Standard:

RL.5.6 Describe how a narrator's or speaker's point of view influences how events are de-
scribed.

Objective:
1. Student will identify 1st and 3rd person point of view.
2. Student will compare/ contrast story events from different perspectives (1st/3rd P.O.V.).

ISTE Standard:
Standard 2: Produce a media-rich digital story about a significant local event based on first-
person interviews.

Student Product:
Students will choose to tell a a famous fairytale from a perspective that is different from the
original perspective. Students will re-write scenes from the fairytale from a different perspective.
Students will then create a word processed document that re-tells the story from a different per-
spective. Once the document is checked for perspective accuracy, students will choose pictures
from online resources to depict the details of their nuanced fairytales. Once the rewritten scenes
have complementary pictures, students will intersperse text with graphics and explanations to
illustrate the story.

Brief Lesson Description:
Students will be asked to volunteer information about the fairytale The Three Little Pigs.
The details of the story will be co-constructed as a group. The teacher will introduce point of
view (1st/3rd P.O.V.) and give definitions and examples of each one. The students will view a
ppt of the story that is told from the 3rd person P.O.V. and a video of the story told from the 1st
person P.O.V.. As a group we will compare/contrast the two different perspectives of the same
story by using a T-chart. Students will be asked to think, pair, and share their thoughts of the
differences between the perspectives and then return to the whole group to share. Take-away
points from discussion should be that 3rd person P.O.V. is more objective than 1st person
P.O.V.. Students will be asked to think about how the details from the story would change if the
a new narrator told the story. Two options would be presented for choice of narrator: an objec-
tive human perspective (3rd P.O.V.) and one of the pig brothers (1st P.O.V.). Students will then
be asked to join groups to re-write the story from a different narrators point of view. The groups
will share their re-tellings of the story from the new narrators perspective. After teacher does
final check for understanding, the student product will be presented as the next activity.

Problem Statement:
How does a storys perspective or P.O.V. change the details of a story?

Guidelines for Assessment:
Students initial word processed document will be assessed for objectivity and subjectivity in re-
lation to the chosen perspective (1st/3rd P.O.V.). Students final word processed project will be
assessed for connection between the story details and the pictures. Students will be assessed
by effort by comparing length and number of scenes to the original story.




Standard:


RL.5.2 Determine the theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects up-
on a topic; summarize the text.

Objective:
1. Student will identify a characters problem.
2. Student will tell what lesson the character learned after the problem was solved.
3. Student will generate new ending to teach a theme or moral lesson.

ISTE Standard:
Standard 5: Technology research tools: Students use technology tools to locate, evaluate,
and collect information from a variety of sources, process data, and report materials.

Student Product:
Students will choose to alter the ending a famous fairytale to change the moral lesson. Stu-
dents will suppose they are an editor for childrens stories, helping an author choose an ending
for a story. Choose an alternative theme for the story that illustrates a different lesson. Highlight
the major conflict in a different color and write a brief paragraph telling how the ending of the
story teaches the new lesson. Below the paragraph, create a table with graphics that illustrate
the theme of the story in pictures. Explain why each picture was chosen and how it relates to
the theme of the story.

Brief Lesson Description:
Start lesson by talking about common fairytales and establish that fairytales have a theme or
moral lesson. Students will watch a short cartoon of The Lion and the Mouse from Aesops fa-
bles. Before watching, students will be told to think of a lesson that one of the characters in the
story might learn by the end. Students will use a graphic organizer to record the characters and
problems that each character faced in the story. At the end of the clip, students will volunteer
their thoughts on which character learned a lesson (the lion, the mouse, or the hunter). Some
common universal themes will be introduced and the class will decide if any of them apply to
this story. For the next activity, each student will be given a handout of The Boy Who Cried
Wolf and will read the story with a partner. The students will again record the characters, prob-
lems encountered, and lessons that each character learned on a graphic organizer. After they
have finished, we will come back together as a whole group and share the lessons. After the
class co-constructs some of the lessons, The teacher will propose an alternate ending to the
story to reflect a different moral lesson. After that, another alternate ending will be suggested to
the students and they will be asked to independently write down what he or she thinks is the
new moral lesson with the changed ending. Teacher will have a final check for understanding
before introducing the student product.

Problem Statement:
How do the details of a storys resolution change the theme or lesson of a story?

Guidelines for Assessment:
Students initial word processed document will be assessed for creativity. Students will also be
assessed for the connection they make between their new resolution and the moral lesson they
have chosen. The images used in the word document must explain a relationship to theme in a
credible way.