Common Core Connection and Introduction
The Common Core Standard is RL.1.6 and it says students need to identify who is telling the story at different points. Now I do have a sequence of instruction I feel needs to be in order to get the class to understand "point of view." Students first need to know is who is actually speaking. So, this means I do several lessons on understanding the quotations. It is like, "Who is talking and when in the story?" Then comes helping the students understand the characters perspective, their feelings. The unit ends with point of view. The point of view is based on the characters perspective and often the story is in first person.
For this lesson, my student analyze the point of view of Goldilocks and the Bears in the book Goldilocks and the Three Bears by Jan Brett. Then we use a graphic organizer to write out notes and details from the text. Common Core promotes using evidence from the text.
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. I feel that heterogeneous groups help my students complement 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.
I seat my class in the lounge area because I like for us to be close to discuss the purpose of the lesson, for me to get their attention, and it is nice to be close for the reflection. It's easier for me to hear the students conversations and promote discourse in a close setting.
I like to connect each lesson to previous learning because I think it adds relevance and promotes comprehension. So, I remind the class about the point of view of the Big Bad Wolf, and characters from Cinder Edna. I share that today we are going to analyze the point of view of Goldilocks and the Three Bears.
I say, "I can determine a character's perspective." 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 Goldilocks and the Three Bears by Jan Brett to the class to analyze Goldilock's perspective. I stop at the end of each page to ask the students how Goldilocks felt. I ask the students to discuss her perspective? How is he justifying his behavior? Why did she fall asleep? I stop and ask these questions after she enters the house, after she tastes each bowl of porridge, after she breaks the chair, and after she falls asleep. These are the big times in the text that she would have an emotion connected to her behavior.
After each question the students discuss. I allow one volunteer to share their idea. I write it on the board (graphic organizer). 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.
We make notes on the board (board work). This is just a way I like to help my students organize their thoughts. I like to reread our note before I allow my students to discuss Goldilocks's persepective. This makes it easier for the students to reflect.
Students transition to the center tables. Then I distribute one graphic organizer to each group. I always model the graphic organizer that I want my students to create. This time the students create the graphic organizer on their own. I am trying to get the students more independent in their tasks.
Students work (collaboration 1, collaboration 2) in mixed ability groups to complete the graphic organizer for the Bears from the book. The students will analyze the perspective of the Bears and write it on the graphic organizer.
I walk around to monitor and keep students on track. By giving frequent feedback on work students can be guided in the right direction.
I review the rules of speaking and listening. "Sit criss cross apple sauce, pockets on the floor, hands in your laps, talking no more, looking at the speaker, and thinking about what they are saying." I ask several groups to present (presentation) their work. Then the other students offer their feedback to their peers.
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 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 determine the character's perspective." The class echos, tells a friend, and then they repeat it with me. This develops ownership or the goal and makes the goal personal.