You will learn
- Name conflict types.
- Analyse a conflict.
- Track resolution.
- Explain the effect.
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
- Find the problem.
- Name the type.
- Trace the struggle.
- Explain how it is settled.
Words to know
a struggle between opposing forces in a story
a struggle inside a character
a struggle with an outside force
a force or character opposing the main character
1. Discover: Four stories, four struggles
Story A: Chidi and Ola both want the last place on the team. (character vs character) Story B: Lola wants to speak up but is afraid. (internal conflict) Story C: A village must change a custom that harms children. (character vs society) Story D: Fishermen face a storm at sea. (character vs nature)
Stories A, C and D show external conflict. Story B shows internal conflict. The antagonist may be a person, a custom or a storm.
Think: How does each conflict drive the story?
2. Understand: Struggles that move stories
Idea 1: Conflict
Conflict is a struggle. It can be internal (within) or external (outside).
Idea 2: Types
Character vs character, self, society or nature.
Idea 3: Effect
Conflict creates tension and drives the plot to a resolution.
3. Worked examples
Example 1 (I show you): Internal
Which story shows internal conflict?
- Lola.
Answer: Story B, Lola wanting to speak up but being afraid
Example 2 (We do it together): Nature
Which is character vs nature?
- Storm.
Answer: Story D, fishermen facing a storm
Example 3 (You try): Antagonist
What can be an antagonist?
Show the steps and answer
- Person or force.
Answer: a person, a custom or a storm
Did you know?
Without conflict there is little story: tension keeps readers turning pages.
Why this matters
Spotting conflict explains why events happen in a story.
4. Explore: Conflict sort
Sort conflicts.
- Read four short summaries.
- Name each type.
- Explain the struggle.
- Predict the resolution.
Think about it: what did you notice?
You can identify conflict.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The conflict is ___.
- It is ___ because ___.
- The antagonist is ___.
- It is settled when ___.
Guided practice
Question 1. A struggle in a story is a ___.
conflict
Question 2. A struggle inside a character is ___ conflict.
internal
Question 3. A struggle with an outside force is ___ conflict.
external
Independent practice
Level 1: Start
- A struggle in a story is a ___.
- A struggle inside a character is ___ conflict.
- A struggle with an outside force is ___ conflict.
- An opposing force is an ___.
- Fishermen faced a ___.
Level 2: Grow
- What did Chidi and Ola want?
- What was Lola afraid of?
- What did the village have to change?
Level 3: Stretch
- Can conflict be inside a character?
- Can nature be an antagonist?
- Does conflict drive plot?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Describe a conflict in a story you know and name its type.
Show a sample answer
a conflict description
Another one. Name the conflict in a story you and a family member both know.
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 conflict types.
- I can analyse a conflict.
- I can track resolution.
- I can explain the effect.
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
- Find the problem.
- Name the type.
- Trace the struggle.
- Explain how it is settled.
11. Next lesson
Next lesson: Point of view. 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 two types of conflict. [2 marks]
- Explain internal conflict with an example. [2 marks]
- What is an antagonist? [1 mark]
- Explain how conflict drives a story. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a struggle between opposing forces in a story [1]
- character vs character [1]; character vs nature [1]
- a struggle inside a character [1]; Lola afraid to speak up [1]
- a force or character opposing the main character [1]
- creates tension [1]; makes characters act [1]; leads to a resolution [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 ___.
- A struggle inside a character is ___ conflict.
- A struggle with an outside force is ___ conflict.
- An opposing force is an ___.
- Fishermen faced a ___.
- What did Chidi and Ola want?
- What was Lola afraid of?
- What did the village have to change?
- Can conflict be inside a character?
- Can nature be an antagonist?
Homework
Name the conflict in a story you and a family member both know.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A struggle in a story is a ___. | conflict | 1 |
| 2. A struggle inside a character is ___ conflict. | internal | 1 |
| 3. A struggle with an outside force is ___ conflict. | external | 1 |
| 4. An opposing force is an ___. | antagonist | 1 |
| 5. Fishermen faced a ___. | storm | 1 |
| 6. What did Chidi and Ola want? | the last team place | 1 |
| 7. What was Lola afraid of? | speaking up | 1 |
| 8. What did the village have to change? | a harmful custom | 1 |
| 9. Can conflict be inside a character? | yes | 1 |
| 10. Can nature be an antagonist? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 conflict; 2 internal; 3 external; 4 antagonist; 5 storm. Level 2: 1 the last team place; 2 speaking up; 3 a harmful custom. 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 conflict types | 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 Analyse a 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 |
| O3 Track 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 Explain the effect | 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 conflict types; analyse a conflict; track resolution; explain the effect.
Prerequisite knowledge. Themes.
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 6 » Reading: Literature. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.6.3 (how a plot unfolds in a series of episodes as well as how characters respond or change); Cambridge Primary English Stage 6 (conflict). These sources informed the lesson.