Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will acknowledge differences in the points of view of characters by using information from the text including illustrations and printed words.
Prior Knowledge: What prior knowledge should students have for this lesson?
- Students should be able to complete a chart with teacher guidance.
- They should be able to retell stories including describing the setting, main characters, and events.
- They should be able to identify who is telling the story at various points when there is more than one speaker.
- They should be able to write a narrative with at least 2 events.
Guiding Questions: What are the guiding questions for this lesson?
*Seven Blind Mice by Ed Young
- What does the picture look like?
- What did the mouse think he found?
- Was it really a snake?
- Why did he think it was a snake?
- What sense did the mouse use to investigate?
- What other sense could he have used to explore it?
- What was the strange thing?
*Voices in the Park by Anthony Browne
- What do we know about the four characters?
- Why don't the adults talk to each other?
- Why do the children talk to each other?
- What experiences have these four people had before their day in the park?
- Why does the world look different through each person's "eyes"?
Teaching Phase: How will the teacher present the concept or skill to students?
- Place several items inside a shoebox and have blindfolded students take guesses by using senses other than sight. (Some suggestions are a toy car, an eraser, a crayon, a sponge, a toy that can be taken apart in pieces, a decorative soap, fancy perfume bottle, plastic fruit, toy snake or insect).
- Discuss their guesses and what influenced their guesses.
- Teacher will show students the cover of the book Seven Blind Mice by Ed Young (ATOS 1.9) and elicit predictions about the story. (DO NOT DO A PICTURE WALK) Write the predictions on the board.
- Review Seven Blind Mice and focus on the fact that each mouse was certain of his discovery because he was speaking from his point of view. Discuss how all seven mice had a different point of view even though they were talking about the same "strange something" in their pond- an elephant.
- Tell the class that you are going to read them another story about characters who have different points of view for the same event. During the first reading, have the class just listen to the story. When reading the story, it would be best to use different voice intonation for each character.
- Ask students if they noticed any patterns in the story. Display the pages of the book as students refer to the events. Ask if they noticed anything worth mentioning. (There is a different font for each character, the colors used are different, the "voice" of each character is different, evident by their use of different types of words and sentence length, the mother seems a bit bossy, the father seems tired and has been looking for work, Charles seems lonely and bored, Smudge is happy to go to the park with her dog.)
- Ask the students why they think each person remembers the afternoon at the park differently. What does each character think about the other three?
Guided Practice: What activities or exercises will the students complete with teacher guidance?
- Read the story to the class and discuss. Then have the students complete the elephant activity sheet to check for comprehension.
- Reread the story and complete the mouse discovery chart together.
- Reread Voices in the Park and have students complete the faces activity sheet. They will draw a facial expression for each character or voice in the story and fill in the thought bubble (based on evidence from the story) using their own words.
- Students can share their drawings and thought bubbles.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
- Ask students which character in Voices in the Park interests them the most. Divide the class into groups based on the character they chose. On a large sheet of paper or chart paper, ask them to write questions they would like to ask that character or what they would like to know about the way the character behaves.
- Gather all the pages and read questions out loud to the class. Ask for volunteers to give possible answers to the posed questions. Focus the attention to the fact that each character brings his/her own perspective, shaped by the day's events prior to going to the park.
- Summative assessment- Have the students select a different character (or assign a character) to rewrite the section pertaining to the chosen "voice." They will now have a deeper understanding of each character and be able to include these differences in their version. Have them write in the first person. For example: Charles: It was a long day at school. I already finished my homework and I have no one to play with. Mom's not home yet. I wonder what's for dinner...
Please use the rubric to score the summative assessment.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The students will use the faces worksheet as a resource. The teacher can call students to read their rewrites in order so that voice 1 is followed by voice 2, and so on. The class can make books of their version of Voices in the Park.
Students will select a character (or the teacher can assign a character) to rewrite the section pertaining to the chosen "voice." They will now have a deeper understanding of each character and be able to include these differences in their version. Have them write in the first person. For example: Charles: It was a long day at school. I already finished my homework and I have no one to play with. Mom's not home yet. I wonder what's for dinner...
Please use the attached rubric to score the summative assessment.
During Guided Practice: Students will color and place mice on the appropriately discovered part of the elephant to demonstrate comprehension of the story Seven Blind Mice by Ed Young. Steps 4 and 5 in the guided practice section are formative steps for the teacher to assess and monitor comprehension. The face drawing (day 2, step 5) can serve as a guide to see if students are understanding the concept (being able to acknowledge differences in points of view of characters) based on the story Voices in the Park by Anthony Browne.
Feedback to Students
During Guided Practice: Teacher will check for comprehension and offer feedback upon reviewing the elephant worksheet. Day 2, step 5 - the teacher can conference with students as they are making the drawings and filling in the thought bubbles.
ACCOMMODATIONS & RECOMMENDATIONS
Monitor closely to ensure comprehension or to intervene before frustration limit is reached.
Highlight key vocabulary that might not be familiar to ELL or ESE students.
Use repetition of key words and phrases.
Paraphrase parts of the story during class discussion.
Provide peer assistant or convene a small group to assist in completing tasks.
Students can write a story about an event in which two opposing points of view are evident. Students can use a word processor to print their part of the story to create more professional looking class books.
Special Materials Needed:
Book: Seven Blind Mice by Ed Young (ATOS 1.9)
Book: Voices in the Park by Anthony Browne (ATOS 2.8)
This lesson can be adapted for use in 3rd grade.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Vivian Aenllerocha
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.