ReadWriteThink Lesson Plan

Title: Whose Story Is It? Reading and Writing from Different Perspectives Estimated Lesson Time: Nine 45-minute sessions. Standards: CCRA.R.6: assess point of view while reading W.9-10.3a: establish point of view while writing W.9-10.3: write narratives W.9-10.4: produce writing appropriate to task, purpose, and audience W.9-10.6: use technology to produce and publish writing products

Grade Band: 9-12 Abstract: This lesson helps tenth grade students understand how perspective affects a story and allows them to practice writing from various points of view. Overview: This lesson occurs after students have completed a lesson on the topic of bullying. The goal of this lesson is to understand and practice the ways in which perspective influences a text. Students will learn to think critically about a text by examining whose voice is and isnt represented in the texts that they encounter. They will do so by reading The Three Little Pigs by James Orchard Halliwell-Phillipps and The True Story About the Three Little Pigs, by Jon Scieszka and Lane Smith. These texts offer differing perspectives on the same story. Students will then practice writing from various perspectives by writing two versions of the same story about bullying from different points of view; one from the point of view of the bully and the other from the point of view of the person being bullied. Their stories will be written using an online site, storyjumper.com. This lesson is an introductory piece to a larger unit on perspective, which will involve the reading of a whole class novel.

From Theory to Practice: Clarke, L.W. & Whitney, E. (2009). Walking in their shoes: Using multiple-perspectives texts as a bridge to critical literacy. The Reading Teacher, 62, 530-534. Examining the same story from different perspectives promotes critical thinking. Students benefit from analyzing the multiple meanings of text that can be presented through perspective, positioning, and power. The use of graphic organizers is a helpful tool for students when considering multiple perspectives. Sternberg, B.J., Kaplan, K.A., & Borck. J.E. (2007). Enhancing adolescent literacy achievement through integration of technology in the classroom. Reading Research Quarterly, 42, 416-420. The use of technology in the classroom motivates and engages students. The use of technology can enhance students literacy skills when scaffolding occurs properly. Student Objectives: Students will Develop critical thinking skills by learning about how perspective impacts the way a text is written and read. Analyze and interpret the multiple meanings of a text and the ways in which point of view presents these meanings to the reader. Develop skills in narrative writing by creating two stories from different perspectives. Consider audience as they write by publishing their stories to a public website.

3 Consider how bullying impacts those involved and learn to be responsive, respectful individuals. INSTRUCTIONAL PLAN Classroom Resources Orchard Halliwell Phillips, P. (1886). The three little pigs. Retrieved from https://sites.google.com/site/thethreelittlepigsbook2cloud/the-three-little-pigsbook2cloud-edition. Sciezka, J & Smith, L. (1996). The true story about the three little pigs. New York, NY: Puffin. One computer with a projection screen for demonstration Computers with Internet access

Student Handouts Graphic Organizer (page 12) Assignment Handout/ Rubric (page 13) Storyjumper.com Directions Handout (page 14)

Web Resources Storyjumper.com OhioCommissionDRCM (2008, Dec. 3). Words hurt: Bullying commercial. [Video File]. Retrieved from http://www.youtube.com/watch?v=1j6YA03hm4k Preparation 1. Set up your account at storyjumper.com. Click sign-up in the top right-hand corner.

4 Create a username and password. Once you enter in a date of birth (to verify age), you will be prompted to enter your e-mail address. Enter your e-mail address and select classroom edition. Enter in the zip code and name of your school. You will now be able to set up your class. Start by entering in your Class Name and Class Password (the password you select will be the one used by all of your students.) Enter students names and screen names. You can allow students to create their own screen names that you input for them or you can create their screen names for them. To simplify matters, you may want to create each students screen name as the first letter of their first name followed by their last name so that students can easily remember their screen names. (Ex: Jane Smiths screen name would be JSmith). Check off the box for Home Access if you wish for students to be able to access their accounts from a home computer. If you do not want student to be able to access their accounts from home, simply uncheck these boxes. 2. Review and print out all of the student handouts. 3. Practice reading through both The Three Little Pigs and The True Story About the Three Little Pigs. Practice the questions you want to ask students as you read to begin to prompt their thinking. You may want to put a small post-it note on certain pages to remind yourself where to stop and talk about the text.

5 4. Practice navigating storyjumper.com. Choose 2-3 exemplar stories on storyjumper.com to show students when you introduce the site and assignment. (Click explore on the menu bar to search for stories written by other people). 5. Check to make sure that the youtube video is active. If you cannot access youtube at your school, you can access the video at http://www.watchknowlearn.org/Video.aspx?VideoID=55302. Note: To watch the video on watchknowlearn.org, you will need to sign up for the site. You can sign up for a simple account by creating a username and password and filling in the city in which you live. No email is required. 6. You may want to write your own brief story on the site in order to anticipate any potential problems your students might have with the site. Your story could also be used as an additional model for students when demonstrating how to use the site. Instruction and Activities Session 1: An Introduction to Perspective 1. Introduce the concept of perspective to students. Define perspective as the point of view from which a story is told. Perspective is influenced by who the author or narrator is and what their purpose is in telling the story or the information. Ask students to brainstorm how perspective impacts how an event in history has been told. For example, ask them to consider how documents written by someone in the North during the Civil War would differ from documents written by someone in the South. Point out to them that these two perspectives would differ drastically and yet would be based on the same events. 2. Prepare students for a read aloud and tell them that they will be hearing the story, The Three Little Pigs. Remind students to think about perspective while the story is being read.

6 3. Read The Three Little Pigs out loud for students, pausing at moments at which you want to comment on the story. 4. After you have read the story, ask students to quick write a half a page about how they feel about the characters of the pigs and the wolf. 5. Ask students to share what they wrote and require them to support their assertions about the characters with evidence from the text. Collect student quick writes. Session 2: An Introduction to Perspective, Continued 1. Remind students of the definition of perspectives and have them recap what the story The Three Little Pigs was about. 2. Tell them that today they will be reading a story that has the same events as The Three Little Pigs but has one crucial difference: it is told from the perspective of the wolf. Ask students to quickly brainstorm how this change might impact the story. 3. Read The True Story About the Three Little Pigs out loud for students, pausing at moments at which you want to comment on the story. 4. Hand back students quick writes from the previous day. Ask them to write on the second half of the piece of paper how they feel about the characters of the pigs and the wolf after having read todays story. 5. Ask students to work in pairs to complete the Graphic Organizer. The graphic organizer requires them to compare and contrast the two stories. Remind students to focus on how perspective impacted the story while they complete this activity. 6. As a whole class, discuss how the perspective from which the story was told impacted their understanding of the story. Point out to them that certain texts leave out the perspective of some characters and that this omission impacts the story. Encourage students to always consider all

7 perspectives in a text and to ask the question of whose voice is represented in this text? and whose voice is not represented in this text? Session 3: Writing about Bullying 1. Show video clip: http://www.youtube.com/watch?v=1j6YA03hm4k. 2. Ask students, who is represented in this video and who is not? Have them work in partners to discuss this question before sharing as a whole class. During this discussion, be sure that the students recognize that this video represents white, teenage females. Make sure they notice that males, other nationalities, and other ages are not represented in this video. Point out that this video demonstrates one form of bullying, but that other forms can occur across gender, nationality, and age. 3. Prompt students to consider how this video would look if it was created by the girls who were bullying (How would it have been edited? What might the message be? What might the intended emotional response be?). Discuss as a whole class. 4. Hand out the Writing Assignment Handout and Rubric. Explain to students that they will be writing two stories from two different perspectives but that their stories must both follow the same plotline. Review the assignment requirements and rubric with students. Emphasize to students that their plot must relate to bullying and that they will write one story from the perspective of a bully and one story from the perspective of a person being bullied. 5. Inform students that this writing assignment will be done using storyjumper.com and that they will learn how to navigate the website during the next class. 6. Ask students to spend the remainder of the period brainstorming, planning, or outlining their story. Tell them that they must come into the next class with a plot outlined and an explanation of how each version of the story will change based on whose perspective they are writing from.

8 Session 4: Introduction to StoryJumper.com *This session will require each student to have access to a computer. 1. Give students the StoryJumper.com Handout. 2. Discuss each step on the handout while simultaneously performing each step on the website. Demonstrate each step of The Basics portion of the handout so that they understand how to edit a page they are working on by adding text or image. Connect your computer to a projector so that students can see what you are doing on the site as you work on it. 3. Show students the 2-3 exemplar stories youve selected from the site. Discuss with them how the site allows them to include images in the telling of their stories. If you feel your students need more support with writing narratives, take the time to discuss the structure of a narrative story using your exemplar texts as models. 4. Ask each student to sign into the site using the screen name you assigned him or her and the class password. 5. Instruct students to follow the To Start a Story portion of the handout to create a new story on the site. 6. Tell them to then begin to write one of their stories and allow them to spend the remainder of the class time exploring the site and working on one of their stories. 7. Be sure to walk around the classroom or computer lab to aid students in both navigating to the site and beginning their stories. (Storyjumper.com was chosen due to its user friendliness, so students shouldnt need a lot of support pertaining to the use of the site once theyve had a few minutes to navigate it.) Sessions 5, 6, and 7: Writing Narratives 1. Have students sign in to their storyjumper.com accounts to work on their two stories.

9 2. Encourage them to spend an equal amount of time writing each story. Remind them that the goal is to practice writing from different perspectives and to think critically about the topic of bullying. 3. Walk around the classroom or computer lab to aid students in both navigating the site and writing their stories. Encourage students to revise and edit their stories as they write. The writing process is recursive, so students should constantly be taking the time to plan, edit, and revise their stories. 4. By the end of Session 7, students should finish both drafts of their stories. Session 8: Edit and Revise Prior to Publication 1. Instruct students to edit and revise their stories for the first fifteen minutes of class. Remind students that their stories will be published on the site for anyone to see, so each story should look neat and professional. 2. During the last thirty minutes of class, students will peer edit one anothers work to ensure that each students stories are ready for publication. Students will collaborate to discuss what could be changed and what works well. This step is best done in pairs with students sitting next to each other. (Note: Based on what you have observed of your students writing, you may want to consider preparing a brief mini-lesson on a specific grammar or writing skill you want students to look out for while they edit and revise.) 3. By the end of the class period, students will publish their stories. Students must go into my on the home screen and select one of their stories. Once their story has been selected, they will hit the share button on the left side of the screen. They must repeat this process with their second story so that both are published to the site. Session 9: Celebrate Student Writing!

10 1. Have students sign in to their accounts and click on my on the home screen so that both of their stories are available to click on. 2. Tell students that today is all about reading each others work and celebrating what they have accomplished. Remind them that in their engagement with the topic of bullying this week, they should keep in mind to praise their peers work and avoid negative comments. 3. Have students rotate to the computer on their right and read both of the stories written by their peer on that computer. They will have 5 minutes to review the stories before moving on to the next computer on their right. 4. At the end of the period, ask students to take about 5 to 10 minutes to write a reflection on what they learned about the topic of bullying and about writing from different perspectives. These reflections can be used as a ticket-out-the-door. Student Assessment/Reflections Review students quick-writes from Session 1 and Session 2 as well as their graphic organizers to assess students understandings of how perspective influences a readers interpretation of a text. Review each students stories and offer feedback using the rubric. The rubric will be used to demonstrate students strengths as well as areas in need of improvement. The rubric allows various aspects of the students writing to be addressed so that you can assess whether or not they have a true understanding of how perspective influences a text and can examine other aspects of their writing that may need to be addressed in future lessons. Review students reflections to assess how writing their stories influenced their attitudes towards and understandings of bullying.

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Name: How Does Perspective Impact a Story?

Date:

In the chart below, compare and contrast the two stories. Keep in mind how the perspective from which the story was told impacted the story.

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The Three Little Pigs

The True Story of the Three Little Pigs

Reflection: How did perspective influence how each story was told? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________
Perspectives and Bullying Writing Assignment Task: You will write two stories using the website storyjumper.com. Both stories will follow the same plotline but will be written from different perspectives. Your stories will address the topic of bullying. One story will be written from the perspective of someone being bullied and the other story will be written from the perspective of someone who is a bully. Your stories must:

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Address the topic of bullying. Follow the same plotline. Be written from two different perspectives; a bully and a person being bullied. Include images and text. Demonstrate thoughtful insight on the topic of bullying. Your stories should convey a clear message about the consequences of bullying. Follow the conventions of standard written English (spelling, grammar, etc.) Be 5-7 pages in length each. You will be scored on the rubric below.
CATEGORY Writing Process 4 Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. The entire story is related to the assigned topic and allows the reader to understand much more about the topic. The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination. There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. All of the written requirements were met. Writing demonstrates a strong understanding of how perspective influences a story. Each story is thoughtfully different based on the perspective from which it is being told. Writing demonstrates a clear awareness and consideration of audience. 3 Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination. There are 2-3 spelling or punctuation errors in the final draft. 2 Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Some of the story is related to the assigned topic, but a reader does not learn much about the topic. The story is a little hard to follow. The transitions are sometimes not clear. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There are 4-5 spelling and punctuation errors in the final draft. 1 Student devotes little time and effort to the writing process. Doesn\'t seem to care. No attempt has been made to relate the story to the assigned topic. Ideas and scenes seem to be randomly arranged.

Focus on Assigned Topic

Organization

Creativity

There is little evidence of creativity in the story. The author does not seem to have used much imagination. The final draft has more than 5 spelling and punctuation errors.

Spelling and Punctuation

Requirements Perspective

Almost all (about 90%) the written requirements were met. Writing demonstrates a basic understanding of how perspective influences a story. Each story is different based on the perspective from which it is being told. Writing demonstrates moderate awareness and consideration of audience.

Most (about 75%) of the written requirements were met, but several were not. Writing demonstrates a minimal understanding of how perspective influences a story. Each story is slightly different based on the perspective from which it is being told. Writing demonstrates minimal awareness and consideration of audience.

Many requirements were not met. Writing demonstrates a lack of understanding of how perspective influences a story. No differences exist between the two stories, or only one story was written. Writing demonstrates no awareness or consideration of audience.

Audience

StoryJumper.com Directions
To Log In: 1. Click login. 2. Enter username and password. Your username is _______________. Your password is _______________.

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To Start a Story: 1. In the menu bar, select create. 2. Choose Build a book from scratch. To Work on a Previously Started Story: 1. In the menu bar, select my. 2. Your stories will appear under Books By Me. Select the story you wish to work on. 3. Select edit in the bottom left hand corner of the page. This will direct you back to your workspace. To Publish a Story: 1. In the menu bar, select my. 2. Your stories will appear under Books By Me. Select the story you wish to publish. 3. Select share in the middle of the left column. The Basics To add text: Click text in left column. Select big text box, and a text box will appear on the page you are currently working on. To add image: Click props in left column. Once youve hit props, select more props. You can now either browse through images or search for images using a keyword. The images you select will be placed in the left side of the page. You can then select the image you want and it will be inserted into the page you are currently working on. To add background: Click scenes in left column. Once youve hit scenes, select more scenes. You can now either browse scenes or search for a particular scene using a keyword. The scenes you select will be placed in the left side of the page. You can then select the scene you want and it will be inserted into the page you are currently working on. To add/delete/copy a page: Use top tool bar. This tool bar allows you to add a new page, manage the pages youve already created, copy a page, or delete a page. Remember to always click save before exiting!