart.
 Initial Activities: Review types of conflicts from the day before
 Development Activities: The teacher reads aloud a short story that faces
one or more types of conflicts. (The teacher models fluency in reading)
The teacher relates to plot structure, organization, and types of conflicts
during the read aloud. Students collaborate through the read aloud
 Closing Activities: Class discussion about the character’s conflict and plot
structure form the selected novel or short story read

43. DON’T FORGET