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Lesson Plan Overview
Template and Class Instructions
Student Rubric
Lesson Plan Overview
Lesson Plan 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!
Much of the conflict in The Scarlet Letter stems from the sin that Hester and Dimmesdale commit in their Puritan society, and how they have to learn to live in that community with their guilt, and their sin.
MAN vs. MAN
The town leaders become concerned that Hester is an unfit parent for Pearl because of her wild behavior, and they want to take Pearl away from her.
MAN vs. SELF
Dimmesdale experiences such intense guilt at making Hester carry the burden of their sin alone that he begins to look sickly and unwell.
MAN vs. SOCIETY
Hester’s sin of adultery flies in the face of the Puritan ideals and laws of Boston at the time, resulting in her life-long punishment of wearing a scarlet “A” on her chest.
Template and Class Instructions
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 The Scarlet Letter.
- Identify conflicts in The Scarlet Letter.
- 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
Student Rubric
Student Rubric
(You can also create your own on Quick Rubric.)
Types of Literary Conflict Rubric
Create a storyboard that shows at least three forms of literary conflict from the story. Support your choices with evidence from the text.
| 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. |
Lesson Plan 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!
Much of the conflict in The Scarlet Letter stems from the sin that Hester and Dimmesdale commit in their Puritan society, and how they have to learn to live in that community with their guilt, and their sin.
MAN vs. MAN
The town leaders become concerned that Hester is an unfit parent for Pearl because of her wild behavior, and they want to take Pearl away from her.
MAN vs. SELF
Dimmesdale experiences such intense guilt at making Hester carry the burden of their sin alone that he begins to look sickly and unwell.
MAN vs. SOCIETY
Hester’s sin of adultery flies in the face of the Puritan ideals and laws of Boston at the time, resulting in her life-long punishment of wearing a scarlet “A” on her chest.
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 The Scarlet Letter.
- Identify conflicts in The Scarlet Letter.
- 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
Student Rubric
(You can also create your own on Quick Rubric.)
Types of Literary Conflict Rubric
Create a storyboard that shows at least three forms of literary conflict from the story. Support your choices with evidence from the text.
| 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 The Scarlet Letter
1
Engage students in a literary conflict debate
Organize a classroom debate where students defend or challenge a character’s response to conflict in The Scarlet Letter. This activity helps students analyze character motivation and deepen understanding of literary conflict through respectful discussion.
2
Assign debate roles based on conflict types
Assign each student or group a specific type of conflict (e.g., Man vs. Society, Man vs. Self) and a character involved in that conflict. This encourages focused research and helps students become 'experts' on their assigned scenario.
3
Guide students to gather textual evidence
Instruct students to find quotes and scenes from the novel to support their arguments. Using direct evidence strengthens their positions and models critical reading skills.
4
Facilitate structured debate rounds
Set clear rules and time limits for each round. Allow students to present opening statements, rebuttals, and closing arguments. Active participation boosts speaking confidence and engagement.
5
Reflect on key takeaways as a class
Discuss what students learned about conflict, character choices, and differing perspectives. Reflection helps cement new understanding and connects debate skills to literary analysis.
Frequently Asked Questions about Literary Conflict in The Scarlet Letter
What are the main types of literary conflict in The Scarlet Letter?
The Scarlet Letter features several types of literary conflict, including man vs. man (Hester vs. town leaders), man vs. self (Dimmesdale's internal guilt), and man vs. society (Hester against Puritan laws). These conflicts drive the plot and character development.
How can I teach literary conflict in The Scarlet Letter to high school students?
Use storyboarding to help students visualize and categorize different conflicts. Have them identify examples of each conflict type in the novel, illustrate them, and write brief descriptions to reinforce their understanding.
What is an example of man vs. self conflict in The Scarlet Letter?
One example of man vs. self conflict is Reverend Dimmesdale's struggle with guilt and shame over his secret sin, which affects his health and conscience throughout the novel.
Why is understanding literary conflict important for students reading The Scarlet Letter?
Understanding literary conflict helps students analyze character motivations, plot structure, and the themes of the novel. It deepens their comprehension and critical thinking skills.
What are effective activities for teaching conflict in The Scarlet Letter?
Effective activities include storyboard creation, group discussions, categorizing conflicts (character vs. character, self, society, etc.), and writing short descriptions for each conflict identified in the text.
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StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
