Investigating Conflict with Annotated Bibliographies
1 Opener/ Hook (Extended)
Using William Ury's video from Ted Ed ("The walk from 'no' to yes', students, in pairs, will identify two examples of conflict, name the stakeholders, note additional variables preventing agreement, and possible solutions. Allow students seven to ten minutes after the video to work on this task. The teacher may also decided not to show the entire video, but rather a portion that will still allow the students to complete the task. Afterwards, the teacher will prompt pairs to share findings.
The teacher will lead the students in placing the conflict into categories (Person vs. fate/God, self, person, society, nature, supernatural, technology. For categories do not have an example from the video, students can suggest situations to place in appropriate categories. At this point the teacher should mention that they are the seven narrative conflicts that literary characters may experience.
2 Direct Instruction
Students will be composing annotated bibliographies to highlight the seven narrative conflicts in today's society; therefore, they need to establish the parts of the annotated bibliography. Using Purdue's website, students will complete a cloze reading handout/ method to identify and define/ describe the parts of an annotated bibliography. The teacher will have this cloze reading handout projected using an ELMO or related device for students share responses. The teacher will also provide an example of an annotated bibliography for the the students identify parts and evaluate the annotated bibliography for completion and success of meeting the criteria.
3 Guided Practice
The teacher will provide an article from Newsela website to scaffold writing annotated bibliographies (suggested article: "World leaders call for Ukraine cease-fire after airliner shot down"). Using different colors of highlighters (three for the three different parts), the teacher will highlight one selection from the text that the student could reference in that color's section of the annotated bibliography (summarize, assess, reflect); then, the teacher should have the students assist her in finding one more example for each section. After the teacher has made sure the students have been following along with their own article, she will allow the students to finish highlighting the text.
Using a graphic organizer for the draft/ guided practice of composing this annotated bibliography, allow the students to begin composing the two sentences that need to be in each category. The teacher should use/ show an example to get the students started. For each section, allow the students to share their responses.
4 Independent Practice
Using a blank annotated bibliography graphic organizer, students will be assigned by the teacher to find one of the types of narrative conflict exemplified in an article from Newsela. (The teacher should tell each student what type of conflict they are assigned to find.) After the student locates an article that will be able to showcase this particular type of conflict, they will compose an annotated bibliography for it.
The teacher will section off the wall space in the room to allow for each narrative conflict. Students, when finished composing their annotated bibliography, will post their paper in the corresponding section. Students will then conduct a gallery walk to investigate the various forms of conflict in today's society. Students should be allowed share epiphanies and questions to the whole class via discussion after the gallery walk.