Earthquake Terror: Narrator's Perspective
Lesson 4 of 10
Objective: SWBAT describe how the narrator's perspective influences the way events are described.
Scholars watch a video of people reflecting on their experience with an earthquake. As they watch the video today, they reflect on the following questions:
1. What is the narrator's perspective regarding earthquakes?
2. How does that influence the way in which they describe the event?
3. What evidence from the video supports your response?
After the video I give them 2 minutes to jot down their thinking. I imagine they will have a bit of a tough time, so I may do a bit of the following think aloud to support them: "The narrators seem to think that earthquakes are surprising. This influences the way that they describe the event because they describe the effects of the surprise. For example, the one narrator describes her cat being sprawled on the floor when the earthquake happened."
Here is an example of a Scaffold to help answer questions above.
Then, they have 1 minute to share with a friend and I pull 2 friends from my cup and I take 1 volunteer.
We do a cloze re-reading of pages 29-31 of Earthquake Terror. When we do cloze readings, we all have access to the same text and I read aloud, pausing on certain words. Scholars read the words out loud as I pause upon them. This enhances engagement and gives all students access to the text. I emphasize that although we are reading the same passage that we did earlier this week, we are reading to do something different. Today, we answer and think about the following questions as we read:
1. Who is the narrator?
2. What important events are described?
3. How does the narrator's perspective influence the way in which events are described.
We discuss the answer to the first question (the narrator is a third-person who is telling the story from Jonathan's perspective). I model recording the answer to the second and third questions on the Graphic organizer. Scholars copy my response onto their graphic organizer so that they have a model when it is their turn to work. Here are Scholars taking notes on the graphic organizer.
Scholars break into heterogeneous pre-assigned (by teacher) partnerships. They move to any place in the room and re-read pages 32-35 of Earthquake Terror and record the important event and the way in which the author describes the event. Some students may need an explanation for why we are re-reading, and you can always share that each time we read, we gain something different from the text. Also, if we've already read something it is easier for us to think deeply about that text the second or third time we read.
During Partner Reading, scholars do re-read and record the important event ant the way the author describes the event for the following sections:
I pre-assign pages because I want to make sure that they pick out the most important events. This is a type of scaffold for all scholars. Also, determining how the narrator's perspective influences the way in which events are described is a multi-step skill and scholars need mastery of many strategies to do this successfully. Therefore I provide more support.
As scholars are reading to one another, my ELL co-teacher supports 1-2 groups who need the most intense support (scholars who recently moved to the USA). I circulate and ask questions and ensure that engagement is high and do quick on-the-spot checks for understanding.
Scholars have 20 minutes to do this. After 20 minutes they return to seats and answer the following question in tables: How does the narrator's perspective influence the way in which events are described? Scholars practice PCR (Prose Constructed Response) responses in notebooks and 1 person from the group takes notes on their dry erase board.
If time allows, scholars will do a gallery walk (get up, walk around and agree with or disagree with other scholars' responses).
During this time in my first class scholars rotate through 2 stations.
*In my second class, the ELL teacher pulls the Socratic Seminar group and teaches pre-skills that help them to be successful with author's perspective. I pull the 5 scholars who are currently reading on a 2nd grade reading level and support them with their Checklist work. I then spend 20 minutes targeting a phonics skill and practicing fluency with books that are on their level.
In my first class, I start the time by reviewing our Checklist 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 identify the narrator and important events 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 narrator's perspective and important events. For my higher groups, we will actually compose a PCR response.
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.