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Conflict

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  1. Conflict An Overview

  2. WHAT IS CONFLICT? • Bullying Types?

  3. Conflict in Literature Man vs. Man Man vs. Self Man vs. Nature Man vs. Society

  4. What causes conflict? What is the role of media in conflict? • Which ways of resolving internal and external conflicts appear to be the most productive? ESSENTIAL QUESTIONS • In what ways do the attempts of the characters to resolve their conflicts motivate plot developments? • In what respects are the conflicts that are experienced by the characters particular to their lives? To their cultures? In what respects are they universal? • How do individuals and groups best deal with and resolve conflicts and address issues? • What qualities help people deal with conflicts and issues successfully?

  5. Making a Connection It gets better. It seems hard, you know, I think being different is always gonna be a tough climb. There’s always gonna be people that are scared of it. But at the end of the day if you give those bullies, those people, that are so ignorant, if you give them the power to affect you, you’re letting them win. And they don’t deserve that. What you’re doing by being yourself is you’re keeping it real, and you’re being really brave. ~ Adam Lambert

  6. Making a Connection Continued...

  7. ...Connecting http://www.youtube.com/watch?v=_ZpDnXYIFjo

  8. Making a Connection Is there an event from your school days so far that you will remember twenty years from now? Describe this event. OR Think back to some of the conflicts that you have been part of or aware of. Do conflicts simply just happen or arise on their own? If not, what causes them?

  9. “A Deadly decision” By: Mitch Albom

  10. Text-to-Self • What does this story remind you of? • Can you relate to the characters in the story? • Does anything in this story remind you of anything in your own life? * Text-to-self connections are highly personal connections that a reader makes between a piece of reading material and the reader’s own experiences or life.

  11. Text-to-Text • What does this remind you of in another book you have read? • How is this similar to any videos, movies or music you have encountered? • How is this text similar to other things you have read? • How is this text different from other things you have read? *Sometimes during reading, readers are reminded of other things that they have read, or stories from a similar genre. These types of connections are called text-to-text connections. Readers gain insight during reading by thinking about how the information they are reading connects to other familiar text.

  12. Text-to-World • What does this remind you of in the real world? • How are events in this story similar to things that happen in the real world? • How are events in this story different from things that happen in the real world? *Text-to-world connections are the larger connections that a reader draws from a specific text. Everyone has ideas about how the world works, even beyond our own personal experiences. We learn about things through television, movies, magazines, and newspapers. These are called Text-to-World connections.

  13. Why Bother, You Ask? • It helps readers understand how characters feel and the motivation behind their actions. • It helps readers have a clearer picture in their head as they read, which makes the reader more engaged. • It keeps the reader from becoming bored while reading. • It sets a purpose for reading and keeps the reader focused. • Readers can see how other readers connected to the reading. • It forces readers to become actively involved. • It helps readers remember what they have read and ask questions about the text.

  14. Modelling the Strategy Quote from Text Text-to-Self “Doil instinctively stepped on the brakes, even though the Trans Am had a red light. Something about the speed” (p.1). This story reminds me of the time that I witnessed a similar accident in Woodstock.

  15. Modelling the Strategy Quote from Text Text-to-Text “Someone shined a flashlight in the women’s eyes, which kept rolling back in their sockets” (p.2). “This is the story of a killer, only the killer is a decision to get behind a wheel... This is story of everyone that killer decision destroyed” (p.2). I remember watching the music video by Simple Plan called “Untitled,” which focuses on the issue of impaired driving. This reminds me of the short story “There are Two Sides to Every Story,” by Shay O’Carroll. The impact that impaired driving has on the family and friends of both the victim and perpetrator.

  16. Modelling the Strategy Quote from Text Text-to-World “It was a girl, or it had been a girl, in a plaid shirt and jeans...maybe 17 or 18 on her way home for the night” (p.2). Repeating line: “drink, drink, drive, die” (p.2). This reminds me of the Kylee Wallace case from St. John in 2010. She died at 15 from a drunk driving accident. The court case was settled in 2011. This reminds me of celebrity news stories on television. The repeating lines make me think about repeat offenders: Lindsay Lohan, Paris Hilton and Mel Gibson.

  17. Connecting to the Reading Quote from Text Text-to-self Text-to-Text Text-to-World

  18. “A Deadly Decision” • How do you feel about Mitch Albom’s “A Deadly Decision?” Does it pose any important issues? Is it relatable? Is it relevant to teen life today? • How would you feel, and what would you do if you were put in Tim Doil’s situation?

  19. After Reading: Reader Response • What is the main conflict in the reading? • How does the author introduce the main conflict? • Does the author offer any statistics, facts, arguments or examples to support their thesis? • Is there an effective conclusion?

  20. Quick Write: What are some things in your life that cause you stress, and what are some activities that help alleviate this stress? What is it about these activities that help improve or relieve your anxieties so greatly?

  21. Evaluating a Text • Express an opinion • Make a judgement • Determine the value of something You do this in every day life!

  22. Reading Strategy: EvaluatingQuestions to Ask Yourself While Reading... • How does the information support, add to, or challenge what I already know? • What is the author’s purpose and who is the intended audience? How effectively does the text achieve the author’s purpose and appeal to the audience? • What biases, beliefs, or points of view are presented in the text? How do I feel about them? Do I agree or disagree with them? • What do I think of the text? Is the text convincing? Why or why not?

  23. After Reading: Do you agree or disagree with the author’s message? 2. Do you agree with the suggested strategies for reducing stress? Do you think they would help reduce your level of stress? Why or why not? 3. Do you think this text effectively achieves its purpose and reaches its audience? Explain.

  24. “Shoes” Evaluating

  25. After Reading: • 1. Who do you think the speaker is? • 2. Why do you think the clerk has decided s/he can’t afford the shoes? • 3. Who do you think is right in this poem? Explain your answer with supporting details. • 4. How does the speaker respond to the conflict? Is this an effective strategy? Why or why not? • 5. What would you have done in the speaker’s position? • 6. What point of view does the author of “Shoes” use? What is the effect created by using this point of view? • 7. Put yourself in the salesclerk’s position, and retell the events from the poem from the their point of view. • 8. What kinds of stores appeal to teenagers? What part of the signs are you drawn to? What colours, images, and language are used? Where is the sign placed? What products are sold there? Who is the intended customer? What other types of signs does the store use to attract certain clientele?

  26. Evaluating a Text http://www.google.ca/search?hl=en&tbo=d&biw=320&bih=287&tbm=isch&sa=1&q=cafe+signage+on+the+street&oq=cafe+signage+on+the+street&gs_l=mobile-gsw-serp.3...34247.52343.0.52989.26.11.0.13.13.0.589.1966.2-1j2j1j1.5.0...0.0...1ac.1.a5TDmtFjq7U#i=124 http://www.google.ca/search?hl=en&tbo=d&biw=320&bih=287&tbm=isch&sa=1&q=dirty+coffee+shop+signage&oq=dirty+coffee+shop+signage&gs_l=mobile-gsw-serp.3...379400.383507.0.384478.17.12.0.0.0.1.629.1853.2-1j0j1j2.4.0...0.0...1ac.1.t_w2RHIe46U#i=39

  27. Evaluating a Text Think of the following questions to determine and express what kinds of sign features appeal to teenagers: What kinds of stores appeal to teenagers? What part of the signs are you drawn to? What colours, images, and language are used? Where is the sign placed? How does the sign relate to the product and intended customer? What products are sold there? Who is the intended customer?

  28. What I want from you... Create and Evaluate your own store sign that would appeal to a specific clientele (Examples: Hunters, skateboarders, shoe fanatics, readers, outdoorsmen, coffee lovers). Keep in mind the previous questions to help guide and evaluate your decisions. After strategically planning and designing your sign, evaluate your design decisions with respect to the target audience/customer. Achieve this by completing a written explanation of why you incorporated the things that you did (colours, pictures, words or slogans), who the target audience is, how the sign relates to the product being sold, where you will place the sign, and another other useful information. Written explanation should be on the back of the sign. To be finished for homework and handed in at the beginning of class tomorrow.

  29. Literature Circle Expectations Overview: A Literature Circle is a structure for talking about a book with your peers as you read it together. Students are in charge of the discussion and for setting reading assignments together. Assign roles for next day before group meeting ends! Assign reading for next group meeting (Wednesday, November 28) and come prepared with your role to participate and engage in group discussion.

  30. Expectations for today: -In lit circle groups, examine the title and cover of your text, read the teaser on the back and the intro. -Evaluate, discuss, brainstorm and record at least five initial thoughts, questions, concerns or opinions based on the information that you have gathered from the text so far: who, what, where, when, how, why, what if, maybe... -Make initial assumptions and predictions about the text based on very little content knowledge. (Example: Genre, plot, characters, theme, conflict). Do not rush. Take your time to examine and evaluate your text!