The Power of Perspective

17 teachers like this lesson
Print Lesson


SWBAT analyze a complex text in newspaper to determine how an author's perspective can influence the reader.

Big Idea

A war is caused by one author's perspective? Students learn the power of perspective and the dangers it can have when it falls into the wrong hands!

Advanced Organizer

7 minutes

To prepare my learners for today's lesson and complex text, I am going to have them the students read the article Thrill Rides Pose Little Danger .  This article is written to dismiss some opinions on the harmful effects roller coasters can have on the riders.  I picked this article because of it's interest level and what I anticipate will be a good conversation piece.   When it comes to author's perspective, point of view, and fact and opinion, it is ideal to create as much conversation in the classroom as possible.  The students need to understand that with perspective and opinions comes conversation and debate.  This is preparing them for writing to support claims later in the year. 

I will pass out the article and ask the students to read it silently then answer the questions at the end.  The questions are designed to be a catalyst for the conversation on author's perspective. 

As the students are reading, I will remind them to practice the skill of marking the text.  This is a skill I have introduced to aid the students in comprehension.  The students work closely with the text to underline unknown words, identify information that leads them to draw conclusions, make inferences, or predictions.  It also forces them to think about what the are reading. 

I will circulate the room, monitoring, reteaching, praising, clarifying, and assessing.  We, as teachers, should really consider roller skates. 

Once the students are finished working, I will have the students work in a Round Robin to share their ideas.  In a Round Robin, the students take turns sharing their thoughts and ideas or responses.  I do this to hold each student accountable for thinking and to provide each student an opportunity to take ownership for their own ideas. 

I usually start with the strongest student in the group, allowing the other students to see a good model, before having to share their own.  This will allow them to add any thoughts they wish to add.  It also validates their thoughts and reinforces their learning. 

Once all the students have shared, I will ask a couple students to share their thoughts with the entire class.  This will allow me to address, clarify, extend, and reteach to the entire group. 



15 minutes

To become an expert on author's perspective, the students must know the lingo.  In order to be able to work with the skill of author's perspective, there is a lot of vocabulary the students will need to become familiar with before using it to describe perspective. 

Review the definitions for fact, opinion, and claim.  Next, have students add the word bias to their list.  I will have the students copy down the definition. 

We are going to be bridging our learning from yesterday to today and working our way towards author's perspective.  Once the students have the vocabulary down,  it is time to get them working!


25 minutes

Once we have reviewed the terms, we are ready to roll.  I will have the students open their textbooks to the story titled Remember The Maine  This is an informational piece written to inform the readers about the power of perspective.  This is a great piece to use to demonstrate the power of perspective, once it gets into the wrong hands. 

I will read the story aloud, due to amount of struggling readers I have in my classroom.  I want them to work with and be exposed to complex text, but it will require small steps to build their reading stamina and skill set  to what is required for the rigor of Common Core. 

As I read the text aloud, I will remind the students to practice the skill of marking up the text.  I have been working with the students to interact with a difficult text by using a set of marks to identify unknown words, important details, inferences made, etc..  This skill is very important to aid in comprehension, especially when it comes to more complex texts. 

I will also stop to discuss and provide background knowledge when needed.  I anticipate the students will have little knowledge on the war.  I also anticipate having to discuss the media's role in creating this war.  I am sure and hoping this will lead students to connect to other ways the media has influenced society.  Talking about an event they can directly connect with, will help them see the power in author's perspective. 

Once we are done reading the text together, I will implement one of the shifts in Common Core by releasing them to work more independently. Although we read and discussed the text together, the skill of analyzing the text for author's purpose will be practiced independently.  This will give me an accurate assessment of the students' abilities to identify perspective. 

They will complete the questions that accompany the text.  These questions will ask the students to identify and support their thinking on author's perspective. 

I will have the students turn in the questions for a formal assessment on the content. 



7 minutes

Today's closure should be pretty easy for the students.  We have really been working hard on author's perspective and its purpose.  I will have the students complete the Closure Slip for the day. It will ask the students to describe how we can identify an author's perspective and why it is important to know.  Again, this should not be too difficult for students to answer.  

This will give the students the chance to process what we learned today as well as express any concerns they have and share their strengths.