Point Of View Unit 6p6a3j
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Teaching Point of View Written and developed by Steve Kinney and Kathleen Aghalarpour This purpose of this unit is to teach students in 4th and 5th grade how to understand and identify different points of views taken by characters within fictional texts. It is crucial for students to understand how every event, whether fictional or real, could be interpreted through many different points of views. Students will therefore learn to see any event as a multi-layered, complex incident that needs to be analyzed at a much deeper level. The ability to identify different points of views within fictional texts will enable students to understand the different points of views of events that they witness or partake in their own lives. This unit is primarily guided by Hunter College School of Education’s social justice conceptual framework sphere. Teachers within this unit are fully dedicated and bonded to the idea that students will be successful. Students will be asked to analyze how all events are complex since they involve many different perspectives from different people. Students will also be asked to observe their own neighborhoods and determine what components are needed to have a healthy and thriving neighborhood. In addition students will also be expected to read their revised children’s books to different kindergarten classes in their school. Through out this unit students are expected to meet New York State English Language Arts Standards.
Standard 1- Students will read, write, listen, and speak for information and understanding.
Students will meet this standard by reading and listening to
Seedfolks, The Whipping Boy, and The True Story of the Three Little Pigs. Students will be expected to understand and identify the different points of views presented in each text.
Standard 2- Students will read, write, listen, and speak for literary response and expression. Students will meet this standard by discussing the different points of views found in Seedfolks, The Whipping Boy, and The True Story of the Three Little Pigs, with their classmates. Students will also re-write a children’s book through a different point of view.
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Standard 3- Students will read, write, listen, and speak for critical analysis and evaluation. Students will meet this standard by critically analyzing Seedfolks, The Whipping Boy, and The True Story of the Three Little Pigs, by explaining how a character’s identity influences his/her point of view of an event.
Standard 4- Students will read, write, listen, and speak for social interaction. Students will meet this standard by having literature circles with their peers about The Whipping Boy and Seedfolks.
Unit Objectives
Students will learn and understand how all events have different points of views and perspectives
Students will learn how to identify the perspectives of different characters in different stories
Students identify first person and third person point of views
Students will understand and identify how a character’s identity influences a character’s point of view.
Students will re-write a favorite children’s book based on a different point of view.
Unit Overview Lesson 1- Students will understand how an event or story can be interpreted by different points of views and perspectives. Students will read Seedfolks and identify the different perspectives of that story. Lesson 2-. Students learn the differences between first person and third person point of view. Students read the Whipping Boy and identify the third person’s point of view. Lesson 3- Students will read Seedfolks and identify and discuss how each character’s identity influences his/her point of view Lesson 4- Students will hear a read aloud of The True Story of the Three Little Pigs and will then begin to re-write a new version of a favorite children’s book based on a new perspective
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Lesson 1 Teaching Point: Students will understand how an event or story can be interpreted by different points of views and perspectives. Students will read Seedfolks and identify the different perspectives of the story. Materials: o Copies of Seedfolks for each student o Copies of introductory activity handout for each student o Copies of literature circle directions for each student o Copies of assessment tool for each student o Reader’s notebooks Introductory Activity: Students will read three different perspectives of a fictional event created by the teacher about a two students who got into a little rumble after school the day before. Students will have to discuss and analyze why there are three different versions of one event. Teacher will then explain how for every event, whether fictional or real, there will be different perspectives or points of views. Teacher will then define the term perspective (point of view) to the class. Perspective (Point of View): the distinct way one person views and interprets an event or story. Students will record this definition into the glossary of their reader’s notebook. Group Work Practice: Students will be in literature circle groups of 3-4. Within each literature circle students will be expected to assign each member of the group with a particular group role. The group roles are: facilitator (responsible for making sure that everyone gets an opportunity to answer questions and pose their opinions), researcher (responsible for finding evidence within the text), recorder (responsible for recording the groups responses to the discussion questions in his/her reader’s notebook) and presenter (responsible for sharing the group’s discussion with the rest of the class during share time). Students will read
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Kinney/Aghalarpour chapters 1-3 in Seedfolks and will answer the following discussion questions: Why are there so many different perspectives on Kim’s planting moment? Which perspective do you believe the most and why?
What text-to-self, text-to-text or text-to-world
connections can you make? Follow Up Activity: The small literature circle groups will become a whole class discussion on Seedfolks. Teacher will ask each presenter to share a response from their group’s discussion. Teacher will ask the students to notice how even within the classroom there are many different perspectives on interpreting Seedfolks. Homework: Students will also be asked to read chapters 4-6 for homework and write a journal response that explains how the characters of the next three chapters have different perspectives of one event. Assessment Strategy: In preparation for the New York State English Language Arts exam students will read one age and will be asked to determine the point of views of different characters through multiple choice questions. Differentiation of Lesson for All Learners: o Definition of perspective (point of view) will be written through a colorful power point presentation. o All directions will be presented orally on handouts and on the chart paper in the classroom. o Teacher will target specific students when reading Seedfolks
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Lesson 2 Teaching Point: Students learn the differences between first person and third person point of view. Students read the Whipping Boy and identify the third person’s point of view. Materials o Copies of Whipping Boy for each student o Copies of introductory activity handout for each student o Copies of perspective graphic organizer for each student o Copies of HW directions o Copies of assessment tool for distinguishing between first person and third person o Reader’s notebooks Introductory Activity: Introductory activity handouts are distributed to the students. Students read two different versions of the same incident. One version is written through a first person point of view while the other version is written through a third person’s point of view. Ask the students to identify the similarities and differences between these two different versions of the incident. Explain to the students that the telling of a story can vary depending on who is speaking or writing about it. Define first person’s point of view and third person’s point of view and have the students record these definitions into the glossary section of their reader’s notebooks. Group Work Practice: Students will be in literature circle groups of 3-4. Within each literature circle students will be expected to assign each member of the group with a particular group role. The group roles are: facilitator (responsible for making sure that everyone gets an opportunity to answer questions and pose their opinions), researcher (responsible for finding evidence within the text), recorder (responsible for recording the groups responses to the discussion questions in his/her reader’s notebook) and presenter (responsible for sharing Teaching Point of View
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Kinney/Aghalarpour the group’s discussion with the rest of the class during share time). Students will read chapters 1-2 of The Whipping Boy and will discuss and complete a perspective graphic organizer in which they will be asked to analyze the differences between how Jemmy’s (first person’s) point of view compares to the Prince’s (third person’s) point of view of Jemmy’s position as the whipping boy. Follow Up Activity: The small literature circle groups will become a whole class discussion on The Whipping Boy. Teacher will ask each presenter from each literature circle group to share their graphic organizer. Teacher will then ask students to discuss why it is important to hear different perspectives of any event, incident or story. Homework: Thirteen students will be assigned to read particular chapters on particular characters since they will act as one of the thirteen characters from Seedfolks the next day in an Oprah Winfrey interview activity. The remaining ten students of the classroom will prepare questions they would like to ask the characters from Seedfolks. Assessment Tool: In preparation for the New York State English Language Arts exam students will read one age and will be asked to determine whether the point of view is third person or first person. Differentiation of Lesson for All Learners: o Definition of first person and third person point of view will be written through a colorful power point presentation. o All directions will be presented orally on handouts and on the chart paper in the classroom. o Teacher will target specific students when reading The Whipping Boy.
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Lesson 3 Teaching Point: Students will understand and identify how a character’s identity influences a character’s point of view in Paul Fleischman’s Seedfolks. Materials o Chairs lined up in a row on either the right or the left of the teacher’s desk. o Chairs set up in an audience style for the remainder of the students. o Small signs with string with the names of each of the characters in Seedfolks. 1. 2. 3. 4. 5. 6. 7.
Kim Ana Wendell Gonzalo Leona Sam Virgil
8. Sae Young 9. Curtis 10. Nora 11. Maricela 12. Amir 13. Florence
o Chart paper to record responses during the literature circle share out. o Chart markers. Introductory Activity: As students enter the room they are welcomed to the Seedfolks talk show. The teacher takes the role of the talk show host at first. The host interviews the characters about their lives. The teacher should begin with very broad questions for the guests to allow them to feel comfortable with the activity. Some examples might include: o “Tell me about yourself Wendell.” o “What do you do for the living Sam?” It should be noted that you do not need to have all 13 of the characters if it is not feasible in your class. Choose characters at your discretion based on the discussions you’ve had about the book in class prior to this lesson. After you have asked a few general preliminary questions, model more specific question that address specific situations in the book. o “Ana, what did you first think when you saw Kim visiting the empty lot each morning?”
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Kinney/Aghalarpour o “Kim, did you feel proud when you saw what your garden had turned into?” o “Florence, what did you think when you saw Kim visiting the garden the next winter?” Encourage other characters to respond and react to what is said by each character. Students should become the characters in the book. Feel free to ask a character how he or she feels about what another character had just said in order to encourage this kind of dialogue1. Group Work Practice: After the teacher models how the show is run by asking the first series of questions, he or she turns to the audience who prepared questions in advance for homework. The teacher takes the role of a as the audience asks the questions. Follow Up Activity: After the show concludes, students meet up in their literature circles to discuss the following questions: o In Seedfolks, how does the author create different personalities for each character? o Name an event that occurs in the book that has been explained differently by two different characters. After each group has had sufficient time to discuss each questions, groups share out notes from their discussions. Homework: In your reading log, write a letter from one character to another discussing that characters perspective on one of the situations that we listed during our literature circle share out. What might the character to whom you’re writing to say in response? Assessment Tool: 1
This activity was adapted from Cunningham and Allington, Classrooms that Work: They Can All Read and Write (2007, Pearson Education). Teaching Point of View
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Kinney/Aghalarpour During this lesson, the teacher will have many opportunities to assess the comprehension of the students in his or her class. It is important to take notes during the audience led portion of the talk show. Collect the prepared questions at the end of the show to get a better idea of each student’s understanding of the text by looking at the quality of the questions asked. Differentiation of Lesson for All Learners: For students who may have difficulty responding during the talk show portion of this lesson, consider preparing a character card with a short bulleted list of facts about the character the student is playing. The students who need to can refer to this card as a reference during the talk show segment. For students who are not playing the role of a particular character, consider creating a template with sample questions that students can use to base their own questions on. They may be able to ask some of the more general questions such as, “Tell me about yourself, Ana.” This will allow them to participate in the conversation.
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Lesson 4 Teaching Point: Students will hear a read aloud of The True Story of the Three Little Pigs and will then begin to re-write a new version of a favorite children’s book based on a new perspective. Materials o Student access to the internet or printouts of assorted fairy tales from SurLaLune Fairy Tales website2. o The True Story of the Three Little Pigs! by Jon Scieszka. o A printout of the original story of the three little pigs from SurLaLune. o A very large Venn diagram, either on the board, on chart paper, transparency, or projected from a computer via Inspiration 8. o Blank Venn diagrams for the class. o Loose-leaf paper. Introductory Activity: Begin by asking students if they the story of the three little pigs. Have one of the students briefly recount the story. In the event that there was a lunar eclipse in the southern sky recently and none of them the story, briefly recount it using the printout from SurLaLune. Read aloud The True Story of the Three Little Pigs! to the class. Group Work Practice: In groups or pairs, have students complete the Venn diagram worksheets. What was the same and what was different about the pig’s point of view and Alexander T. Wolf’s version of the tale? Have students share out and complete the large class Venn diagram. Follow Up Activity: 2
SurLaLune Fairy Tales website can be found at http://www.surlalunefairytales.com/ and contains many popular fairy tales along with illustrations and cross-cultural connections. Teaching Point of View
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Kinney/Aghalarpour In groups or in partnerships, students select one of the stories from the SurLaLune website and retell the story from another character’s point of view in the style of The True Story of the Three Little Pigs! Students should provide illustrations. Completed books can be ed to http://www.lulu.com or other site that allows for one-off book publishing. Homework: This lesson is the launching point for a culminating project that will most likely take more than one lesson to complete. We suggest setting benchmarks for where students should be at in the creation process at the end of each lesson. If they have not reached the benchmark set by the teacher, they should make it up for homework. Having benchmarks discourages students from spending four days on the illustrations. Assessment Tool: Use the Venn diagrams created by the students to gauge their understanding. Alternatively, you can use the stories produced by the students as a chance to gain an understanding of their comprehension skills beyond the scope of point of view as well as their writing skill. Differentiation of Lesson for All Learners: Consider bolder projects for students who on a higher end of the spectrum of ability in your classroom. One suggestion is to have them model their story off of Seedfolks or The Whipping Boy instead of a fairy tale. Alternatively, they can use any of the independent reading books they have read so far this year.
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Annotated Bibliography Title: Seedfolks Author: Paul Fleischman Publisher: HarperTeen: 1997, 2004 Pages: 80 ISBN: 0064472078 Summary: Seedfolks is not told from the perspective of a single character. Instead, each chapter is told from a different point of view and is named after the character that narrates the chapter. Some of the characters are young while others are older. Some immigrated to the Cleveland (where the story takes place) from outside the United States and others were born there. The first chapter is narrated by a young, Vietnamese girl named Kim who plants a few seeds in an empty lot on the memorial of her father’s death. As the story progresses, the few small seedlings Kim planted on a cold April morning inspire a community garden in an otherwise desolate Cleveland neighborhood. Ana, an older woman who was born in raised in Cleveland, became suspicious of the little girl who visited the empty lot every morning. She went to the lot one afternoon and dug up the spot Kim had been visiting expecting to find whatever she’d be hiding. When she discovered the seedlings, she felt guilty and replanted them. Wendell, a Kentucky farmer turned school janitor who had lost his wife to car wreck and his son to a gunshot wound saw the seedlings growing near an unused junk pile in the lot and decided to grow his own garden. As additional characters stumble upon the garden, they all become interested for different reasons. The Gibb Street Garden becomes the epicenter of the neighbor. It serves a source of community and of frustration as neighbors bicker over turf in the garden. The story ends by coming full circle. Florence, an older woman who grew up in Colorado, recounts how the garden that thrived during the summer was barren during the winter. On the final page, she notes only a small Asian girl planting seeds on a cold April morning.
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Kinney/Aghalarpour Title: The Whipping Boy Author: Sid Fleischman3 Publisher: HarperTrophy: 1986, 2003 Pages: 112 ISBN: 0060521228 Summary: The Whipping Boy focuses on two main characters, Jemmy and Prince Horace (more popularly known as “Prince Brat”). The book takes place during the Middle Ages. Prince Brat is a troublemaker. He loves pulling practical jokes. His other hobbies also include slacking off on his studies. His behaviors drive his father, the king, furious. Mind you, this isn’t twenty-first century New York. Corporal punishment is perfectly acceptable and the king has no problem evoking it. So, why then, is the prince such a royal pain? Because the rule state, that the prince cannot be hit or harmed in any way. Instead, a common boy is appointed as the prince’s whipping boy. Whenever the prince does something wrong, the whipping boy takes the heat for him. It’s a pretty good deal for the prince, not such a good deal for Jemmy, the chosen whipping boy. Jemmy was a simple boy. He enjoyed assisting his father in his rat catching venture. One day he was plucked off the street by the royal guards and assigned to be the prince’s whipping boy. In return, he gets dressed in royal garb and gets fed royal meals. Regardless, it’s not a particularly pleasant job when you’re taking the beatings for someone as troublesome as prince brat. There’s one thing about Jemmy that Prince Brat cannot stand. When Jemmy is getting spanked, he doesn’t make a peep. He doesn’t cry, he doesn’t yell, and he doesn’t complain. This behavior infuriates the prince. The prince thinks Jemmy has a pretty sweet deal eating royal meals and wearing royal pajamas. He threatens that if Jemmy doesn’t “bawl” next time he gets beaten that the prince will have him thrown back on the street. Jemmy here’s this and is elated. He’d like nothing more than to be relieved of his
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An interesting side note: Sid Fleischman just so happens to be Paul Fleischman’s father. Father and son both sport incredibly lush beards. Teaching Point of View
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Kinney/Aghalarpour duties. It is the same situation with two different perspectives (that’s why it fits in so well with our unit). One night the Prince decides he’s going to run away because he’s bored. He decides to drag Jemmy along with him. Not soon after escaping the castle do they get pulled aside by two vagabonds who, after the prince shoots his mouth off, decide to kidnap them and hold them for ransom. Prince Brat double-crosses Jemmy, but eventually they escape only to get themselves lost in the forest. In their travels, they befriend a dancing bear and Captain Nips, who sells hot potatoes for a living. With their help, the two boys make it back to the city. Upon arriving home Prince Brat has a change of heart and decides to appreciate Jemmy for his loyalty and friendship. The prince changes his ways and everyone lives happily ever after. Title: The True Story of the Three Little Pigs! Author: Jon Scieszka Publisher: Viking Juvenile: 1999 Pages: 32 ISBN: 0670888443 Summary: It’s the classic story of the three little pigs told from a completely different perspective –the big, bad wolf’s point of view. Now, Alexander T. Wolf will have you believe otherwise about the whole big and bad part. The True Story of the Three Little Pigs! is told from the wolf’s perspective. According to Mr. Wolf, he was simply trying to borrow a cup of sugar. His endeavor was complicated by the fact that it was allergy season. Mr. Wolf testifies that he cannot and should not be held responsible for the fact that the first two pigs built such flimsy houses. A simple sneeze managed to decimate their house and unfortunately lead the both pig’s early demise. At which point, the wolf found himself clearly in the right to consume them, as they had perished as a result of their own faulty architecture. He claims the cops framed him. The story is told from Alexander’s prison cell is seems very suspicious.
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Standard 1- Students will read, write, listen, and speak for information and understanding.
Students will meet this standard by reading and listening to
Seedfolks, The Whipping Boy, and The True Story of the Three Little Pigs. Students will be expected to understand and identify the different points of views presented in each text.
Standard 2- Students will read, write, listen, and speak for literary response and expression. Students will meet this standard by discussing the different points of views found in Seedfolks, The Whipping Boy, and The True Story of the Three Little Pigs, with their classmates. Students will also re-write a children’s book through a different point of view.
Teaching Point of View
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Kinney/Aghalarpour
Standard 3- Students will read, write, listen, and speak for critical analysis and evaluation. Students will meet this standard by critically analyzing Seedfolks, The Whipping Boy, and The True Story of the Three Little Pigs, by explaining how a character’s identity influences his/her point of view of an event.
Standard 4- Students will read, write, listen, and speak for social interaction. Students will meet this standard by having literature circles with their peers about The Whipping Boy and Seedfolks.
Unit Objectives
Students will learn and understand how all events have different points of views and perspectives
Students will learn how to identify the perspectives of different characters in different stories
Students identify first person and third person point of views
Students will understand and identify how a character’s identity influences a character’s point of view.
Students will re-write a favorite children’s book based on a different point of view.
Unit Overview Lesson 1- Students will understand how an event or story can be interpreted by different points of views and perspectives. Students will read Seedfolks and identify the different perspectives of that story. Lesson 2-. Students learn the differences between first person and third person point of view. Students read the Whipping Boy and identify the third person’s point of view. Lesson 3- Students will read Seedfolks and identify and discuss how each character’s identity influences his/her point of view Lesson 4- Students will hear a read aloud of The True Story of the Three Little Pigs and will then begin to re-write a new version of a favorite children’s book based on a new perspective
Teaching Point of View
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Kinney/Aghalarpour
Lesson 1 Teaching Point: Students will understand how an event or story can be interpreted by different points of views and perspectives. Students will read Seedfolks and identify the different perspectives of the story. Materials: o Copies of Seedfolks for each student o Copies of introductory activity handout for each student o Copies of literature circle directions for each student o Copies of assessment tool for each student o Reader’s notebooks Introductory Activity: Students will read three different perspectives of a fictional event created by the teacher about a two students who got into a little rumble after school the day before. Students will have to discuss and analyze why there are three different versions of one event. Teacher will then explain how for every event, whether fictional or real, there will be different perspectives or points of views. Teacher will then define the term perspective (point of view) to the class. Perspective (Point of View): the distinct way one person views and interprets an event or story. Students will record this definition into the glossary of their reader’s notebook. Group Work Practice: Students will be in literature circle groups of 3-4. Within each literature circle students will be expected to assign each member of the group with a particular group role. The group roles are: facilitator (responsible for making sure that everyone gets an opportunity to answer questions and pose their opinions), researcher (responsible for finding evidence within the text), recorder (responsible for recording the groups responses to the discussion questions in his/her reader’s notebook) and presenter (responsible for sharing the group’s discussion with the rest of the class during share time). Students will read
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Kinney/Aghalarpour chapters 1-3 in Seedfolks and will answer the following discussion questions: Why are there so many different perspectives on Kim’s planting moment? Which perspective do you believe the most and why?
What text-to-self, text-to-text or text-to-world
connections can you make? Follow Up Activity: The small literature circle groups will become a whole class discussion on Seedfolks. Teacher will ask each presenter to share a response from their group’s discussion. Teacher will ask the students to notice how even within the classroom there are many different perspectives on interpreting Seedfolks. Homework: Students will also be asked to read chapters 4-6 for homework and write a journal response that explains how the characters of the next three chapters have different perspectives of one event. Assessment Strategy: In preparation for the New York State English Language Arts exam students will read one age and will be asked to determine the point of views of different characters through multiple choice questions. Differentiation of Lesson for All Learners: o Definition of perspective (point of view) will be written through a colorful power point presentation. o All directions will be presented orally on handouts and on the chart paper in the classroom. o Teacher will target specific students when reading Seedfolks
Teaching Point of View
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Kinney/Aghalarpour
Lesson 2 Teaching Point: Students learn the differences between first person and third person point of view. Students read the Whipping Boy and identify the third person’s point of view. Materials o Copies of Whipping Boy for each student o Copies of introductory activity handout for each student o Copies of perspective graphic organizer for each student o Copies of HW directions o Copies of assessment tool for distinguishing between first person and third person o Reader’s notebooks Introductory Activity: Introductory activity handouts are distributed to the students. Students read two different versions of the same incident. One version is written through a first person point of view while the other version is written through a third person’s point of view. Ask the students to identify the similarities and differences between these two different versions of the incident. Explain to the students that the telling of a story can vary depending on who is speaking or writing about it. Define first person’s point of view and third person’s point of view and have the students record these definitions into the glossary section of their reader’s notebooks. Group Work Practice: Students will be in literature circle groups of 3-4. Within each literature circle students will be expected to assign each member of the group with a particular group role. The group roles are: facilitator (responsible for making sure that everyone gets an opportunity to answer questions and pose their opinions), researcher (responsible for finding evidence within the text), recorder (responsible for recording the groups responses to the discussion questions in his/her reader’s notebook) and presenter (responsible for sharing Teaching Point of View
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Kinney/Aghalarpour the group’s discussion with the rest of the class during share time). Students will read chapters 1-2 of The Whipping Boy and will discuss and complete a perspective graphic organizer in which they will be asked to analyze the differences between how Jemmy’s (first person’s) point of view compares to the Prince’s (third person’s) point of view of Jemmy’s position as the whipping boy. Follow Up Activity: The small literature circle groups will become a whole class discussion on The Whipping Boy. Teacher will ask each presenter from each literature circle group to share their graphic organizer. Teacher will then ask students to discuss why it is important to hear different perspectives of any event, incident or story. Homework: Thirteen students will be assigned to read particular chapters on particular characters since they will act as one of the thirteen characters from Seedfolks the next day in an Oprah Winfrey interview activity. The remaining ten students of the classroom will prepare questions they would like to ask the characters from Seedfolks. Assessment Tool: In preparation for the New York State English Language Arts exam students will read one age and will be asked to determine whether the point of view is third person or first person. Differentiation of Lesson for All Learners: o Definition of first person and third person point of view will be written through a colorful power point presentation. o All directions will be presented orally on handouts and on the chart paper in the classroom. o Teacher will target specific students when reading The Whipping Boy.
Teaching Point of View
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Kinney/Aghalarpour
Lesson 3 Teaching Point: Students will understand and identify how a character’s identity influences a character’s point of view in Paul Fleischman’s Seedfolks. Materials o Chairs lined up in a row on either the right or the left of the teacher’s desk. o Chairs set up in an audience style for the remainder of the students. o Small signs with string with the names of each of the characters in Seedfolks. 1. 2. 3. 4. 5. 6. 7.
Kim Ana Wendell Gonzalo Leona Sam Virgil
8. Sae Young 9. Curtis 10. Nora 11. Maricela 12. Amir 13. Florence
o Chart paper to record responses during the literature circle share out. o Chart markers. Introductory Activity: As students enter the room they are welcomed to the Seedfolks talk show. The teacher takes the role of the talk show host at first. The host interviews the characters about their lives. The teacher should begin with very broad questions for the guests to allow them to feel comfortable with the activity. Some examples might include: o “Tell me about yourself Wendell.” o “What do you do for the living Sam?” It should be noted that you do not need to have all 13 of the characters if it is not feasible in your class. Choose characters at your discretion based on the discussions you’ve had about the book in class prior to this lesson. After you have asked a few general preliminary questions, model more specific question that address specific situations in the book. o “Ana, what did you first think when you saw Kim visiting the empty lot each morning?”
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Kinney/Aghalarpour o “Kim, did you feel proud when you saw what your garden had turned into?” o “Florence, what did you think when you saw Kim visiting the garden the next winter?” Encourage other characters to respond and react to what is said by each character. Students should become the characters in the book. Feel free to ask a character how he or she feels about what another character had just said in order to encourage this kind of dialogue1. Group Work Practice: After the teacher models how the show is run by asking the first series of questions, he or she turns to the audience who prepared questions in advance for homework. The teacher takes the role of a as the audience asks the questions. Follow Up Activity: After the show concludes, students meet up in their literature circles to discuss the following questions: o In Seedfolks, how does the author create different personalities for each character? o Name an event that occurs in the book that has been explained differently by two different characters. After each group has had sufficient time to discuss each questions, groups share out notes from their discussions. Homework: In your reading log, write a letter from one character to another discussing that characters perspective on one of the situations that we listed during our literature circle share out. What might the character to whom you’re writing to say in response? Assessment Tool: 1
This activity was adapted from Cunningham and Allington, Classrooms that Work: They Can All Read and Write (2007, Pearson Education). Teaching Point of View
8
Kinney/Aghalarpour During this lesson, the teacher will have many opportunities to assess the comprehension of the students in his or her class. It is important to take notes during the audience led portion of the talk show. Collect the prepared questions at the end of the show to get a better idea of each student’s understanding of the text by looking at the quality of the questions asked. Differentiation of Lesson for All Learners: For students who may have difficulty responding during the talk show portion of this lesson, consider preparing a character card with a short bulleted list of facts about the character the student is playing. The students who need to can refer to this card as a reference during the talk show segment. For students who are not playing the role of a particular character, consider creating a template with sample questions that students can use to base their own questions on. They may be able to ask some of the more general questions such as, “Tell me about yourself, Ana.” This will allow them to participate in the conversation.
Teaching Point of View
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Kinney/Aghalarpour
Lesson 4 Teaching Point: Students will hear a read aloud of The True Story of the Three Little Pigs and will then begin to re-write a new version of a favorite children’s book based on a new perspective. Materials o Student access to the internet or printouts of assorted fairy tales from SurLaLune Fairy Tales website2. o The True Story of the Three Little Pigs! by Jon Scieszka. o A printout of the original story of the three little pigs from SurLaLune. o A very large Venn diagram, either on the board, on chart paper, transparency, or projected from a computer via Inspiration 8. o Blank Venn diagrams for the class. o Loose-leaf paper. Introductory Activity: Begin by asking students if they the story of the three little pigs. Have one of the students briefly recount the story. In the event that there was a lunar eclipse in the southern sky recently and none of them the story, briefly recount it using the printout from SurLaLune. Read aloud The True Story of the Three Little Pigs! to the class. Group Work Practice: In groups or pairs, have students complete the Venn diagram worksheets. What was the same and what was different about the pig’s point of view and Alexander T. Wolf’s version of the tale? Have students share out and complete the large class Venn diagram. Follow Up Activity: 2
SurLaLune Fairy Tales website can be found at http://www.surlalunefairytales.com/ and contains many popular fairy tales along with illustrations and cross-cultural connections. Teaching Point of View
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Kinney/Aghalarpour In groups or in partnerships, students select one of the stories from the SurLaLune website and retell the story from another character’s point of view in the style of The True Story of the Three Little Pigs! Students should provide illustrations. Completed books can be ed to http://www.lulu.com or other site that allows for one-off book publishing. Homework: This lesson is the launching point for a culminating project that will most likely take more than one lesson to complete. We suggest setting benchmarks for where students should be at in the creation process at the end of each lesson. If they have not reached the benchmark set by the teacher, they should make it up for homework. Having benchmarks discourages students from spending four days on the illustrations. Assessment Tool: Use the Venn diagrams created by the students to gauge their understanding. Alternatively, you can use the stories produced by the students as a chance to gain an understanding of their comprehension skills beyond the scope of point of view as well as their writing skill. Differentiation of Lesson for All Learners: Consider bolder projects for students who on a higher end of the spectrum of ability in your classroom. One suggestion is to have them model their story off of Seedfolks or The Whipping Boy instead of a fairy tale. Alternatively, they can use any of the independent reading books they have read so far this year.
Teaching Point of View
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Kinney/Aghalarpour
Annotated Bibliography Title: Seedfolks Author: Paul Fleischman Publisher: HarperTeen: 1997, 2004 Pages: 80 ISBN: 0064472078 Summary: Seedfolks is not told from the perspective of a single character. Instead, each chapter is told from a different point of view and is named after the character that narrates the chapter. Some of the characters are young while others are older. Some immigrated to the Cleveland (where the story takes place) from outside the United States and others were born there. The first chapter is narrated by a young, Vietnamese girl named Kim who plants a few seeds in an empty lot on the memorial of her father’s death. As the story progresses, the few small seedlings Kim planted on a cold April morning inspire a community garden in an otherwise desolate Cleveland neighborhood. Ana, an older woman who was born in raised in Cleveland, became suspicious of the little girl who visited the empty lot every morning. She went to the lot one afternoon and dug up the spot Kim had been visiting expecting to find whatever she’d be hiding. When she discovered the seedlings, she felt guilty and replanted them. Wendell, a Kentucky farmer turned school janitor who had lost his wife to car wreck and his son to a gunshot wound saw the seedlings growing near an unused junk pile in the lot and decided to grow his own garden. As additional characters stumble upon the garden, they all become interested for different reasons. The Gibb Street Garden becomes the epicenter of the neighbor. It serves a source of community and of frustration as neighbors bicker over turf in the garden. The story ends by coming full circle. Florence, an older woman who grew up in Colorado, recounts how the garden that thrived during the summer was barren during the winter. On the final page, she notes only a small Asian girl planting seeds on a cold April morning.
Teaching Point of View
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Kinney/Aghalarpour Title: The Whipping Boy Author: Sid Fleischman3 Publisher: HarperTrophy: 1986, 2003 Pages: 112 ISBN: 0060521228 Summary: The Whipping Boy focuses on two main characters, Jemmy and Prince Horace (more popularly known as “Prince Brat”). The book takes place during the Middle Ages. Prince Brat is a troublemaker. He loves pulling practical jokes. His other hobbies also include slacking off on his studies. His behaviors drive his father, the king, furious. Mind you, this isn’t twenty-first century New York. Corporal punishment is perfectly acceptable and the king has no problem evoking it. So, why then, is the prince such a royal pain? Because the rule state, that the prince cannot be hit or harmed in any way. Instead, a common boy is appointed as the prince’s whipping boy. Whenever the prince does something wrong, the whipping boy takes the heat for him. It’s a pretty good deal for the prince, not such a good deal for Jemmy, the chosen whipping boy. Jemmy was a simple boy. He enjoyed assisting his father in his rat catching venture. One day he was plucked off the street by the royal guards and assigned to be the prince’s whipping boy. In return, he gets dressed in royal garb and gets fed royal meals. Regardless, it’s not a particularly pleasant job when you’re taking the beatings for someone as troublesome as prince brat. There’s one thing about Jemmy that Prince Brat cannot stand. When Jemmy is getting spanked, he doesn’t make a peep. He doesn’t cry, he doesn’t yell, and he doesn’t complain. This behavior infuriates the prince. The prince thinks Jemmy has a pretty sweet deal eating royal meals and wearing royal pajamas. He threatens that if Jemmy doesn’t “bawl” next time he gets beaten that the prince will have him thrown back on the street. Jemmy here’s this and is elated. He’d like nothing more than to be relieved of his
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An interesting side note: Sid Fleischman just so happens to be Paul Fleischman’s father. Father and son both sport incredibly lush beards. Teaching Point of View
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Kinney/Aghalarpour duties. It is the same situation with two different perspectives (that’s why it fits in so well with our unit). One night the Prince decides he’s going to run away because he’s bored. He decides to drag Jemmy along with him. Not soon after escaping the castle do they get pulled aside by two vagabonds who, after the prince shoots his mouth off, decide to kidnap them and hold them for ransom. Prince Brat double-crosses Jemmy, but eventually they escape only to get themselves lost in the forest. In their travels, they befriend a dancing bear and Captain Nips, who sells hot potatoes for a living. With their help, the two boys make it back to the city. Upon arriving home Prince Brat has a change of heart and decides to appreciate Jemmy for his loyalty and friendship. The prince changes his ways and everyone lives happily ever after. Title: The True Story of the Three Little Pigs! Author: Jon Scieszka Publisher: Viking Juvenile: 1999 Pages: 32 ISBN: 0670888443 Summary: It’s the classic story of the three little pigs told from a completely different perspective –the big, bad wolf’s point of view. Now, Alexander T. Wolf will have you believe otherwise about the whole big and bad part. The True Story of the Three Little Pigs! is told from the wolf’s perspective. According to Mr. Wolf, he was simply trying to borrow a cup of sugar. His endeavor was complicated by the fact that it was allergy season. Mr. Wolf testifies that he cannot and should not be held responsible for the fact that the first two pigs built such flimsy houses. A simple sneeze managed to decimate their house and unfortunately lead the both pig’s early demise. At which point, the wolf found himself clearly in the right to consume them, as they had perished as a result of their own faulty architecture. He claims the cops framed him. The story is told from Alexander’s prison cell is seems very suspicious.
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