Lesson: Analyzing Point of View Through Fairy Tales

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Lesson Objective

Students will be able to: -Describe key information of a text from a prescribed viewpoint -Discuss differing viewpoints -Discover the importance of viewpoint in a text

Lesson Plan

 

Do Now

In your notebook, summarize the story of the Three Little Pigs.

 

Introduction

Divide the class into two groups. Explain that they are going to be reading a short piece of text and their task is to remember as many details as possible from the text. Tell one half of the class that they are burglars and the other half of the class that they are real estate agents, without divulging the roles to the opposite groups. Turn on the overhead of The House and read it aloud to your students. While you are reading, students should not be taking notes. Once the reading is complete, turn off the overhead and ask students to list as many details as they can remember about the house from the text (e.g., descriptions of rooms, items located in the house, layout of house). This part of the activity should be limited to 2-3 minutes. Students then share their lists within their group. (For larger classes, students can be broken into 4 groups, 2 for each prescribed role.) Distribute chart paper to each group so that students can record their lists. Hang both sheets of chart paper on the front wall of the classroom. Discuss the similarities and differences between the two lists, and allow students to guess the viewpoint of the other group. Discuss whether the lists would be different from another viewpoint (e.g., child, interior decorator, pet dog).

 

Direct Instruction

Activate students' prior knowledge by asking for volunteers to retell the story of The Three Little Pigs. Most of your students will have some background knowledge of this popular fairy tale; however, each student will have a slightly different recollection of the story.

Read aloud two different versions of The Three Little Pigs. You may select a traditional version [e.g., The Three Little Pigs by James Marshall (Dutton, 1989)] and a culturally diverse version [e.g., The Three Little Cajun Pigs by Berthe Amoss (MTC Press, 1999)]. Depending on your needs, you may choose to use different cultural versions with your class. Model a compare/contrast of the two versions by using a Venn diagram.

 

Guided Practice

Introduce the next story by engaging students in a discussion about gossip and rumors. Talk about what happens when they overhear something in the hallway and how the spreading of a rumor can often be misinterpreted. This gives students something that they can identify and connect with in their own daily lives.

Read aloud The True Story of the Three Little Pigs by A. Wolf.

 

Independent Practice

Students are to select one fairy tale and rewrite the tale from the viewpoint of a different character or object within the tale (i.e., a "twisted tale"). Students can use the books selected from the library or online Web resources to help make their selection. Although you may encourage students to use a favorite fairy tale from their childhood, they may also choose a new tale that they have never read before.

 

Students share their "twisted tales" with the class. Their tales can be read in front of the class or their point of view can be shared. Collect a copy of the story for assessment purposes.

 

 

Closing

Students answer the following questions for the fairy tale they selected:

  • How does the way the text is written help shape your interpretation?

  • How does this text lend itself to alternative interpretations?

Lesson Resources

venn diagram   Activity
3,027
The House   Activity
3,912
The Wolf Side of the Story   Classwork
4,010

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