Reflection: Gradual Release Different Points of View - Section 3: Guided Practice


I have to admit I was very nervous about using the poem to for point of view.  I felt uncomfortable not teaching poetry before using it in the instruction.  This was different from my more linear approach to genres.  However, it worked out better than I could have imagined.

I passed out the poem and quickly discussed prose vs. poetry.  I felt like I had to at least address stanzas and punctuation.  Once I got my quick fix and felt more confident, I read the poem aloud.  I modeled rhythm, meter, flow, and fluency.  This was essential before letting the students try it on their own.  Most students stumble with the format of poetry and need it modeled before attempting it on their own. 

They loved reading it aloud to their partners.  Most students had to make a couple attempts before they could get the flow down.  This part of the lesson took about 10 minutes longer than planned. 

We also had some great discussion about the poem.  I did have to provide some background on the type of well being talked about in the poem.  Most students are only familiar with the wells in their yard, which look much different than the well being described.  The students were able to make some amazing inferences with the poem. 

Finally, when asked how the poem might change if it were from the grandfather's point of view, the students were able to think of the details of the story and how it would change because of the grandfather's experience.  The grandfather wouldn't know what the boy was thinking or feeling.  Students were even detailing what the grandfather may be thinking.  This demonstrated to me their ability to infer point of view and its affect on the story. 

  Cleaning The Well Reflection
  Gradual Release: Cleaning The Well Reflection
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Different Points of View

Unit 2: Unit 1: Part II- Analyzing Text
Lesson 6 of 10

Objective: SWBAT to analyze a variety of diverse text to determine limited or omniscient point of view as well determine the effects point of view has on a story.

Big Idea: Whoever said roses were red? Students determine point of view in poetry and hold discussions on how point of view affects the story.

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