In To kill a Mockingbird, problem is not just present, however it is a really apparent element. Much of the problem arises from the prejudices of the human being of Maycomb.
Examples of To death a Mockingbird Conflict
MAN vs. SELF: The Sheriff vs. HimselfWhen Boo kills Ewell, the sheriff need to decide whether to lie, or to arrest Boo. The decides to speak to the occurrence an accident, and also that Ewell dropped on his knife. The decision come lie was a battle for the Sheriff. If the arrested Boo, it would have been like killing a mockingbird. MAN vs. SOCIETY: Atticus vs. Racism in Maycomb
A prime example of a guy vs. Culture is when Atticus agrees to protect Tom Robinson. Members of the city feel Atticus must not safeguard Tom due to the fact that he is black, and also the novel is collection in a time of gyeongju discrimination. Atticus is looked ~ above poorly, threatened, and even harassed, for being Tom’s Lawyer.
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At the conclusion of the novel, Ewell goes after Scout and Jem on their means home. To save them, Boo pipeline his house and also kills Ewell in a fight.
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Create a storyboard that reflects at the very least three forms of literary problem in To kill a Mockingbird.Identify problems in To death a Mockingbird.Categorize each dispute as character vs. Character, character vs. Self, personality vs. Society, personality vs. Nature, or Character vs. Technology.Illustrate conflicts in the cells, using characters from the story.Write a quick description the the conflict below the cell.
Lesson setup Reference
Grade Level 9-12
Difficulty Level 3 (Developing come Mastery)
Type that Assignment separation, personal, instance or Partner
Type of Activity: species of literary ConflictCommon core Standards
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Rubric(You can also create your very own on fast Rubric.)
types of Literary problem Rubric
Create a storyboard that reflects at the very least three develops of literary problem from the story. Support your options with evidence from the text.
Student identify correct major conflicts and uses strong, clear textual proof to support choice.
Student identifies correct significant conflict and uses couple of or unsure details to support their choice.
Student identify incorrect major conflict, and uses part details native the message to support their choice.
Student does no attempt to identify major conflict or identify incorrect significant conflict through no explanation.
Student plainly shows the result of the conflict and also its effects on the protagonist with evidence from the text.
Student mirrors the result of the conflict and also its effect on the protagonist, however some evidence is unclear.
Student mirrors the result of the conflict, but does not examine its impact on the protagonist and uses some vague textual evidence.
Student go not plainly show the result of the conflict or use textual evidence.
Storyboard contains all required personalities and plainly names them. Goes above and past by including additional details.
Storyboard consists of all required characters and plainly names them.
Storyboard includes protagonist and also antagonist but leaves the end other required characters.
Storyboard does not incorporate the names of compelled characters.
Student clearly shows effort to convey the setup the scene of the book
Student attempts come convey setup and scene of the book, yet lacks part clarity.
Student go not clearly convey the setting and scene.
Student makes small or no effort to convey the setup or scene.
Spelling and also Grammar
Student provides exemplary spelling and also grammar. There room no errors.
Student provides a boy error in spelling and also grammar.
Student provides several young errors in spelling and grammar.
Student makes plenty of errors in spelling and grammar; little attempt in ~ spellchecking.
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To kill a Mockingbird
Themes, Symbols, and Motifs
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