Put Yourself in Someone Else's Shoes!
Lesson 5 of 13
Objective: SWBAT re-write an event from a different perspective.
I explain that we've been learning all about how someone's perspective can influence the way in which they describe events - particularly the narrator's perspective. Today, we're going to pretend that we are the narrator and instead of viewing the event as-is, we are going to view the events from the opposite perspective.
Since we are doing something new today, we begin with concrete practice of the skill (re-writing an event from an opposing perspective) to help scholars gain confidence and practice.
We watch the video of the Boston Tea Party (told from the perspective of Patriots meant to inform students in the 1980's). I explain that the video is old and might be considered a bit silly. Scholars actually think School House Rock is kind of hilarious and most of them remember watching these videos when they were much younger. It ends up being very engaging!
I ask scholars to quickly jot a 3-5 sentence paragraph that describes how you would re-write the script of this video if it were told from the Loyalists perspective. Scholars have 7 minutes to re-write and they can work with their post-it note groups. This will help give support to scholars who may have a difficulty time at first, and it will get kids up, moving and working with scholars from all over the classroom.
Here is an example of a scholar presenting their re-written version:
During the Teaching Strategy, I model how to use the graphic organizer from earlier this week to help me begin to re-write the beginning of Katie's Trunk from the Patriot's perspective. I model how to use my text, the graphic organizer and my foldable to help me.
I explain, that scholars will have the opportunity to work with partners to re-write a section of the book Katie's Trunk. They can re-write either the beginning (pages 294-297), the middle (pages 298-301), or the end (pages 302-303) from the perspective of a Patriot.
The idea here is that scholars actually envision the events told from a different perspective. This helps them to understand and actually experience how a narrator's perspective influences the way in which events are described. Also, it helps them to synthesize all that they learned this week.
During the Guided Practice, scholars work with their heterogeneous partnerships to continue to re-write the section of the story. Here are scholars engaged in partner practice
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 finish up their re-written sections independently during the station rotation today. I will provide scholars with markers and special publishing paper if they want to create a picture and a front cover from the Patriot's perspective.
During this time scholars rotate through 3 stations. I start the time by reviewing our Weekly 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, 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 develop strong characterizations of individuals or groups of individuals using books that are on each group's highest instructional level. My focus is this objective because it is a pre-requisite objective to RI & RL 6 (the focus standard of this week). 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). We practice recording our thinking on dry erase boards to use a different mode of recording and to keep things a little fresh. My ELL co-teacher pulls small groups that focus on RI or RL 6 - how narrator's point of view influences the way in which an event is described- since this is the focus standard of the week.
The pink group will continue student-led text talk groups. Their focus question will depend upon the text they selected and the part that they read. They are always expected to use quotes to support their answer.
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.