I share with students that there was another team in the Mudville Nine game where Casey struck out. I then share that the other team did not think highly of Casey and ask them why they think the team didn't like him. I ask them to support their opinions by what they read in the Casey at The Bat poem. They come to the consensus that Casey was conceited and thought too highly of himself.
I ask students what's the difference between confidence and cockiness? They share their opinions. I then ask which they think Casey was? All agreed that he was self-centered.
I then share the objective because I have their curiosity now - we are going to read a poem that is written from the point of view of the other team to compare and evaluate which gave us a more realistic perspective of the game.
I ask students if they play games for fun or play to win? We have mixed responses which is what I was hoping for. I then ask if they think Casey plays for fun or winning? They respond and I ask for evidence from the first poem. I ask if they think the opposing team was playing for fun or for the win? I share that often when opposing teams play they talk "smack" or harass the other team to get them to feel uncomfortable so that they cannot play at their best.
I introduce the first stanzas of the poem and ask what they feel the other team was thinking about in terms of the game and their competition. I want to introduce the point of view the team is taking and why they are using the words and taunts to negatively influence Casey.
I also introduce their comparison chart and focus question and ask which is a more realistic depiction of the game, so that they know why they are reading and have a greater interest in what is happening.
I model the first comparison for their charts and then have them complete the rest as a small group.
I have students reread the poems and then take margin notes to highlight points made in both versions.
They are given the objective of determining which gives a more realistic view point of the game. I share that they not only need to look at the perspectives taken with each poem, but also the amount of information that is provided.
Students respond on the bottom half of their worksheet with their opinions.
When all are completed with their responses I ask them to share what they felt and why? Watch the video to hear their reasoning and support for their responses
I close the day's lesson by asking students how the author's viewpoint and opinions effected them as readers? Which was more pushy in their view points of the game? Why do you think the author wrote this way? I want students to get the ideas that authors sometimes try to control their readers. This is a risk because some readers enjoy this type of writing, but some others feel offended by it.