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Transfer Students will be able to independently use their learning to Identify which point of view a text is written in and create brief narratives using each of the 4 points of view
What kinds of long-term independent accomplishments are desired? Students will explain in an essay how choice of narrator affects a text and use reading strategies to analyze point of view
Understandings Students will understand that An authors choice of narrator impacts the text in many ways
What specifically do you want students to understand? What inferences should they make? Students will infer the reasons why an author chose to write in a specific point of view
Essential Questions Students will keep considering Why does an author choose a specific point of view?
What thought-provoking questions will foster inquiry, meaning-making, and transfer? How has the point of view and choice of narrator affected the characterization, tone plot, and credibility of the text?
Acquisition Students will know The 4 main categories of point of view How the point of view impacts the text
What facts and basic concepts should students know and be able to recall? Student will recognize which point of view has been used in a text
What discrete skills and processes should students be able to use? Students will be able to write from each of the 4 different points of view.
Stage 2 Evidence
Evaluative Criteria *Accurate *Creative *Well-Crafted *Grammatically Correct
Performance Tasks *The learner will create a paragraph in each of the 4 different points of view. *The learner will design 4 short videos, using each of the 4 different points of view. *The learner will pre-write, draft, edit/revise, and publish a 5-paragraph analytical essay.
Other Evidence *In a quiz, the leaner will accurately recognize which point of view is used in example texts. *The learner will use a 4-point rubric to critique peers' videos. *The learner will use an editing/revising checklist to self-edit and revise their essay drafts. *The learner will create a 5-paragraph response to literature essay that analyzes how an author's choice of narrator/point of view affects characterization, the tone and plot of a story, and the narrator's credibility, which the teacher will score with a 4-point rubric.
--As a whole group, the class with go through a pre-writing process that will lead to the development of individual response to literature essays that compare the narrator in the 3 stories and analyzes how an author's choice of narrator/point of view affect characterization, the tone and plot of a story, and the narrator's credibility. (A) Prewriting Process:
Students will use the Point of View Tree Maps to help them organize their 1st drafts Using the Step Up to Writing color coding writing system, students will develop 3 paragraphs, one for each of the 3 stories read (The Storyteller, Typhoid Fever, and Evacuation Order #19) in which the students will describe the point of view of each story and analyze how the point of view affects the characterization, tone, and plot of the story, as well as the narrators credibility. Each paragraph will have a topic sentence (green), 3 supporting sentences (yellow), and a conclusion sentence (red). With the help of teacher created sentence frames, students will create an opening and closing paragraph for their essays. Once the full 1st draft in completed, students with switch drafts with a partner. Each partner will proofread the draft using a proofreading checklist. Using the completed proofreading checklist, students will revise their drafts to complete a final draft.
PROGRESS MONITORING --Formal and informal assessments Pretest (formal) Drafts of essay (informal) Final draft of essay (formalrubric) Posttest (formal)