You will learn
- Name kinds of conflict.
- Build tension.
- Write a resolution.
- Link conflict to character.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Choose the conflict.
- Show what is at stake.
- Build tension.
- Resolve it.
Words to know
a struggle between opposing forces in a story
the feeling of worry about what will happen
how the conflict ends
what the character could win or lose
1. Discover: The river crossing
Dayo must cross a swollen river to bring medicine to his sister. (Character against nature.) The water is fast and the log is slippery. His friend Biola says, “It is too dangerous. Turn back.” (Character against character.) Dayo is afraid, but he thinks of his sister. (Character against self.) He ties a rope to a tree, crosses slowly and reaches the other side. The medicine arrives in time.
Think: What are the stakes?
2. Understand: Trouble that moves a story
Idea 1: Kinds of conflict
A conflict may be against another character, against nature or against oneself (fear, doubt).
Idea 2: Tension and stakes
Raise tension by showing the stakes: what could be lost. Dayo’s sister needs the medicine.
Idea 3: Resolution
The resolution should come from the character’s choices, not luck: Dayo uses a rope and courage.
3. Worked examples
Example 1 (I show you): Kind
What kind of conflict is the river?
- Against nature.
Answer: character against nature
Example 2 (We do it together): Stakes
What are the stakes?
- What could be lost?
Answer: his sister getting the medicine in time
Example 3 (You try): Resolution
How does Dayo solve it?
Show the steps and answer
- His choices.
Answer: he ties a rope and crosses slowly
Did you know?
Almost every story you love has a conflict, because without trouble nothing needs to be solved.
Why this matters
Conflict makes readers keep reading to find out what happens.
4. Explore: Trouble maker
Plan a conflict.
- Choose a character.
- Choose a kind of conflict.
- Decide the stakes.
- Plan the resolution.
Think about it: what did you notice?
You can plan conflict.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The conflict is ___.
- The stakes are ___.
- The tension builds when ___.
- It is resolved when ___.
Guided practice
Question 1. A struggle in a story is a ___.
conflict
Question 2. The feeling of worry about what will happen is ___.
tension
Question 3. How the conflict ends is the ___.
resolution
Independent practice
Level 1: Start
- A struggle in a story is a ___.
- The feeling of worry about what will happen is ___.
- How the conflict ends is the ___.
- What the character could win or lose is the ___.
- Dayo ties a ___ to a tree.
Level 2: Grow
- What does Dayo carry?
- Who warns him?
- What is his fear?
Level 3: Stretch
- Is fear a conflict against self?
- Should the resolution come from the character’s choices?
- Does a story need some trouble?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a scene with a conflict and a resolution.
Show a sample answer
a conflict scene
Another one. Write a short scene where a character faces a conflict and solves it.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can name kinds of conflict.
- I can build tension.
- I can write a resolution.
- I can link conflict to character.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Choose the conflict.
- Show what is at stake.
- Build tension.
- Resolve it.
11. Next lesson
Next lesson: Paragraph transitions. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is conflict? [1 mark]
- Name three kinds of conflict. [3 marks]
- What are stakes? [1 mark]
- How does Dayo resolve his conflict? [1 mark]
- Explain how to write conflict and resolution. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a struggle between opposing forces [1]
- against another character [1]; against nature [1]; against oneself [1]
- what the character could win or lose [1]
- with a rope and careful crossing [1]
- choose the conflict and stakes [1]; build tension with events [1]; resolve it from the character’s choices [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A struggle in a story is a ___.
- The feeling of worry about what will happen is ___.
- How the conflict ends is the ___.
- What the character could win or lose is the ___.
- Dayo ties a ___ to a tree.
- What does Dayo carry?
- Who warns him?
- What is his fear?
- Is fear a conflict against self?
- Should the resolution come from the character’s choices?
Homework
Write a short scene where a character faces a conflict and solves it.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A struggle in a story is a ___. | conflict | 1 |
| 2. The feeling of worry about what will happen is ___. | tension | 1 |
| 3. How the conflict ends is the ___. | resolution | 1 |
| 4. What the character could win or lose is the ___. | stakes | 1 |
| 5. Dayo ties a ___ to a tree. | rope | 1 |
| 6. What does Dayo carry? | medicine | 1 |
| 7. Who warns him? | Biola | 1 |
| 8. What is his fear? | crossing the river | 1 |
| 9. Is fear a conflict against self? | yes | 1 |
| 10. Should the resolution come from the character’s choices? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 conflict; 2 tension; 3 resolution; 4 stakes; 5 rope. Level 2: 1 medicine; 2 Biola; 3 crossing the river. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name kinds of conflict | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Build tension | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Write a resolution | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Link conflict to character | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name kinds of conflict; build tension; write a resolution; link conflict to character.
Prerequisite knowledge. Dialogue.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 4 » Writing; Grade 4 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.4.3a and W.4.3c; Cambridge Primary English Stage 4 (plot and conflict). These sources informed the lesson.