L5+Wandelear,Olivia+Eden-Grace


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**

__Teacher’s Name__ : **Ms. Wandelear** __Date of Lesson__: **5 Perspective**


 * __Grade Level__****:** 10th **__Topic__:** //The Great Gatsby//, conflicts


 * __Objectives__**
 * Student will understand that ** the point of view and narration of a text benefit the perspective and believability of a novel.
 * Student will know ** protagonist, antagonist, and conflict: man v. man, man v. himself, man v. nature, perspective.
 * Student will be able to ** analyze the characters' internal and external conflicts through their points of view.


 * __Maine Learning Results Alignment__**


 * // Maine Learning Results //**** : English Language Arts //- A. Reading// **
 * // A2 Literary Arts //**
 * // Grades 9 - Diploma //**// The Great Gatsby //
 * // Students read text within a grade appropriate span of text complexity, and present analysis //** **//of fiction, nonfiction, drama, and poetry using excerpts from the texts to defend their assertions.//**


 * Rationale:** Students will benefit from knowledge of points of view during real-life conflicts and controversies, as they learn to empathize with others and place themselves in their shoes.

The students will complete various formative and self-assessments during this lesson. First, students will create a 5W's chart for each major conflict in the novel. These conflicts will include Nick v. his struggle to withhold judgment, Gatsby v. Tom, Daisy v. Myrtle, George v. Gatsby, the cultures of East Egg v. West Egg, and Nick and Gatsby v. society. These five conflicts fuel the action of the novel and help to explain the characters' relationships with each other, and why they do the things that they do to each other. The 5W's chart helps to organize these conflicts in order to better understand them. The W's explain what happened, who was there, when it happened, why it happened, and where it happened. Students have time to reflect on their knowledge of conflicts before they create a problem to send to other groups of students during the Send-a-Problem activity. Students can rethink and revise their knowledge of the different types of conflicts as they listen to the ideas of others in their group, and also when they answer the questions created by the other groups. After the "Send-a-Problem" activity, students will have the opportunity to revise and refine their 5 W's charts on the conflicts in which they feel need more analysis and information based on what they learned by listening to their peers and answering their questions. Students will complete the chart in a different color or medium in order to see the changes. Because the initial 5W's information was done partly as a class, and partly individually, the revisions on these charts will be done in partners. Students can compare their charts with each other and discuss the conflicts and the differences they had. As one of the self-assessments, students will complete a feedback form with no more than five open-ended questions to answer about the types of conflicts, and who experienced them. The feedback form will indicate how much the students gathered from the lesson regarding the types of conflicts found in literature, and how they are shown in //Gatsby//. I will ask one question about each of the five major conflicts. Finally, students will complete the same checklist that I established for the ComicLife presentation about conflicts. The checklist will include content elements, indicating whether or not they identified and exemplified a conflict, used at least one //Gatsby// character, and placed their character(s) and situations in a 21st century context.
 * __Assessment__**
 * Formative (Assessment for Learning)**

Students will learn about the three types of conflict found in literature and films: man v. man, man v. self, and man v. nature. These conflicts are either internal or external, which we will discuss more in depth during that day's lesson. We will watch a few clips from films that include these types on conflicts, and students will have time to share out in class their own personal conflicts, or examples they have found in books they have read, movies or TV shows that they have watched, and music they have listened to. We will also explore the many conflicts in //Gatsby//, including Gatsby v. himself, Gatsby v. Tom, and Nick and Gatsby v. society. After these discussions, and in groups of two, the students will create a ComicLife depicting one of these conflicts. I will invite the students to be as creative as they would like. As long as they include the character(s) included in the conflict, and what the conflict actually is, everything else goes. I will advise the students to place their characters in the 21st century, make them superheroes or robots, give Daisy a mustache! I will never stifle their creativity, just so long as they keep the language and content fairly clean. These ComicLife presentations will be graded using a checklist that both the students and I will fill out individually. The checklist will include content elements, indicating whether or not they identified and exemplified a conflict, used at least one //Gatsby// character, and placed their character(s) and situations in a 21st century context. I will provide an example for the students, showing a man v. self conflict as Nick v. his struggle to withhold judgment against his peers. He sees so much moral corruption during his stay in New York that he cannot help but think down on the people he spends time with. After witnessing Tom's public affair with Myrtle, and knowing that Daisy killed Myrtle with Gatsby's Rolls Royce, he cannot continue to see the good in them, and says to Gatsby, that he is "worth the whole damn lot of them put together" **(see content notes)** My ComicLife presentation may depict something like Nick as a cast member of the //Real World// and physically biting his tongue to keep himself from calling the other cast members out on their horrible behavior. I would have a thought bubble depicting the words that Nick is thinking, but refuses to say. I would also include some sort of a text box indicating that this is an example of man vs. self conflict.
 * Summative (Assessment of Learning)**


 * __Integration__**
 * Technology:** S tudents will be encouraged to be 21st century learners in my classroom. In this lesson specifically, students will engage in hands-on Type II learning through the ComicLife presentations. ComicLife allows students to create their own stories in the comic book format. This is a Type II technology because students can add their own text, graphics, and even music and sound clips to personalize their comics, taking the paper version of a comic book several steps further. Students will use ComicLife to create a one or two page story about a conflict featured in Gatsby, and will be encouraged to place their character(s) and situation into a 21st century context. Students will use their one-on-one laptops to create these ComicLife presentations.


 * Other Content Areas:** ** Art/Science: ** Students will engage in creative thinking when they create their ComicLife presentations, and use both text, pictures, graphics, and sound clips to create an aesthetically pleasing story about one of the major conflicts featured in //Gatsby//. They will need to put all of these mediums together to create a well-rounded presentation. Students will also engage in logical thinking during the Send-a-Problem activity. Students will need to use logical thinking skills when they are given a question created by their peers that they will need to answer in a well-thought response. Each group will be given one conflict, and they will then formulate a question about that conflict to ask their peers. Each group will have to answer another group's question, while also identifying what type of conflict it is (man v. man, man v. self, man v, nature). Students will need to use evidence from their book to support their answer, as well.

During the Send-a-problem activity, the class will be divided into five groups. These five groups will represent each of five major conflicts found in //Gastby// (Gatsby v. Tom, Daisy v. Myrtle, George v. Gatsby, the cultures of East Egg v. West Egg, and Nick and Gatsby v. society). I will create groups based on a 21st century context of some kind. I pay ask students to get into clusters based on what types of cell phones they have (iPhone, Blackberry, etc.) or their favorite television channel, so they are grouped by likeness. Students will need to use logical thinking skills when they are given a question created by their peers that they will need to answer in a well-thought response. Each group will be given one conflict, and they will then formulate a question about that conflict to ask their peers. Each group will have to answer another group's question, while also identifying what type of conflict it is (man v. man, man v. self, man v, nature). Students will need to use evidence from their book to support their answer, as well. Questions they can ask may include, 'Why is it so difficult for Nick not to judge his peers?' 'How do you know?' After this activity, students will work in pairs to revise their 5W's charts. Students can compare their charts with each other and discuss the conflicts and the differences they had.
 * __Groupings__**


 * __Differentiated Instruction__**

** Linguistic ** students will be stimulated by the feedback form, in which they can answer open-ended questions about the man v. man, man v. self, and man v. nature conflicts evident in //Gatsby// in as many words as they want. ** Logical ** students will benefit from the structure of the 5 W's chart, because they can place events regarding the conflicts of //Gatsby// in sequential order and explain each individual part (what, who, when, why, where). ** Bodily/kinesthetic ** students will be stimulated by acting out different types of conflicts in the "Whose Line" game for the hook. They will be able to use their bodies to represent literary elements. ** Interpersonal ** students will be able to connect their ideas about the conflicts of //Gatsby// with other students through the "Send-a-Problem" activity. ** Intrapersonal ** students will have time to reflect independently on their learning of the conflicts of //Gatsby// using the feedback form. ** Naturalistic ** students will be stimulated during the discussion of man v. nature conflicts. They can devise ideas on how the characters in //Gastby// can overcome these conflicts based on their knowledge of the natural world

**Modifications/Accommodations** **// I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations. //** ** Absent/Late: ** I will advise students to see me on the day after they were absent (usually on the day our class does not meet). I will give these students five copies of the 5W's chart that they will need to fill out regarding the major conflicts. Because they missed the initial discussion as a class, they will be able to work with a partner or another absent student to complete these. I may ask a GT student to work with the absent student during class time to work on ComicLife presentations. Students will have as many days as they were absent to complete these charts. If students miss the Send-a-problem activity, I will provide them will an alternative assignment. I will ask them to pick one conflict from their 5W's charts and explain that conflict to a classmate, probably their partner for the revision process on the charts. That way, they still can engage in the discussion portion about conflict.

**Extensions** As previously stated, I would never limit students to simply text and graphics on their ComicLife presentation. Any student who wishes to do so may add sound clips or music samples into the PDF version of their presentation. I will provide the instruction on how to do this. They may also choose to go beyond the one or two page requirement. Likewise, I will ask some students to be guides for absent and late students during this assignment. I may ask a GT student to work with an absent or late student to finish their 5W's charts about conflict. Finally, any student who wishes to do so may add the file link of their ComicLife to their Wikispaces page, or create a whole new page specifically for this item.


 * __Materials, Resources and Technology__**

* one-on-one laptops * copies of //The Great Gatsby// * 5W's charts * LCD projector and screen * index cards * ComicLife program - installed on the laptops

[] I used this site for more information about the conflicts on //Gatsby//.
 * __Source for Lesson Plan and Research__**

[] This is a great tutorial that I can refer to, and one that I will also print out for my students to use.

[] I will direct students to this video if they would rather watch a ComicLife tutorial rather than read one.

[] This is an impressive essay discussing the conflicts surrounding Tom and Daisy, and their affects on Gatsby.

[] This blog by Steve Flannery discusses the symbols and conflicts of //Gatsby// through words and pictures.

[] This is an overview of the key facts on the novel, including the major conflict.

This is the chart the students will complete five copies of, one for each of the 5 major conflicts.
 * 5W's chart **

Students will complete this form as a self-assessment at the end of the lesson.
 * Conflict Feedback Form **

I will complete this checklist, and the students will too.
 * ComicLife Checklist **

[] This site was used in my content notes and provides and overview of conflicts in literature.


 * __Maine Standards for Initial Teacher Certification and Rationale__**


 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * //Rationale://** Students will always have choices in my classroom. In this particular lesson, students will decide which important events and details belong on their 5W's chart. They may also choose to share out a personal story of a conflict they experienced. When it is time to start the ComicLife presentations, students can choose whether they would like to read a tutorial about the program, or watch a four-minute video with the same information, depending on their own personal preference. Likewise, they will decide which conflict they would like to depict in their ComicLife, and how they would like to depict it. All I ask is that they put the character(s) in a 21st century context. These freedoms and choices in my classroom allow students to express their creativity and individuality rather than being stifled and controlled. While I encourage creativity and spontaneity, I also aim to establish clear and concise expectations and guidelines for my students who need structure in the classroom. I will always write the day's agenda on the board, along with the time frame I hope to accomplish these tasks in. Students who desire structure will benefit from the organizational structure of the 5W's chart. They can organizer their thoughts into the categories of what happened, who was there, when it happened, why it happened, and where it happened. They can place events regarding the conflicts of //Gatsby// in sequential order and explain each individual part (what, who, when, why, where). Discovery learning will also take place in my classroom. During the Send-a-Problem activity, the students become the teachers, as each of the five groups will create a deep question about a conflict in Gatsby for the other four groups to answer. Finally, I strive to create a comforting, nurturing, and respectful environment. Because the element of choice is highly evident in my classroom, students will never feel bullied into completing an assignment that has no personal connection or value to them. In this lesson, we will have ample time to share out examples of conflict in their own lives, or ones they have seen in the media. Because of the personal nature of this discussion, I will never force students to share, nor will I penalize them for choosing to stay quiet. The discussions and sharing simply help to make conflicts in literature come alive, and to show how literature often mirrors real life.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * //Rationale://** Students will successfully meet MLR A2 by the end of this unit, which states that **//students read text in a grade appropriate span of text complexity and present an analysis of fiction, nonfiction, drama, and poetry using excerpts from the test to defend their assertions.//** Students will understand that the point of view and narration of a text benefit the perspective and believability of a novel and will therefore benefit from knowledge of points of view during real-life conflicts and controversies, as they learn to empathize with others and place themselves in their shoes. In order to gain this knowledge, students will need to know protagonist, antagonist, conflict: man v. man, man v. himself, man v. nature, and perspective. The conflicts we discuss in class will include Nick v. his struggle to withhold judgment, Gatsby v. Tom, Daisy v. Myrtle, George v. Gatsby, the cultures of East Egg v. West Egg, and Nick and Gatsby v. society. These five conflicts fuel the action of the novel and help to explain the characters' relationships with each other, and why they do the things that they do to each other. **(see content notes)** By the end of this lesson, students will be able to successfully practice the facet **//perspective//**, as they will be able to analyze the characters' internal and external conflicts through their points of view. For example, a conflict showing a man v. self conflict is Nick v. his struggle to withhold judgment against his peers. He sees so much moral corruption during his stay in New York that he cannot help but think down on the people he spends time with. After witnessing Tom's public affair with Myrtle, and knowing that Daisy killed Myrtle with Gatsby's Rolls Royce, he cannot continue to see the good in them, and says to Gatsby, that he is "worth the whole damn lot of them put together." Each character experiences his or her own internal and external conflicts, and the students will understand how these affect their relationships with other characters.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * //Rationale://** ** Linguistic ** students will be stimulated by the feedback form, in which they can answer open-ended questions about the man v. man, man v. self, and man v. nature conflicts evident in //Gatsby// in as many words as they want.
 * Logical ** students will benefit from the structure of the 5 W's chart, because they can place events regarding the conflicts of //Gatsby// in sequential order and explain each individual part (what, who, when, why, where).
 * Bodily/kinesthetic ** students will be stimulated by acting out different types of conflicts in the "Whose Line" game for the hook. They will be able to use their bodies to represent literary elements.
 * Interpersonal ** students will be able to connect their ideas about the conflicts of //Gatsby// with other students through the "Send-a-Problem" activity.
 * Intrapersonal ** students will have time to reflect independently on their learning of the conflicts of //Gatsby// using the feedback form.
 * Naturalistic ** students will be stimulated during the discussion of man v. nature conflicts. They can devise ideas on how the characters in //Gastby// can overcome these conflicts based on their knowledge of the natural world.


 * Technology ** Students will be encouraged to be 21st century learners in my classroom. In this lesson specifically, students will engage in hands-on Type II learning through the ComicLife presentations. ComicLife allows students to create their own stories in the comic book format. This is a Type II technology because students can add their own text, graphics, and even music and sound clips to personalize their comics, taking the paper version of a comic book several steps further. Students will use ComicLife to create a one or two page story about a conflict featured in //Gatsby//, and will be encouraged to place their character(s) and situation into a 21st century context. Students will use their one-on-one laptops to create these ComicLife presentations.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * //Rationale://** The students will complete various formative and self-assessments during this lesson. First, students will create a 5W's chart for each major conflict in the novel. These conflicts will include Nick v. his struggle to withhold judgment, Gatsby v. Tom, Daisy v. Myrtle, George v. Gatsby, the cultures of East Egg v. West Egg, and Nick and Gatsby v. society. These five conflicts fuel the action of the novel and help to explain the characters' relationships with each other, and why they do the things that they do to each other. The 5W's chart helps to organize these conflicts in order to better understand them. The W's explain what happened, who was there, when it happened, why it happened, and where it happened. Students have time to reflect on their knowledge of conflicts before they create a problem to send to other groups of students during the Send-a-Problem activity. Students can rethink and revise their knowledge of the different types of conflicts as they listen to the ideas of others in their group, and also when they answer the questions created by the other groups. After the "Send-a-Problem" activity, students will have the opportunity to revise and refine their 5 W's charts on the conflicts in which they feel need more analysis and information based on what they learned by listening to their peers and answering their questions. Students will complete the chart in a different color or medium in order to see the changes. Because the initial 5W's information was done partly as a class, and partly individually, the revisions on these charts will be done in partners. Students can compare their charts with each other and discuss the conflicts and the differences they had. As one of the self-assessments, students will complete a feedback form with no more than five open-ended questions to answer about the types of conflicts, and who experienced them. The feedback form will indicate how much the students gathered from the lesson regarding the types of conflicts found in literature, and how they are shown in //Gatsby//. I will ask one question about each of the five major conflicts. Finally, students will complete the same checklist that I established for the ComicLife presentation about conflicts. The checklist will include content elements, indicating whether or not they identified and exemplified a conflict, used at least one //Gatsby// character, and placed their character(s) and situations in a 21st century context.

Students will learn about the three types of conflict found in literature and films: man v. man, man v. self, and man v. nature. These conflicts are either internal or external, which we will discuss more in depth during that day's lesson. We will watch a few clips from films that include these types on conflicts, and students will have time to share out in class their own personal conflicts, or examples they have found in books they have read, movies or TV shows that they have watched, and music they have listened to. We will also explore the many conflicts in //Gatsby//, including Gatsby v. himself, Gatsby v. Tom, and Nick and Gatsby v. society. After these discussions, and in groups of two, the students will create a ComicLife depicting one of these conflicts. I will invite the students to be as creative as they would like. As long as they include the character(s) included in the conflict, and what the conflict actually is, everything else goes. I will advise the students to place their characters in the 21st century, make them superheroes or robots, give Daisy a mustache! I will never stifle their creativity, just so long as they keep the language and content fairly clean. These ComicLife presentations will be graded using a checklist that both the students and I will fill out individually. The checklist will include content elements, indicating whether or not they identified and exemplified a conflict, used at least one //Gatsby// character, and placed their character(s) and situations in a 21st century context. I will provide an example for the students, showing a man v. self conflict as Nick v. his struggle to withhold judgment against his peers. He sees so much moral corruption during his stay in New York that he cannot help but think down on the people he spends time with. After witnessing Tom's public affair with Myrtle, and knowing that Daisy killed Myrtle with Gatsby's Rolls Royce, he cannot continue to see the good in them, and says to Gatsby, that he is "worth the whole damn lot of them put together" **(see content notes)** My ComicLife presentation may depict something like Nick as a cast member of the //Real World// and physically biting his tongue to keep himself from calling the other cast members out on their horrible behavior. I would have a thought bubble depicting the words that Nick is thinking, but refuses to say. I would also include some sort of a text box indicating that this is an example of man vs. self conflict.

The room will be arranged in clusters of four or five for the first day of the lesson. These groups will be the Send-a-Problem groups that will both create a question about a conflict, and answer four others from their peers. On the second day of the lesson, student desks will be arranged in pairs so they can revise and refine their 5W's charts together. They will also remain in pairs while class time is given for work on the ComicLife presentations. Hook: //Whose Line// skits (10 minutes) Objectives: I will explain the major conflicts of //Gatsby// and their importance to the novel. We will discuss as a class, conflicts in the media ad history. (10 minutes) Diagnostic Assessment: 5W's chart (five copies for each student) about the five major conflicts (20 minutes) Cooperative Learning: Send-a-Problem activity. Students form small groups and propose an open-ended about major conflicts and who experienced them. They then send their question to other groups to answer. (35 minutes) Assignment/Homework: read chapter 6 of //Gatsby,// individually, or with groups. Take note of the conflicts. Finish for homework, and continue to work on weekly blog entries and Wikipages (10 minutes)
 * __Teaching and Learning Sequence__****:**
 * Agenda: **
 * Day one: **

Revise/refine: Students will have the opportunity to revise and refine their 5 W's charts on the conflicts in which they feel need more analysis and information based on what they learned by listening to their peers and answering their questions. Students will complete the chart in a different color or medium in order to see the changes. (10 minutes) ComicLife Tutorial: hand out printed copies, or direct students to the video, and discuss (15 minutes) Class Time for Comic Life work: (45 minutes) Feedback Form: Students will complete a feedback form with no more than five open-ended questions to answer about the types of conflicts, and who experienced them. (5 minutes) Assignment/Homework: read chapter 7 of //Gatsby//, individually, or with groups. Take note of the conflicts. Finish for homework, and continue to work on weekly blog entries and Wikipages, and the ComicLife (5 minutes)
 * Day two: **

I will give the brief introduction Drew Carey gives at the beginning of //Whose Line is it Anyway//. I will ask for volunteers to act out some pre-made conflict situations I have created. This gives the students the opportunity to have fun and be goofy while also learning about conflicts. The people acting out the situations will know what exactly they are acting out, but the rest of the class will have to guess based on their actions. I will write the three types of conflicts on the board that the students have to guess as well (man v. man, man v. nature, man v. self). This serves as both a hook and a diagnostic assessment because it allows me to know a little about how much my students understand of conflicts in literature and real life. I will then introduce the right names for these conflicts, and discuss how they can be internal or external. We will then have class time to share any conflicts they wish to discuss with the rest of the class. We can draw inspiration from the media, and discuss any struggles from movies and TV, or take a more personal route, which will be totally optional. Because of the personal nature of this discussion, I will never force students to share, nor will I penalize them for choosing to stay quiet. The discussions and sharing simply help to make conflicts in literature come alive, and to show how literature often mirrors real life. **Where, Why, What, Hook, Tailors:** ** intrapersonal, interpersonal, spatial, naturalist **

Students will know protagonist, antagonist, conflict: man v. man, man v. himself, man v. nature, perspective. Students will create a 5W's chart for each major conflict in the novel. These conflicts will include Nick v. his struggle to withhold judgement, Gatsby v. Tom, Daisy v. Myrtle, George v. Gatsby, the cultures of East Egg v. West Egg, and Nick and Gatsby v. society. These five conflicts fuel the action of the novel and help to explain the characters' relationships with each other, and why they do the things that they do to each other. The 5W's chart helps to organize these conflicts in order to better understand them. The W's explain what happened, who was there, when it happened, why it happened, and where it happened. Students have time to reflect on their knowledge of conflicts before they create a problem to send to other groups of students during the Send-a-Problem activity. Students can rethink and revise their knowledge of the different types of conflicts as they listen to the ideas of others in their group, and also when they answer the questions created by the other groups. After the "Send-a-Problem" activity, students will have the opportunity to revise and refine their 5 W's charts on the conflicts in which they feel need more analysis and information based on what they learned by listening to their peers and answering their questions. Students will complete the chart in a different color or medium in order to see the changes. Because the initial 5W's information was done partly as a class, and partly individually, the revisions on these charts will be done in partners. Students can compare their charts with each other and discuss the conflicts and the differences they had. **Equip, Explore Rethink, Revise Tailors:** **linguistic, logistic, interpersonal, naturalist**

During the 'Send-a-Problem' activity, students will be divided into five groups. I will randomly assign these groups. Each group will be responsible for one of the major conflicts that take place in //Gatsby//. These include Nick v. his struggle to withhold judgment, Gatsby v. Tom, Daisy v. Myrtle, George v. Gatsby, the cultures of East Egg v. West Egg, and Nick and Gatsby v. society. The groups will create a deep question for the four groups to answer regarding that conflict. They will write their question down on an index card and pass the card clockwise around the room until each group has had about six or seven minutes to discuss the question and answer it in their own groups. They should use their books for textual evidence to support their answer. An example of a question would be 'Why is it so difficult for Nick not to judge his peers?' 'How do you know?' After the "Send-a-Problem" activity, students will have the opportunity to revise and refine their 5 W's charts on the conflicts in which they feel need more analysis and information based on what they learned by listening to their peers and answering their questions. Students will complete the chart in a different color or medium in order to see the changes. Because the initial 5W's information was done partly as a class, and partly individually, the revisions on these charts will be done in partners. Students can compare their charts with each other and discuss the conflicts and the differences they had. **Explore, Experience, Rethink, Revise, Refine, Tailors:** **interpersonal, linguistic**

After the "Send-a-Problem" activity, students will have the opportunity to revise and refine their 5 W's charts on the conflicts in which they feel need more analysis and information based on what they learned by listening to their peers and answering their questions. Students will complete the chart in a different color or medium in order to see the changes. Because the initial 5W's information was done partly as a class, and partly individually, the revisions on these charts will be done in partners. Students can compare their charts with each other and discuss the conflicts and the differences they had. As one of the self-assessments, students will complete a feedback form with no more than five open-ended questions to answer about the types of conflicts, and who experienced them. The feedback form will indicate how much the students gathered from the lesson regarding the types of conflicts found in literature, and how they are shown in //Gatsby//. Finally, students will complete the same checklist that I established for the ComicLife presentation about conflicts. The checklist will include content elements, indicating whether or not they identified and exemplified a conflict, used at least one //Gatsby// character, and placed their character(s) and situations in a 21st century context. **Evaluate, Tailors:** **intrapersonal, linguistic**


 * __Content Notes__**

The three major types of conflicts found in classic literature are man v. man, man v. self, and man v. society. More recently, conflicts including man v. technology and man v. fantasy have emerged in more modern and science fiction novels. //Gatsby,// however, includes examples of all three classic conflicts, and these conflicts help with the action of the novel. Understanding the conflicts also helps the reader understand the relationships between the characters and their surroundings. The types of conflicts are divided into two categories, either internal or external. "A struggle between a character and an outside force is an external conflict. Characters may face several types of outside forces. The outside force may be another character. It may be the character and the community. The outside force may also be forces of nature. For example, a story might be the main character struggling against the arctic cold. Examples of external conflict are man v. nature/society and man v. man. A struggle that takes place in a character's mind is called internal conflict. For example, a character may have to decide between right and wrong or between two solutions to a problem. Sometimes, a character must deal with his or her own mixed feelings or emotions. Man v. man conflict is considered internal conflict" (L. Dowling 1998). The five major conflicts we will focus on in //Gatsby// throughout this lesson are Nick v. his struggle to withhold judgment, Gatsby v. Tom, Daisy v. Myrtle, George v. Gatsby, the cultures of East Egg v. West Egg, and Nick and Gatsby v. society. These five conflicts fuel the action of the novel and help to explain the characters' relationships with each other, and why they do the things that they do to each other. Nick's struggle to not hold judgment against his peers is both man v. man and internal. He sees so much moral corruption during his stay in New York that he cannot help but think down on the people he spends time with. After witnessing Tom's public affair with Myrtle, and knowing that Daisy killed Myrtle with Gatsby's Rolls Royce, he cannot continue to see the good in them, and says to Gatsby, that he is "worth the whole damn lot of them put together." We only see this internal conflict because we see the story through Nick's eyes, and are aware of his thoughts and feelings about the people he associates with while in New York. A very outward and external conflict, depicting man v. man, is the battle between George and Gatsby. Because it was Gatsby's car that killed George's wife Myrtle, George is convinced that Gatsby committed the murder, and even goes as far as shooting and killing Gatsby while he is lying in his pool that same night. The reader experiences all of this action between the two men. A man v. society conflict occurs through both Nick and Gatsby's eyes. While Nick struggles to //understand// the society he subjected himself to during the summer of 1922, and why the people live such morally unsound and corrupt lifestyles, Gatsby struggles his whole life to //become// one of these people, because he believes gaining riches and fame is the only way to win his true love, Daisy, back. Nick rejects this corrupt lifestyle, while Gatsby breathes it. Ultimately, society both wins and loses in their unique situations. Gatsby falls to society because he dies attempting to achieve his dream, while Nick escapes it and moves from Long Island back to his home in Minnesota.


 * __Handouts__**

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