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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

RI3.6. Distinguish their own point of view from that of the narrator or those of the characters.
W3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

1.Identify the author’s point of view
2.Identify their own point of view
3. Describe the author’s point of view with reasons
4.Distinguish their point of view (using clue words) from that of the narrator.
5.Support a point of view with reasons

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Point of view
Difference between their point of view and the narrator

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do I analyze the narrator’s point of view and my own point of view when reading a story?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Read the story Two Bad Ants by Chris Van Allsburg,
aloud to the class.Discuss the story and what the narrator thinks about this story. Ask “why do you think the author thinks this way?

Summarize: People have different ways of looking at things. We call that having different “points of view.” It happens because we have different bodies, different kinds of families and different kinds of experiences.

Introduce the EQ and discuss the importance of point of view. Highlight point of view and discuss its importance.
How is your point of view different or the same as the narrator?

Key Vocabulary (for explicit instruction):
distinguish
perspective
point of view

Vocabulary Strategy:
Play a game using distinguish to help them decide if the scenario is a perspective or point of view. Students will use the LF Word Analysis GO to complete this activity.
Previewing (what, who, when):

Have the old/young woman illusion picture displayed on the projector. Have students write a quick description of what they see. Then have them discuss what they saw with a partner and how their viewpoints differ.

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Analyzing Viewpoints Organizer

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Have students read the author’s (Dr.White’s) point of view on visiting his office.. Using a document camera, model with the students on the Analyzing Viewpoints Organizer to identify Dr.White’s point of view. Students help choose the details of his point of view as you both record his reasons on the graphic organizer.

Then model my point of view of visiting the doctor’s office and record on the graphic organizer.(Have students leave blank to fill in their view point next)
** Have students turn to their collaborative partners and share what conclusions they see about the 2 viewpoints.

On a sheet of paper have the students write a paragraph on their point of view on going to the doctor’s office. Then have them fill in their point of view on the Analyzing Viewpoints Organizer and make conclusions on how their viewpoint is alike and different from the authors.

Previewing (what, who, when):

Analyzing Viewpoint Organizer

Scaffolding (what, who, when):
Partially filled organizers.

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

With their partner have them share their viewpoints and conclusions
of how they are alike and different from the author’s point of view.
In a Whip Around have students share their conclusions.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Point out the most important part of analyzing viewpoints is to understand the different perspectives and the reasons behind those viewpoints.

Re-read parts of the text and discuss what reasons the author gave for his viewpoint.

Point out that when we can describe the reasons for different viewpoints then we can then we have a better understanding of the person’s viewpoint.

Numbered Heads:Take turns telling your partner your viewpoint on the same parts of the text. Why do you think it is important to be able to describe the reasons behind a viewpoint?

Previewing (what, who, when):Pre-read in small groups the day before.

Scaffolding (what, who, when):
Practice in the small groups giving reasons for their point of view on subjects written on notes pulled from a jar.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Tell your partner about a time when someone told you their reasons for his/her viewpoint and how it helped you have a better understanding of why they thought that way about a topic. Have students share how their view is the same or different from the author’s in the book Two Bad Ants.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Have the students re-read the story with a partner “Two bad Ants” and have the students use the Analyzing Viewpoints Organizer to take notes on the author’s point of view and then add their point of view about the story. Model for them on the first note to take.

Have 1’s tell 2’s share their notes on the author’s point of view. Have 2’s tell 1’s their point of view on the story.

Do a class Whip Around with their notes of the author’s viewpoint. Students should add notes they did not have to their graphic organizer.

Previewing (what, who, when):
Read story in small groups/individual the day before the first reading with the youtube video.

Scaffolding (what, who, when)

Write notes on the board as students share viewpoints from the author for students to copy. On the graphic organizer have some of the notes already on it with blanks to fill in missing info.

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Have students write a $3 summary on how the two points of views are alike and different. Do you see any patterns?

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Use the graphic organizer from the “Two Bad Ants” write a short description, applying your knowledge of analyzing point of view, how is the author’s perspective and your point of view different and alike. Give reasons to support of view.

Differentiated Assignment for Struggling Students:

Use the graphic organizer from the “Two Bad Ants” write a short 3 paragraph description, applying your knowledge of analyzing point of view. In the first paragraph describe the author’s perspective, the second paragraph describes your point of view and the third paragraph tell how the viewpoints are different and alike.

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