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Identify STANDARDS --ELAGSE3RL6: Distinguish their own point of view from that
Curricular STATE/LOCAL of the narrator or those of the characters.
Priorities STANDARDS
--ELAGSE3RI6: Distinguish their own point of view from that
WIDA of the author of a text.
STANDARDS
ACADEMIC Vocabulary--
LANGUAGE
Compare
Contrast
Point of View
Authors Purpose
ESSENTIAL --What is the authors point of view, and how does it differ
QUESTION from your own?
--What are the characters point of view, and how does it differ
from yours?
PRE-REQUISITE Students will need to have heard the story The Three Little
Identify KNOWLEDGE AND Pigs
Curricular SKILLS I will assess this part by asking students to recall facts from
Priorities the story.
Students will also have to have background knowledge of
Assessment wolves. They will be asked about their past experiences
with them.
The Learning FLEXIBLE Students will be able to discuss their thinking in pairs or small
Experience GROUPING groups. They will be able to choose their group mates on their
STRATEGY own. No other grouping strategy is needed.
FORMATIVE The formative assessment for this lesson will be the completion
ASSESSMENT of the handout for the original version of The Three Little Pigs.
The teacher will also be able to listen in to student discussions
about point of view.
BODY OF LESSON Day One: After we have defined point of view, I will ask
students to recall the timeless tale, The Three Little Pigs. I
will call on students to give me facts about the story. We
will read it together as a class to make sure students have a
clear understanding of the entire story. Next, we will talk
about how the pigs might have felt, versus how the wolf
probably felt. Students will complete a handout listing all
their thinking.
Day Two: After the students and I have discussed rumors,
we will read a nonfiction text about wolves. I will
periodically stop and ask students to reflect on what the
book is talking about. I will ask them if the book is making
the wolf out to be as sinister as everyone thinks they are.
LESSON CLOSURE Day One: Finally, they will be asked to write about any
connections they might have made to any character. They
will be asked to tell about that certain event, and how they
felt during it. They will also have to connect their ideas to
the story.
Day Two: After we have read the book, we will have an
open discussion on how the author might think about
wolves. We will discuss how their point of view might be
different than the authors, and how it is different from the
previous days story. The students will complete a Venn
Diagram citing all of their thinking.
RE-TEACHING We have planned other lessons for later in the week to review,
RE- and possible reteach, point of view. We will ask students to
ENGAGEMENT brainstorm about a certain picture. They will be asked to think
PRACTICE about how the characters in the picture are feeling, and why.
EXTENSIONS To extend this activity, we will look at some twisted fairy
tales that other students have written. These are fairy tales that
are written from the villains point of view. Students will have a
chance to write their own fairy tale from the villain, or another
characters, point of view.
NEXT STEPS The next lesson I will teach will be about authors purpose.
Most students confuse this with point of view, so we will be
able to define it, and set them apart from each other.