Reflection: Adjustments to Practice Cinder Edna and Goldilocks - Section 3: Partner Work

 

I feel like I have led my class on a wild goose chase to get to the perspective.  I really like what  the proficient example did,  because the student used evidence from the text to support the perspective from Cinder Edna.  But it should have been details not points. I am using the word "point" and "point of view" and it is confusing.  I should have called the points on the left of the t- chart details.

Cinder Edna loved Rupert because he told jokes and was natural.  The basic basic 1,basic 2,basic 3) examples were not identifying the "points" (details) that supported the characters perspective.  I think I should have tried to find a pre-made graphic organizer (point of view graphic organizer) to guide me and the students to the perspective.  This graphic organizer is one that I like much better and will definitely use next year instead.

  Adjustments to Practice: Design
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Cinder Edna and Goldilocks

Unit 2: Point of View
Lesson 8 of 9

Objective: SWBAT identify the perspective different characters.

Big Idea: This is a fun lesson for students to analyze the character's perspective through a fairy tale.

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