I originally used 'tone' and 'schema' in this lesson, but have realized that this was a bit too much new vocabulary. When I teach this lesson again, I'll use 'point of view' as the main focus and touch on 'figurative language', but keep the lesson limited to the main focus.
**I added this worksheet to this lesson, because it was similar to the worksheet and activities that we completed in the last lesson. The kids needed a bit more practice making connections, and the worksheet was an easy way to see if they could do this.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words)
Get students engaged:
Bring students to the same point in learning
Discuss connecting and point of view:
Bring in figurative language
I added some figurative language here because I want to expose the students to some of these phrases, but not teach to them explicitly. Second grade students need to hear these phrases used in a variety of situations with multiple examples to really be able to internalize the meanings, so I used them in this lesson.
Focus on a distinction between deep connections and shallow ones. As Common Core Stae Standards demand, this lesson is helping students learn how to make deep, relevant, text-based connections. See other lessons in this unit for more ideas on how to encourage students to shift away from meaningless connections that don't have much to do with the text itself towards connections that are steeped in text evidence and help students actually understand the text on a deeper level.
Common Core State Standard RL.2.6 explicitly says that the students need to speak in a different voice for each character, demonstrating their acknowledgement of point of view. My students love to act out stories and they learn so much more by ‘doing’ rather than just ‘listening’.
Students share their projects:
Scaffolding and Special Education: This lesson can be scaffolded up or down, depending on students’ abilities.
Students with academic challenges may need prompting with the meanings of the figurative language. I drew some ideas on the white board and talked through with them what their ideas were.
For students with great academic ability, I would expect them to have a much better idea about the meanings of the figurative language and call on them to give you an example of how they could use it in another context. They should also be expected to make a connections with the story about point of view. Instead of just choosing an idea from the board (that you have for struggling students) I would challenge them to be creative and think of their own idea.