Night of the Twisters: Analyzing a DIFFERENT perspective

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SWBAT analyze multiple perspectives of experiencing a tornado in the text" Night of the Twisters".

Big Idea

How can two people experience the same thing and describe it differently?

Cue Set

10 minutes

Today we watch the same video of Man Versus Wild  that we watched yesterday.  Today when we watch the video, we imagine that we were on the crocodile hunting trip with the guide.  As we watch, we ask ourselves the question: How would we describe the event of hunting for crocodiles? 

After the video, I give scholars 1 minute to jot down how they would describe that event.  If scholars are having a tough time envisioning their description of an event that did not happen to them (this is a bit abstract for some learners), I think aloud a bit about what they might write.  For example, I might say, What did you see?  Where were you?  How did you feel?  What emotions did you experience?  Would you do this again? Why/Why not?  What do you wish had happened to make the experience better?  These questions will gear up the thinking for most scholars.  Here is an example of one scholar actively writing the response to the question.  

Scholars then do a whip around.  During the whip around, each friend at their table has 30 seconds to share their description.  This will last a total of 2 minutes (I have 4 friends per table group).  The reason why I use this strategy today is because I want scholars to understand that everyone may have a different description of how they would experience the event.  This will help with the lesson tomorrow where we actually analyze similarities and differences.  

I take 1 friend from my cup and 1 volunteer to share with the whole class.  I do this to hold scholars accountable to sharing with one another and to give scholars the opportunity to hear responses throughout the class.  

Teaching Strategy

15 minutes

Today we go back and re-read Warren Faidley's description of chasing a tornado in the text Eye of the Storm.  We are re-reading a part of this text because it will enable scholars to focus more on the skill of analyzing multiple perspectives rather than focusing on understanding a brand new text.  

I model how to record how Warren Faidley describes tornadoes.  I say something like, "Warren Faidley chose to become a storm chaser.  He could have been anything that he wanted to be and he chose to chase storms.  That makes me think that he probably enjoys chasing tornados.  In the text it says...." 

I then model recording my thinking on the foldable that we made yesterday so that scholars can see how to use the evidence to support the response.  Here one student's Labeled Foldable.  

Guided Practice

20 minutes

Scholars have 20 minutes to continue to re-read Eye of the Storm and record how Warren Faidley would describe a tornado in their foldable with their partners.  Partners are heterogeneous groupings.  I pair lower scholars with medium low scholars and high scholars with medium high scholars.  The reason for this is to ensure that no one becomes frustrated with their partner, and also so that my ELL co-teacher and I can strategically support certain groups.  

Scholars love partner reading time because it helps them to hear a model of fluent reading other than the teacher.  Also, they get to move around the room and find a comfy place to read.  This increases oxygen to their brains and it gives them a change of scenery.  Scholars work together to continue to record thinking on their foldable.  This gives them another set of ideas before they move forward and are independent with this task.  

Here is a video on Partner Reading.  

Independent Practice

45 minutes

During this time scholars rotate through 2 stations.  I start the time by reviewing our checklist Night of the Twisters items for the week and explicitly state what should be completed by the end of the day.  This holds scholars accountable to their work thereby making  them more productive.  Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies).  Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation.  The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.

During the rotations for this lesson, my small group objective today is to describe multiple perspectives of people in books that are on each group's highest instructional level.  Scholars read a portion of the same book (different for each group depending on reading level, but the same text is read in each group).  Then we discuss the perspective of the narrator.  As the week continues, we will begin to compare and contrast multiple perspectives on the same topic.  Since we are learning about natural disasters, each group has a different natural disaster (this depends on the books that are available on the group's level).      

After the first rotation, I do a rhythmic clap to get everyone's attention.  Scholars place hands on head and eyes on me so I know they are listening.  Then they point to where they go next.  I give them 20 seconds to get there.  Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition.  We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room.  This way we avoid any collisions.    

At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson.  Timing transitions helps to make us more productive and communicates the importance of our learning time.