We have an extended Cue Set today because our focus is on extending the skill of narrator's point of view to describing HOW that point of view INFLUENCES the way in which events are described. This is much more difficult than describing the characteristics of a narrator or how the narrator actually describes the events. Therefore, we begin with concrete practice of the skill that has nothing to do with text. Scholars need practice explaining how point of view can influence the way in which an event is described before they can apply that abstract thinking to a complex text. Thus, we begin our lesson today thinking about our point of view regarding sports gear.
Scholars jot down their favorite sports brand (Under Armour, Adidas or Nike). Then, I show them a commercial for each brand. After viewing each commercial, scholars jot down a quick summary of the commercial. Finally, scholars share their summaries at their tables (using a quick whip around to ensure everyone has a turn sharing).
I then lead us in a whole-group discussion. We consider the following questions:
1. What differences, if any did you notice about your summaries?
2. Why do you think those differences exist? - We all watched the same commercials, so our summaries should be the same, right?
3. How does your (or your friend's) point of view influence the way in which you described the commercials?
The idea here is that scholars will be able to make the connection between their point of view (opinions and past experiences) with the brands and the way in which they describe the commercials. For example, if they had Under Armour sneakers once that were very uncomfortable, they might say that the runner appeared slow, or the shoes looked too skinny to be comfortable.
During the Teaching Strategy, scholars will begin to apply the skill of stating how the narrator's point of view influences the way in which events are described to a concrete text. Scholars and I do a cloze reading of Katie's Trunk on pages 298-299 in the Houghton Mifflin text book. When we do a cloze reading, we all have a copy of the same book. I read out loud and I pause upon a few key words/phrases. Scholars read the paused upon word/phrase. This helps me to hold all scholars accountable for following along and it gives below level readers access to the text.
We stop after page 299 and I do a think about the following question:
*What is Katie's point of view regarding the Patriot's in her home? How does that influence the way in which she tells the event of them coming to her house?
I model how to use evidence from the text to record my answer to the two questions in a simple single fold foldable. This way, scholars have a model of what I expect their answers to look like and sound like as they move into the guided practice.
During the Guided Practice, scholars work in partnerships to read Katie's Trunk: pages 300-303 and to answer the following questions using their foldables:
1.What is the point of view of the Patriots who entered Katie's house? How might they describe the event of raiding her families home? How does their point of view influence the way in which they describe the event?
2. What is Katie's (and her family's) point of view regarding the Patriots raiding their home? How does this influence the way in which Katie describes the event of them raiding her home?
During the Guided Practice, scholars get into heterogeneous partnerships (determined by me & changed weekly) and do a parter reading. 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.