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Date: 5/9/12 Grade Level: 3rd
Essential Question(s): How can students write a narrative in a different perspective? Lesson Title/Number Writing a Narrative with Perspective Lesson Question (s) If you, the student, were an ant, or a giraffe, how would you get around in your third grade classroom? What challenges would you encounter? Would anything be easier with the major size change? How would you feel with the change of environment?
State Standards and Grade 3:3 Performance Write narratives to develop real or imagined experiences or events using Indicators effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. Lesson Objectives 1. Students will be able to prove they understand perspective. (Bloom’s Taxonomy) --Knowledge-Acceptable Evidence *Could be collected for accountability/ auditing purposes. 2. Students will be able to do so by writing in the perspective of an ant or giraffe and staying in character throughout the narrative. 3. Students will be able to explain the conflicts the animal would have if they were present in their very own classroom, and share some possible feelings the animal could have as well. ----------------------------------------------------------------------------------1. Evidence that students have achieved objective # 1: Student will brainstorm in small groups on how the animals may feel if they entered a classroom, and what struggles they would encounter. All of
their ideas and observations must be in the mindset of an ant or giraffe. 2. Evidence that students have achieved objective # 2: Students will begin writing a rough draft of their own short story depicting the adventures of an ant or giraffe in the classroom. 3. Evidence that students have achieved objective # 3: The final draft of the students stories should reflect an understanding of writing in the perspective of another character, in this case the ant or giraffe. Different feelings and conflicts will be pointed out and explained.
Bell Ringer and PriorTo check for formative assessment to prior knowledge of writing with a Knowledge Tap specific perspective, teacher should write out one important question on This can be together or separate. Also may be small slips of paper and have student answer them individually. Then called: set induction, collect the slips of paper and check for accurate understanding. The anticipatory set, introduction/review teacher can then gather an understanding of where she should start and _________________ what areas she may need to concentrate on. Procedure ___________________________________________________ Teacher input, development, • The teacher will read the story aloud to the class. instructional method(s), modeling, • The teacher will immediately ask guided questions and lead the guided practice, students to the right answer during and after the reading. independent practice, and/or activities • The students will listen to the story and actively participate in the following question session by answering and asking new questions. UDL** • Teacher will talk with students about how the characters experienced troubles matching up with partners and objects that matched their size. Teacher will then introduce the concept of perspective. Teacher will revisit the characters from the story and their struggles, but this time explain it revolving around the term perspective to help students make the connection.
*Accommodations for learning modalities are required. Label…visual, auditory, and kinesthetic
Guideline 1: Provide options for perception; present information in different ways so that students with ranging learning styles can obtain the
information in the way that works best for them. (see accommodations below) • Visual: use smart board to create interactive learning with the children. EX: bring students on a virtual tour of how an ant or giraffe see the world from their perspective in their natural environment. Auditory: not only read the story, To Big, Too Small, Just Right aloud to the students, but allow the students to read out loud with you (echo reading), or in small groups together. Kinesthetic: have students pretend to be an ant or giraffe in the classroom EX: students could crawl around the classroom and stay as close to the ground as possible to help them imagine what it would be like to be an ant, and how everything would appear to them in the classroom. Teacher will introduce the writing activity. Teacher will do so by walking students through the activity based on an example she has previously completed. Teacher will then show two pictures of different animals, an ant and a giraffe. Students will brainstorm, together as a class, and discuss the size of the animals. Teacher will then ask students to imagine that the animals were in the classroom they were in. Students would then offer ideas of how that animal would fit into the classroom, or rather what challenges they think the animals would have, also how the animal would feel in the classroom. Students will then be instructed to write their own short story about either an ant or giraffe and what would happen during a day if they entered the classroom. Students will write from the perspective of the animal and tell a story about what objects would be too big or too small and what challenges the animal may have. Ex: Could the animal get through the doorway? Could the animal sit at a desk? Could the animal reach the board? How would the animal feel? Would anything be easier for the animal to do, or more difficult? Students will conference with the teacher to check for grammar errors and overall understanding. Students will writing a final copy of their story and draw a picture reflecting their story to go along with it.
• • • • • • • • * Technology Integration Include type and purpose
The smart board would be the most ideal way to include technology. The teacher can create mini lessons that brings children on a virtual tour that would bring the class on an adventure through the eyes of an ant or giraffe. This would really help children understand perspective through another point of view. Checks for Understanding Students should be able to participate in the group discussion/brainstorming portion after the children's book is read. Then continue to build upon their participation, therefore showing their understanding of perspective when the lesson switches gears towards writing their own stories about the perspective of an ant or giraffe. In addition to the formative assessments, a final summative test would be possible. In this case, it would be appropriate to create a test that includes the previously asked and discussed questions, with new question as well. Students would be expected to connect the right perspective with the correct animal. EX: "The desk was too small to fit into." a. ant b. giraffe By collecting the students short stories and conferencing with them during the writing process, it will be clear if they grasp the concept of writing in a different perspective or not.
Assessment Type and purpose (sometimes called evaluation)
Accommodations Students that seem to be struggling with the concept of perspective should be taken aside and receive more intensive instruction. New and more and/or Interactions creative ways of teaching perspective may need to be introduced to help with Support Staff struggling students make the connection. Materials • • • • Duration Planning & Implementation To Big, Too Small, Just Right by Frances Minters The Smart-Board Final Copy Paper Crayons & Markers
These activities can be spread out over a few days, but no longer than a week’s time. Throughout the duration of the lesson, the story should be available for students to look at during free time.
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