Cinder Edna and Goldilocks
Lesson 8 of 9
Objective: SWBAT identify the perspective different characters.
Common Core Connection and Introduction
In teaching to Common Core Standard RL.1.6, I have students analyze the events, speech, or even the characters actions to find the perspective of the character. This standard is hard, because the students have to analyze the character's traits and what they think. It is challenging for first graders to determine how a character sees things apart from how they may see something- it makes me think of looking at things from another person's perspective, which is really challenging for young children.
It is essential to understand the sequence of instruction that needs to be in place to get the class to understand "point of view." First, they need to know is who is actually speaking. I do several lessons on understanding the author's use of quotations for speakers. It is like who is talking and when in the story. Then we analyze the characters' perspective, their feelings. Finally, we end at the lesson on point of view. The point of view is the based on the characters perspective and often the story is in first person.
I often ask my students, "What did the character do? What does this tell you about how the character feels? So, can you tell me their poerspective?" These questions seem to scaffold the instruction and lead the students to discover their own answers.
Students analyze the perspective of Goldilocks in Goldilocks and the Three Bears by Jan Brett, and Rupart or Edna in Cinder Edna.
Most of my lessons begin with my students seated in the lounge in heterogeneous groups: peanut butter jelly partners. The grouping remains consistent as students move (transitions) to their desks for guided practice. Then students transition to the center tables to work in different heterogeneous groups of two or three. I feel that heterogeneous groups help my students compliment each other and help each other learn. I try to pair students that can offer ideas and explain things to students that might need help. We finish the lesson back at the lounge.
Most of the time I begin my lessons with an activating strategy gets my students thinking. So, today I ask them to watch me and listen. Then I tell the students that they need to determine my perspective by listening and watching my actions. Now, I sit down in the floor and act like I am a baby that does not want to go somewhere. I say, "No, No, I won't go!" Now I ask the students to discuss my point of view with their partner. Hopefully, they sayI am upset and do not want to leave where I am. But, I listen to see how much my students know about determining the point of view. After students discuss their ideas I share that we are going to read Goldilocks and the Three Bears by Jan Brett and analyze the characters' perspective. I do say, "The perspective is like the opinion or character's beliefs on things. It's like what the character thinks." I am breaking the skill down into something they understand.
To engage the class I say, I can determine the perspective of different characters. The class echos, tells a friend, and then they repeat it with me. This develops ownership or the goal and makes the goal personal.
I read the first few pages of Goldilocks and the Three Bears. I stop at the end of each page to ask the students how Goldilocks felt. This makes sure the students identify her emotions. These emotions lead the class into determining Goldilock's perspective. I ask the students to discuss Goldilocks's perspective.
What does Goldilock think? (She is curious, hungry, and sleepy. She thinks the home owners won't mind that she eats their food, breaks their chair, and sleeps in their bed.)
How do the bear feel? (Angry, because their food is gone, chair is broken, and there is a girl in the little bears bed.)
After each question the students talk to their partner about the answer. I allow one volunteer to share their idea. I write it on the board. Before I write it students have to show me thumbs up or down to agree or disagree. I often ask students to explain why they agree or disagree. After the students justify their choice I add that to the chart.
As we organize our thoughts I fill in the graphic organizer on the board. I like to reread our graphic organizer before I allow my students to discuss Goldilock's overall perspective.
I read several excerpts for the class from Cinder Edna. I wish I had several copies, but I only have one. So, I read the passages then allow the groups to work for several minutes. After I see that each group is finished I read another page. I chose to read the two pages about how the Prince thought Edna was beautiful. I also do a picture walk through the book prior to reading. We have studied this text before and my class is familiar with the text, but I want to remind them about the book.
Students work in pairs to identify several details about the character and evidence to support the detail. The detail is really just how the character feels about something. For example, Rupart likes that Edna is simple in her attire. But, for this lesson I do not put a limit or rubric up for how much they should write, because I do not want to limit my students. I walk around and monitor, ask questions, and help group members finish the task.
Some of my questions:
- How does Rupart feel about Edna?
- What did she do that he likes?
- How can we tell he really likes her?
- Why might he like her inner beauty?
I always model the graphic organizer (perspective graphic organizer) that I want my students to create. I put this on the Smart Board for the class to see as they create their own. This time the students do create the graphic organizer on their own. I am trying to get the students more independent in their tasks (proficient student work).
I review the rules of speaking and listening. I ask the groups to form two lines facing each others. Students begin to work on their speaking and listening skills as one row presents their work. Then the opposite row presents.
I listen closely so I can provide feedback. I am modeling how to provide feedback for my students. I ask them to provide feedback for their peers.
Each student tells their peanut butter jelly partner what the perspective means. I listen to see what they are saying. Then I share some comments. I hope they say, "The perspective is like how the character feels regarding an issue." I definitely share this is what I want them to get.
Last I ask the students to restate the lesson goal. I say, "I can determine the perspective of different characters." The class echos, tells a friend, and then they repeat it with me. This develops ownership or the goal and makes the goal personal.