ORC Lesson Plan

http://www.readwritethink.org/classroom-resources/lesson-plans/examining-plot-conflict-through-802.html?tab=2#tabs

I had a very difficult time with trying to get the screenshots embedded into this post. I don't know if it had to do with the computer I was working on or if it was just me. I completed everything in the assignment but this part. It was odd...I could take a screen shot and paste it into a Word document, but I couldn't get it to embed into the post. When I clicked the picture icon in the Compose mode, and then selected URL, I got a message that said the picture couldn't be found. It suggested it could be an internal password problem. 
       This standards-based lesson is written for grades 3-5, however I am focusing on using it with fifth graders. Students will be expected to make predictions using the pictures in the stories, identify what the four types of conflicts are, relate what is happening in the plot to their life, talk about the conflicts with classmates according to teacher grouping, use a graphic organizer to identify variables that influenced the conflicts in the story and write an essay that compares a conflict they had in their own life with one that the character had in the story they read.
         Below are the Common Core standards that this lesson is designed to meet. This lesson is divided into six sections, requiring 50 minutes of teaching time for each one. I am focusing on the first section for this assignment. Within this section, students work collaboratively to develop a definition of plot conflict and write it in their notebooks. After the teacher reads a passage, students will summarize what they heard and then identify the kind of plot conflict the passage exemplified by writing their reflections in their notebooks.

OH.CC.RL.5.		Reading Standards for Literature
		Key Ideas and Details
RL.5.2.		Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
		Integration of Knowledge and Ideas
RL.5.7.		Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
RL.5.10.		By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
OH.CC.RF.5.		Reading Standards: Foundational Skills
		Fluency
RF.5.4.		Read with sufficient accuracy and fluency to support comprehension.
RF.5.4(a)		Read on-level text with purpose and understanding.
RF.5.4(c)		Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
OH.CC.W.5.		Writing Standards
		Text Types and Purposes
W.5.2.		Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2(b)		Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.3.		Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3(c)		Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
		Production and Distribution of Writing
W.5.4.		Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
		Research to Build and Present Knowledge
W.5.9.		Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9(a)		Apply grade 5 reading standards to literature (e.g., ''Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]'').
OH.CC.SL.5.		Speaking and Listening Standards
		Comprehension and Collaboration
SL.5.1.		Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1(a)		Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1(b)		Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1(c)		Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
OH.CC.L.5.		Language Standards
		Conventions of Standard English
L.5.1.		Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1(d)		Recognize and correct inappropriate shifts in verb tense.
		Vocabulary Acquisition and Use
L.5.4.		Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4(a)		Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.6.		Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

            I would use this lesson in small reading groups to help my students understand plot conflict. I wouldn’t expect them to have a problem with it as long as I use solid examples of each kind of plot conflict. I think my students would do well with making personal connections to the characters in the story because I would have already made this a strategy that we incorporate every time we read to help us understand the text better.