To start the lesson, I will ask the students to close their eyes and imagine that they are out on the soccer field here at our school. What can you see? What can you hear? What does the grass look like? How did you get there? Then I will ask the students to keep their eyes closed and imagine that they are an ant. They on the soccer field. What do you see? What you hear? What does the grass look like? What does a spec of dirt look like. What does a small twig look like? What does a soccer ball look like? How did you get there?
I will ask them to open their eyes and we will talk about how the same experience of being on the soccer field can be so different depending on your perspective or from a different point of view.
Hopefully all of the students have heard the story of The Three Little Pigs. We will talk about how the story goes to refresh their memories and also for those who may not have heard the story before. Then I will explain to them that the story was written from the perspective of the pigs.
Now we will take a look at the story from the perspective of the wolf. I will read the story "The True Story of the 3 Little Pigs" by Jon Scieszka.
After reading the story, we will talk about how two people who experiences the same events can have two totally different versions of what happened because they are viewing it from a different perspective.
We have been analyzing "Casey at the Bat" during this unit. The students are very familiar with the text. I thought it would be fun for them to create their own text from the point of view of a character in the story. I gave the students a list of characters to choose from which I have included in the resources.
I told the students not to change the facts that were given about the game , but they could add additional information that was not included and they could also expand the story beyond the game.
I asked the students to write in 1st person as if they were that character. I reminded them that I was looking for a beginning, middle, and end to the story. We also went over the rubric so that the students knew what they would be graded on before they began the writing assignment.
After the students have written their stories from the point of view of a character in "Casey at the Bat," I will have them share their stories with the rest of the class. We do a lot of sharing in my class and the kids at the first of the year are a little nervous to share but by this point in the year (beginning of the 2nd quarter) the kids are begging to share their work all the time. I know that before I even announce that we are going to share our writing, I will have at least one student ask if we can share.