Activity Overview
Literary conflicts are often taught during ELA units. Building on prior knowledge to achieve mastery level with our students is important. An excellent way to focus on the various types of literary conflict is through storyboarding. Having students choose an example of each literary conflict and depict it using the storyboard creator is a great way to reinforce your lesson!
In “Blues Ain’t No Mockin Bird”, conflict is not only present, but is also an important recurring element. Much of the conflict stems from the exploitation and refusal of the cameramen to respect the rights of the Cain family.
Examples of Literary Conflict from "Blues Ain’t No Mockin Bird"
MAN vs. MAN
Granny is upset with the cameramen who refuse to leave her property.
MAN vs. SOCIETY
The cameramen are judging and exploiting the family because they are poor. They make a comment that it is for the country’s food stamps program. Granny gets annoyed because she is hardworking and humble and doesn't want to be stereotyped.
MAN vs. NATURE
Granddaddy is able to kill a hawk in the air by throwing his hammer at it.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows at least three forms of literary conflict in "Blues Ain’t No Mockin Bird".
- Identify conflicts in "Blues Ain’t No Mockin Bird".
- Categorize each conflict as Character vs. Character, Character vs. Self, Character vs. Society, Character vs. Nature, or Character vs. Technology.
- Illustrate conflicts in the cells, using characters from the story.
- Write a short description of the conflict below the cell.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
Proficient | Emerging | Beginning | Try Again | |
---|---|---|---|---|
Conflict Identification | Student identifies correct major conflicts and uses strong, clear textual evidence to support choice. | Student identifies correct major conflict and uses few or unclear details to support their choice. | Student identifies incorrect major conflict, and uses some details from the text to support their choice. | Student does not attempt to identify major conflict or identifies incorrect major conflict with no explanation. |
Understanding Outcome | Student clearly shows the outcome of the conflict and its effects on the protagonist with evidence from the text. | Student shows the outcome of the conflict and its effect on the protagonist, but some evidence is unclear. | Student shows the outcome of the conflict, but does not examine its effect on the protagonist and uses some vague textual evidence. | Student does not clearly show the outcome of the conflict or use textual evidence. |
Character | Storyboard includes all required characters and clearly names them. Goes above and beyond by adding additional details. | Storyboard includes all required characters and clearly names them. | Storyboard includes protagonist and antagonist but leaves out other required characters. | Storyboard does not include the names of required characters. |
Storyboard | Student clearly shows effort to convey the setting the scene of the book | Student attempts to convey setting and scene of the book, but lacks some clarity. | Student does not clearly convey the setting and scene. | Student makes little or no attempt to convey the setting or scene. |
Spelling and Grammar | Student uses exemplary spelling and grammar. There are no errors. | Student makes a minor error in spelling and grammar. | Student makes several minor errors in spelling and grammar. | Student makes many errors in spelling and grammar; little attempt at spellchecking. |
Activity Overview
Literary conflicts are often taught during ELA units. Building on prior knowledge to achieve mastery level with our students is important. An excellent way to focus on the various types of literary conflict is through storyboarding. Having students choose an example of each literary conflict and depict it using the storyboard creator is a great way to reinforce your lesson!
In “Blues Ain’t No Mockin Bird”, conflict is not only present, but is also an important recurring element. Much of the conflict stems from the exploitation and refusal of the cameramen to respect the rights of the Cain family.
Examples of Literary Conflict from "Blues Ain’t No Mockin Bird"
MAN vs. MAN
Granny is upset with the cameramen who refuse to leave her property.
MAN vs. SOCIETY
The cameramen are judging and exploiting the family because they are poor. They make a comment that it is for the country’s food stamps program. Granny gets annoyed because she is hardworking and humble and doesn't want to be stereotyped.
MAN vs. NATURE
Granddaddy is able to kill a hawk in the air by throwing his hammer at it.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows at least three forms of literary conflict in "Blues Ain’t No Mockin Bird".
- Identify conflicts in "Blues Ain’t No Mockin Bird".
- Categorize each conflict as Character vs. Character, Character vs. Self, Character vs. Society, Character vs. Nature, or Character vs. Technology.
- Illustrate conflicts in the cells, using characters from the story.
- Write a short description of the conflict below the cell.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
Proficient | Emerging | Beginning | Try Again | |
---|---|---|---|---|
Conflict Identification | Student identifies correct major conflicts and uses strong, clear textual evidence to support choice. | Student identifies correct major conflict and uses few or unclear details to support their choice. | Student identifies incorrect major conflict, and uses some details from the text to support their choice. | Student does not attempt to identify major conflict or identifies incorrect major conflict with no explanation. |
Understanding Outcome | Student clearly shows the outcome of the conflict and its effects on the protagonist with evidence from the text. | Student shows the outcome of the conflict and its effect on the protagonist, but some evidence is unclear. | Student shows the outcome of the conflict, but does not examine its effect on the protagonist and uses some vague textual evidence. | Student does not clearly show the outcome of the conflict or use textual evidence. |
Character | Storyboard includes all required characters and clearly names them. Goes above and beyond by adding additional details. | Storyboard includes all required characters and clearly names them. | Storyboard includes protagonist and antagonist but leaves out other required characters. | Storyboard does not include the names of required characters. |
Storyboard | Student clearly shows effort to convey the setting the scene of the book | Student attempts to convey setting and scene of the book, but lacks some clarity. | Student does not clearly convey the setting and scene. | Student makes little or no attempt to convey the setting or scene. |
Spelling and Grammar | Student uses exemplary spelling and grammar. There are no errors. | Student makes a minor error in spelling and grammar. | Student makes several minor errors in spelling and grammar. | Student makes many errors in spelling and grammar; little attempt at spellchecking. |
How Tos about Literary Conflict in \"Blues Ain\'t No Mockingbird\"
How to Facilitate a Classroom Debate on Literary Conflict
Engage students in active learning by organizing a classroom debate centered on the types of conflict in "Blues Ain't No Mockingbird." This method encourages critical thinking and helps students articulate their understanding of literary conflict.
Select debate topics based on the story's conflicts.
Choose specific examples of conflict from the story, such as Man vs. Man or Man vs. Society. Clear topics help students focus their arguments and connect directly to the text.
Divide students into small groups and assign positions.
Split your class into teams, giving each group a position to argue (e.g., which conflict is most important or impactful). Roles give students ownership and ensure everyone participates.
Guide students to research supporting evidence from the text.
Encourage each group to find specific quotes or scenes that support their position. Using evidence builds analytical skills and strengthens their arguments.
Facilitate respectful debate and discussion.
Act as a moderator, ensuring each group presents their case and responds to counterpoints. Model respectful listening and guide students to back up opinions with textual details.
Reflect on debate outcomes as a class.
Wrap up by discussing what students learned about literary conflict and how their perspectives changed. Reflection deepens understanding and connects debate skills to literary analysis.
Frequently Asked Questions about Literary Conflict in \"Blues Ain\'t No Mockingbird\"
What are the main types of literary conflict in "Blues Ain't No Mockingbird"?
The main types of literary conflict in "Blues Ain't No Mockingbird" include Man vs. Man (Granny vs. the cameramen), Man vs. Society (the family's struggle against stereotypes and exploitation), and Man vs. Nature (Granddaddy vs. the hawk). Each conflict highlights different challenges faced by the characters.
How can I teach literary conflict using "Blues Ain't No Mockingbird"?
To teach literary conflict with "Blues Ain't No Mockingbird," have students identify examples of conflict in the story, categorize them (e.g., Character vs. Character, Character vs. Society), and create storyboards illustrating each type. This visual approach helps reinforce understanding and makes lessons more engaging.
What is an example of Man vs. Society conflict in "Blues Ain't No Mockingbird"?
An example of Man vs. Society conflict is when the cameramen judge and exploit the Cain family for a food stamps program, reinforcing negative stereotypes. Granny's annoyance reflects her resistance to being labeled and her desire for respect.
Why is storyboarding effective for teaching literary conflict in high school?
Storyboarding is effective because it allows students to visually organize and depict conflicts, deepening comprehension. It encourages critical thinking, creativity, and discussion, making abstract concepts like literary conflict easier to understand for high school students.
What instructions should I give students for a literary conflict storyboard activity?
Instruct students to identify at least three types of conflict in the story, categorize them (such as Character vs. Character or Character vs. Society), illustrate each conflict using the storyboard creator, and write a brief description explaining each scene. This structured approach promotes both analysis and creativity.
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Blues Ain't No Mockin Bird
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