Lesson+Set+One

Michelle Lapointe September 29, 2011 toc Dr. McKool

Subject: Language Arts Literacy =Topic: Interactive Read Aloud= Grade: 4

Objective: To read aloud to the students, Cindy Ellen, for further use in the future to teach concepts such as point of view. Materials: The book, Cindy Ellen

Before Reading: Good Morning Boys and Girls, Today we are going to read a book that I recently found. I read it and fell in love with it. I just had to share it with you guys. It is a new take on a story that I use to love as a child. The book is called Cindy Ellen and it is by Susan Lowell. What do you think it is about? Why do you think that? Does anyone else have a different predication? Let’s read and find out!

During Reading: Read the story, and prompt for prediction changes. Why do you think is going to happen after the bang bang? Why do you think that will happen? Turn and talk to your partner. Take 3 student responses.

What do you think will happen now that the fairy god mother is back? Why do you think that will happen? Take 3 student responses. Also address any hard vocabulary that might hinder the absorption of the book.

After Reading: Turn and talk to you neighbor, tell them what you found interesting or what was your favorite part. Talk about your predictions and if you had to change them. Maybe what the story reminds you of.

Assessment: I know students understood the text when they turn and talk to their partner and discuss the story. I will listen in on student’s conversations to make sure they have the right ideas. Also I will know they students understand the text by their responses to questions I pose as we read through the book.

Point of View

Subject: Language Arts Literacy =Topic: Reading for Point of View= Grade: 4 Standard: RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Objective: Students will be able to read passages and understand which character’s point of view they are reading. Materials: The Book Cindy Ellen Overhead, document camera or smart board Hand out

Anticipatory Set: Boys and Girls do you remember the book we read called Cindy Ellen? (show book to class) Can I have three people tell me what their favorite part of the book was? (take three response only) I love parts of the story too! My favorite part of the book was that it reminded me of Cinderella’s story but was in a different setting. It was a cool new twist on a story.

State Objective: Today we are going to look at the point of view of the character and how it affects the story.

Instructional Input/Teaching: Lets look at Cindy Ellen, from whose side did we hear the story? (pick student/validate answer) How did that affect the story? So can I please have a volunteer to share what they think the point of view of a story is? (Students answers/teacher validates) Good, The point of view is who is telling the story? Can a narrator that isn’t in the story tell the story? (Yes) Do you think the story would have been different if we heard the story from the stepmother’s point of view? The stepsisters?

Guided Practice: Okay, boys and girls lets look up at the overhead. I am going to put up an example it is also number one on the worksheet I am handing out. (worksheet put together of little passages not related to Cindy Ellen at this point – to avoid giving ideas for the next lesson I chose not to use the book for practice) I want you to read it to yourself right now, and then we will read it aloud together. (read aloud) Whose point of view is this coming from? First, who is talking in the passage? Can it be from all of their own points of view? Okay, so then who out of the characters that we listed is telling the story from their point of view? Turn and talk with a partner about it and put your finger on you nose when you both have come to a unanimous decision. (student answers/teacher validates)

Independent Practice: Okay now I would like you to do the rest of the passages on the worksheet. Read through them and please write underneath each passage whose point of view the story is from. When you are done please quietly read you independent reading books. We will go over them when everyone has completed.

Assessment: I will know students have accomplished the point of view if they can correctly identify from whose point of view each short passage is coming from. If I see few questions while going over the guided practice and then the independent practice.

Closure: We know that depending on who is telling a story it can change the story. You can remember it by thinking of a time you got into a fight with a little sibling and you each tell your parents you side of the story. Each side will be a little different because you each remember it differently.

If the class already knows this: Use 1st person 2nd person 3rd person

First person narrative means writing from the "I" point of view. As in**:** I walked down the alley, I picked up the phone, I told Tony that he was going down if he didn't cough up the money by Saturday. I thought about it, then shook my head. I told myself I didn't care, but I picked up the paper anyway and glanced over the business column.

Third person narrative form is writing from the omniscient point of view. Here, you use the he-she form. As in**:** he walked down the alley, she picked up the phone, and Jason told Tony that he was going down if he didn't cough up the money. Mort thought about it, then shook his head. And Cleary told himself that he didn't care, but picked up the paper anyway.

Second-person is the least-used form in novels, mainly because it usually reads more awkwardly. Second person is the "you" point of view, the imperative (command) form, the way this web site is written. For example: "If you're looking for an agent, consider reading the info in the agent's file. Then check out the agents information and cautions on the following sites..."

Worksheet Please decide from who the point of view is from. (If students are already good at this, ask them to pick 3 sentences and change them from 1st person to 3rd person. If they really want a change have them change the others to 2nd person)

I hate doing all of these chores. Cleaning up after my step sisters gets old, especially when they call me names like Cinderbottom.

I wish my poor daughter did not have to do all the cleaning. She is so pretty and deserves much better. But I can not upset my new wife, I love her and want to make her happy.

My new stepsister is so weird, I don’t understand why she doesn’t like her hair frizzed. If you have to do chores all day the least she can do it look pretty doing it.

My new step daughter is great. I never have to lift a finger, she does all the chores I tell her too. Her father wants nothing but to make me happy and this way my real daughters can focus on more important things.

I can’t believe the Prince likes me! I hope I leave before midnight so he does not see my clothes. I am so lucky to have a fairy godmother.

Subject: Language Arts Literacy/Writing =Topic: Point of View Writing= Standard: W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/orcharacters; organize an event sequence that unfolds naturally. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Objective: Students will get the opportunity to practice actually writing in a different point of view of Cindy Ella on a small scale. They will be able to understand that the story can change quite a bit but still needs to be around the same main theme for the story to be plausible. Materials: Lined Paper or jot notebooks, The book Cindy Ellen, pencils, board

Anticipatory Set: Boys and girls, we are going to be talking about the book Cindy Ellen again by Susan Lowell. Remember last time we talked about, what did we find out about books? (student answers/teacher validates) Can you remember when I said that the story could be different if it was told by different people?

State Objective: Today you are going to be writing your own piece of writing from someone else’s point of view.

Instructional Input/Teaching: What is point of view boys and girls? Who do you think this story could have been told by? Lets list them again. (create a list on the board). If you were the stepsisters do you think that the story would have been much different then Cindy Ellen’s view? What are some changes you think might have been? (List on the board next to first list). The story can be changed but still needs to follow the main story line or plot. If we read Cindy Ellen and then I wrote a story in the point of view of a step sister, but she lived with penguins in the Arctic and I left out the rest of the characters would that make sense? Of course not. If it was a completely different story could she be in the Arctic? Would it be like a different episode? If I wrote a story from the step sister’s point of view and she secretly did some of Cindy Ellen’s chores each morning before Cindy Ellen woke up, would that make sense? Yes. By reading some else’s point of view, we get a different look into their thinking and why they do what they do. They start to seem less evil or maybe even more evil depending on how the story goes.

Guided Practice: In a few minutes you are going to be writing a version of Cindy Ellen’s story from another characters point of view. Let’s try a short one boys and girls. Whose point of view do you want to try to write from? The dad? Okay lets give it a try. Write on a large paper or the board: “I just love Cindy Ellen and it is not fair for her to not have a mother. I will remarry as soon as possible so she has someone to look up to. And she will have to have sisters so she won’t be alone all the time. I wish there was more than one single lady with kids in town. She is wretched and smells but if it is for the better of Cindy Ellen, I can suck it up.” Does everyone see how I wrote it as if Cindy Ellen’s father was speaking? How does your perspective change? So you see how you think of the story differently? Okay boys and girls in a minute you will be going back to your seat to write your own different point of view. You can chose any of the characters in the story, even animals and write a story for the next 20 minutes. Quickly and quietly please get up and go back to your seats and start writing.

Independent Practice: Boys and girls I want you to write a short story writing the story of Cindy Ellen from another characters point of view. You can choose any character that you want. Please remember what we discussed, when you are done please read over it a few times and make any changes you need. We will come together when you are done and read some of them.

Assessment: I will know that students understand my concept if in their stories they understand that the point of view of another character has to still follow the general story line. They were successfully able to write in another characters point of view.

Closure: So boys and girls, your stories are so interesting. I will let you illustrate them tomorrow. So lets recap… what is the point of view? And if it changes could it change your opinion of a character? Could it keep it the same? Can it change the story? You guys did a wonderful job with the stories and I cant wait to read the rest of them tonight.