How is conflict expressed through language?
DAY 1–2 - PLAN 1
DAY 3–5 - PLAN 2
DAY 6–10 - PLAN 3
DAY 11 - SEED 1
DAY 12 - SEED 2
DAY 13–14 - SEED 3
DAY 15 - SEED 4
DAY 16–20 - PLAN 4
DAY 21–22 - PLAN 5
DAY 23–25 - SEED 5
CCSS Standards for this Unit
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In this unit, students will examine the way that authors use language to depict internal and external conflict. They will begin the unit by examining the way in which a man's internal conflict ultimately led to his own personal growth. From that beginning, students will explore the essential question through close readings of poetry, short fiction, and nonfiction excerpts. In addition, students will examine multimedia clips that explore the impact of internal and external conflict.
Students will explore conventions of standard English and the way in which punctuation and word choice impact the author's purpose and craft. They will also examine the way in which authors use figurative language to convey meaning. An examination of the conditional mood as it relates to the impact of the author's language will be included. Several writing opportunities are explored including constructing responses to text dependent questions, summarizing, and responding to the essential question. Students will also complete a research project constructed around the theme of homelessness. In addition, using a selected narrative as a guide students will create an alternate ending that demonstrates the impact of varying forms of conflict.
This unit includes strategies that will incorporate the needs of diverse learners by applying the principles of UDL and WIDA ELL standards. In addition, extension activities are provided for advanced learners. Audio and visual resources are included in order to provide varied presentations for diverse learning modalities. Text selections are varied based on qualitative and quantitative measures as outlined in the CCSS. Selections were deliberate with the goal of providing diverse and rigorous reading experiences. Selections range from macabre to humorous to historical while still exploring the theme of language and conflict.
IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See "Sources for Accessible Media" for suggestions at http://marylandlearninglinks.org/.