What Did You Say?

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Objective

SWBAT determine who is telling certain parts in a text and describe their point of view.

Big Idea

This lesson builds on determining who is speaking in a story and what their point of view is by introducing different ways authors show us character point of view.

Hook

5 minutes

Common Core Connection

The Common Core Standard is RL1.6 (Point of View Standard) and it says students need to identify who is telling the story at different points. I chose two complex text for the partner work because I want students to have opportunities to identify the points of view of complex characters and work with texts that use both 1st person and dialogue to convey the story and the characters' points of view. This will not only help students master the first grade standard, but it will also help them prepare for second grade, when they will need to distinguish among multiple characters' points of view. The Wizard of Oz and Mr. Popper's Penguins have rich vocabulary and expose my students to complex text.

Lesson Overview

Students are seated in the lounge in heterogeneous groups.  The grouping remains consistent as students move to their desks for guided practice.  Then students transition to the center tables to work in different heterogeneous groups of two or three.  We finish the lesson back at the lounge.  I always start and finish my lessons on the lounge because I feel that this helps my students know what part of the lesson we are doing.  I think that consistency is important to first graders.

Introductory Activity

I seat my class in the lounge area which is what most people call the carpet.   I share a story as my activating strategy. This gets the students thinking and lets them learn a little more about me. I think making my lessons personal motivates my students.

I tell the class my son never wants to clean his room.  I explain my point of view.  We need the room clean so he doesn't fall and so I can clean to floor.  My son says it is easier for him to find his things when they are laid out.  I write our names on the t-chart and add our points of view.

I say today we are going  to learn about characters' points of view.  After we discover who is talking, we will discuss what they say. Last we will make a judgement about the character's point of view. Sometimes the character is the narrator, and, because it's a new vocabulary word, I explain what I mean as soon as I tell them the lesson goal.  I say, I can determine a character's point of view. Sometimes the character is the narrator of the story, which means he or she is telling the whole story. The class echoes, tells a friend, and then they repeat it with me.  This develops ownership or the goal and makes the goal personal.

Guided Practice

20 minutes

I first show the clip of the book.  Then I tell my students to discuss who is talking in the text.  Then one volunteer shares.  I ask other students to share, agree, or disagree.  Then I add to what they say.  This is creating discourse among my students.

Next, I ask the students to discuss the speakers and their points of view.  After a few minutes I allow one person to share.  Then I ask the students to show me the evidence from the text to support the idea. I say what evidence from the text can you use to show me that? I use the left of the t-chart for the points and the right for the way the student justifies the point.  Common Core puts a great deal of importance on teaching students to use evidence from the text.

Partner Work

20 minutes

I have used this resource a lot, but I think it is great. We used Mr. Poppers Penguins and The Wonderful Wizard of Oz.  I increase the complexity of the text I use as each lesson gets more difficult and the level of thinking increase.  Students are now to look for character's point of view and use the evidence to support it from the text. There is an image in the resource section of the Model of the Graphic Organizer.

Student Reflection

5 minutes

Prior to the presentation I review the rules of speaking and listening.  This keeps me from having to correct any behavior.  I like for students to get to present their work. It also allows an opportunity for me to evaluate and question groups.  The students are learning from each other and I ask them to evaluate their peers.  I usually say, would anyone like to comment on the presentation or add to what they said.

Closing

5 minutes

Each student tells their peanut butter jelly partner what they learned.  I listen to see what they are saying.  Then I share some comments.

Last I ask the students to restate the lesson goal.   I say, I can identify who is telling the story and determine the character's point of view. The class echos, tells a friend, and then they repeat it with me.  This develops ownership or the goal and makes the goal personal.