Lesson Topic: __Multiple Perspectives_____ Length of lesson: _40 min_________ Stage 1 #ontent Standard$s%:

Grade level:____8________

!esired "esults

8.7.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader b establishing a context and point of view and introducing a narrator and!or characters" organi#e an event sequence that unfolds naturall and logicall . b. $se literar and narrative techniques, such as dialogue, pacing, description, rh thm, repetition, rh me, and reflection, to develop experiences, events, and!or characters. c. $se a variet of transition words, phrases, and clauses to conve sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. $se precise words and phrases, relevant descriptive details, figurative and sensor language to capture the action and conve experiences and events. e. %rovide a conclusion &when appropriate to the genre' that follows from and reflects on the narrated experiences or events.

&nderstanding $s%'goals Students will understand: Multiple perspectives leads to further understanding when seeing a work, either, written, oral, visual, done by another person, especially those who are quite different from oneself

(ssential )uestion$s%: How does the perspective affect a piece of writing? What does writing from a different perspective do for understanding a situation?

Student o*+ectives $outcomes%: Students will be able to: nderstand that no one has the same point of view on a topic Write a poem from a perspective that is not their own Stage , Performance Tas.$s%: -ssessment (vidence /ther (vidence: Students sharing their perspectives during lesson Writing a !"#line poem Learning Plan

Stage 0 Learning -ctivities:

Materials: $en and paper Slide show, including Maya %ngelou and Shel Silverstein poems &aptop for typing poem 'imeline: ( min: )ntroduce the lesson* +,plain how everyone has a different perspective

and no one sees the world in the same way* se e,amples from your own life* i*e* ) am not the same person to my three-year-old half-brother as ) am to my twenty-year-old brother* 'eachers see a different side to students than their parents or friends see* !. min: Start the slideshow for the activity* /or the first three photos, have students raise their hands for which image they see first* %sk how quickly it took for them to ad0ust their perspective to see the other image* /or the second set of three pictures, students should take out a piece of paper* 1ote: do not switch to the new pictures until the directions are e,plained* %s soon as the picture is shown, students must write down their reactions to the picture in three words or less* Have them share with the class* Make sure different viewpoints are shown with each picture and don2t emphasi3e one perspective over the other* %sk students what this tells them about multiple perspectives* 'he activity should show them that everyone has different views* ( min: se students2 discussion points to demonstrate how differing viewpoints can be used in poetry* +mphasi3e that by looking from the perspective of someone or something else, you can create poetry that you wouldn2t otherwise think of* $ull up 4) 5now Why the 6aged 7ird Sings8 by Maya %ngelou which is at the end of the activity slide show* 9ead aloud the poem to students* %sk students how the perspective of the free bird and the caged bird enhances the poem* $ush them to think about what the poet was trying to talk about and if it would have come across as strongly if she wrote about freedom from only her perspective rather than the caged bird* se 41o 'hank :ou8 by Shel Silverstein as a second e,ample* ;. min: Students have work time to make their own poems from a different perspective than their own* %dvise them to write from the perspective of something they don2t like or are afraid of* )f they2re having trouble with that, have them think about something they love but then write it from the perspective of someone who dislikes that thing* $ull up the two writing prompts at the end of the slide show and advise that while they can write about what they want, here are some ideas if they2re having a hard time thinking of what to write about* 'he poem should be a minimum of !" lines, and it2s due by the end of class*