TGC Fellow Unit

Prepared by: Christa Calkins School/Location: Campbell-Savona Jr./Sr. High School, Campbell, NY

Subject: English Grade: 10 Unit Title: Understanding Conflict Time Needed: Five Weeks

Unit Summary: Students will deepen close-reading skills by citing textual evidence to support analysis of Chronicle of a Death
Foretold. Students will build on their understanding of culture from the previous unit. Through a wide-range of collaborative
discussions, students will know, understand, and be able to apply the concepts of conflict, peace, negotiation, and mediation. After
learning about the cultural, social, and political context of Gabriel Garcia Marquez’s writing, students will understand and be able to
explain how and why this text both reflects and criticizes conflict. Finally, students will explain their understanding of conflict and
negotiation in an explanatory video essay.

(This unit connects to Sustainable Develop Goal 16: Promote just, peaceful and inclusive societies.)

Stage 1 - Desired Results

ESTABLISHED GOALS: Transfer

RL.9-10.1 Cite strong and thorough textual Students will be able to independently use their learning to…(real world purpose) understand
evidence to support analysis of what the text the complexity of conflict and peace negotiations and to apply this understanding to the
says explicitly as well as inferences drawn conflicts they face.
from the text. a. Develop factual, interpretive,
and evaluative questions for further
exploration of the topic(s). Meaning
RL.9-10.11 Interpret, analyze, and evaluate
UNDERSTANDINGS ESSENTIAL QUESTIONS
narratives, poetry, and drama, aesthetically
and ethically by making connections to: other Students will understand that… 1. What is culture? (from previous unit)
texts, ideas, cultural perspectives, eras,
personal events and situations. 1. Conflict is an inherent part of the human 2. What is conflict?
condition.
3. What is peace?
RL/RI.9-10.1 Cite strong and thorough textual 2. Violent conflict can be prevented.
evidence to support analysis of what the text 4. What is the relationship between conflict
3. Peace is an ongoing process and not a and peace?
permanent state.
says explicitly as well as inferences drawn 4. The social, cultural, and political contexts 5. How does culture inform and influence
from the text. influence a writer’s work. conflict and peace?

W.9-10.2 Write informative/explanatory texts 5. A writer’s work reflects these contexts as 6. How do (should) we manage conflict and
to examine and convey complex ideas, well as criticizes them. negotiate peace?
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content. Acquisition

SL.9-10.1.a. Initiate and participate effectively Students will know… (Content) Students will be able to… (Skills)
in a range of collaborative discussions (one-
1. The terms culture, conflict, peace, 1. Determine a central idea and analyze its
on-one, in groups, and teacher-led) with
negotiation, and mediation. development over the course of the text citing
diverse partners on grades 9–10 topics, texts,
and issues, building on others’ ideas and specific details.
2. The cultural, social, and historical context of
expressing their own clearly and persuasively. Gabriel Garcia Marquez’s writing. 2. Engage in evidence-based discussions with
GLOBAL COMPETENCY (World Savvy): their peers about conflict and peace.
3. The knowledge, skills, and attitudes for
1. World events and global issues are effective peacebuilding. 3. Communicate the context of their selected
complex and interdependent conflict and the potential ways to achieve
2. Valuing multiple perspectives peace in a four to five minute video.
3. Investigates the world by framing
questions, analyzing and synthesizing
relevant evidence, and drawing
reasonable conclusions that lead to
further enquiry
4. Selects and applies appropriate tools and
strategies to communicate and
collaborate effectively,
5. Seeks out and applies an understanding of
different perspectives to problem solving
and decision making

Resources:
United States Institute of Peace

Assessment
Assessments FOR Learning: (ex: kwl chart, exit
ticket, observation, draft, rehearsal)
1. Padlet: Conflict
2. Google Classroom Discussion Board of
Conflict in Chronicle
3. Conflict Analysis of “The Current Situation
in Colombia” (USIP)
4. Perspectives of Peace (USIP)
Assessment OF Learning: (ex: performance
task, project, final paper)
1. Text-dependent questions about Chronicle
of a Death Foretold (throughout reading)
2. Socratic Seminar: How do one’s actions (or
inactions) contribute to the conflict in
Chronicle of a Death Foretold?
3. Negotiate a Peace Deal for Colombia
(simulation)
4. Video Essay
Stage 2 - Evidence
Evaluation Criteria (Learning Target or Student Will Be Able To)
The student will be able to list five words he or she associates with conflict and organize those
words into groups (emotions, current events, personal, etc.) in the class Padlet.
With a partner, the student will be able to explain the conflict in Chronicle through “Elements
of Conflict” from USIP. Pairs will share out their findings with the class.
The student will be able to complete a conflict analysis of “The Current Situation of Colombia”
from USIP with a partner and share his or her findings with the class.
Students will be able to understand perspectives of peace by participating in USIP’s
“Perspectives of Peace” activity. Students will complete a “Quick Write” about the tools they
have for peacebuilding.
The student will be able to answer each text-dependent question using a minimum of three
correctly cited relevant direct quotes or paraphrases from the text to support a claim and
analysis. (Short Answer 2-pt. rubric from EngageNY)
The student will demonstrate strong evidence of preparation and draw on his or her
preparation by referring to strong and thorough evidence from the text.
The student will propel the conversation by relating discussion to broader ideas and themes;
actively incorporate others; clarify, verify, or challenge ideas or conclusions.
The student will respond well to others by often engaging in the following: propelling the
conversation by relating discussion to broader ideas and themes; actively incorporating others;
clarifying, verifying, or challenging ideas or conclusions. (Speaking and Listening 2-pt. rubric
from EngageNY)
With a partner, the student will research a current conflict of their choosing and collaborate
with his or her peer to negotiate a potential peace deal using relevant and sufficient evidence
to examine and convey complex ideas.
With a partner, the student will create an informative video to examine and convey conflict and
potential peace negotiations clearly and accurately through the effective selection,
organization, and analysis of content. (Video criteria from Speak Truth to Power)
 Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction (Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Week One: Students will list the five words they associate with conflict in Padlet. Students will complete “Elements of Conflict” from the United
States Institute of Peace and explain how this framework can be applied to the conflict of Chronicle. Students will view the pre-reading
information about Chronicle of a Death Foretold and the author, Gabriel Garcia Marquez and complete their notes. Students will closely read
and analyze parts one through five of Chronicle of a Death Foretold. Students will answer five text-dependent questions by citing evidence to
support analyze and by making inferences about the text.

Week Two: Students will finish reading part six of Chronicle of a Death Foretold and answer two text-dependent questions. Using “Elements of
Conflict” from USIP, the students will be able to explain and analyze the conflict in Chronicle.

Week Three: Students will complete the Socratic Seminar by referring to their notes as well as adding new information and questions from the
discussion. The students will complete a conflict analysis of “The Current Situation in Colombia” from USIP with partners and share their findings
with the class.

Week Four: Students will understand perceptions of peace by participating in USIP’s “Perceptions of Peace” activity. Students will read
“Colombians Narrowly Reject Peace Deal” and analyze the text through the lens of “Perceptions of Peace.” Students will collaborate with peers
and select a current international conflict to research. Together, partners will outline a potential peace deal for Colombia.

Week Five: Using iMovie, students will create an informative video that examines conflict and their potential peace negotiations clearly and
accurately. Students share their videos and view one another’s in their portfolios on GoogleSites. Students can Tweet out links to their videos.

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson

Lesson Title: What is conflict? Subject: English 10 Prepared by: Christa Calkins

Materials Needed: iPad Cart

Global Competency: Valuing multiple perspectives

Where is the lesson going? 1. The student will be able to consider definitions and
interpretations of conflict as a way of forming one’s own
(Learning Target or SWBAT) understanding of the subject using Padlet.

Hook: Tailored Differentiation:

On the “Conflict” Padlet, list five words or phrases that you

associated with conflict. Be prepared to discuss your words.
• Have students create their
Equip: Padlet logins prior to class.
• Have multiple multi-
As students submit their words and phrases, we will organize their perspective images.
terms into categories. We will debrief together: I will lead them • Ensure heterogeneous
through a series of discussion questions about conflict and its role in partnerships.
our lives. I will also “create” a model conflict using a multi- • Re-teach in Academic
Intervention Services and
perception image (Jazz Musician/Woman). We will debrief together.
Resource Room.
We will discuss the “Elements of Conflict” together.

Rethink and revise:

Using “Elements of Conflict,” students will complete “Analyzing a

Conflict” with a partner using evidence from Chronicle of a Death
Foretold.

Evaluate:
Students will complete a round-robin with their partners by
evaluating each pairs “Analyzing a Conflict.” Each pair will leave one
sticky-note with one positive comment and one suggestion.

Notes:

• Carefully consider how tiles are organized in Padlet. Organization:

Students posting at the same time often had difficulty
keeping track of their posts. Sign out iPad cart in advance.