It’s All About Perspective!

Conley Hausle
Doctor Puryear
Fall 2018
TLED 432
7 November 2018
Old Dominion University
 Books Being Used
Literature Focus Unit Book: Seven Blind Mice by Ed Young - AD530L: Second Grade

Literature Circle Books

Below Grade Level: They All Saw a Cat by Brendan Wenzel - AD310L: First Grade

At Grade Level: Voices in the Park by Anthony Browne - 560L: Second Grade
Above Grade Level: Imogene’s Antlers by David Small - AD640L: Third Grade

*All other materials such as anticipation guides present at the end of sampler*
 Standards of Learning
English 2.1 The student will demonstrate an understanding of oral language structure.
a) Create and participate in oral dramatic activities.
b) Use correct verb tenses in oral communication.
c) Use increasingly complex sentence structures in oral communication.
d) Begin to self-correct errors in language use
English 2.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interests and knowledge.
c) Clarify and explain words and ideas orally.
English 2.8 The student will read and demonstrate comprehension of fictional texts.
a) Make and confirm predictions.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
g) Identify the main idea.
English 2.11 The student will maintain legible printing and begin to make the transition to
cursive.
English 2.12 The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Revise writing for clarity.
English 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and
spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use verbs and adjectives correctly in sentences.
Visual Arts 2.4 The student will create works of art inspired by a variety of concepts, themes,
and literary sources.

Monday
Opening: The students will enter the classroom to find seven shoe boxes with holes in the front
of the box on a table in the front of the classroom. Each box will contain a different every day
item (such as a paintbrush, a rock, peeled grapes, and other such items). Each student will get a
chance to reach their hand in every box. They will not, however, be allowed to look inside the
boxes. After they touch each item, the students will write down what they think they touched on
a sheet of paper. After each student has had a chance to touch each item, the teacher will reveal
what the items are. The students will then discuss which ones they guessed correctly, and which
ones they guessed incorrectly. This will lead to a class discussion on the role perspective plays in
their everyday lives.
1. Literature Focus Unit: Seven Blind Mice
a. Overview
i. On Monday, the students will be introduced to the book via pre-reading
activities. This will start with an anticipation guide, in which the students
prior knowledge and preconceived notions will be assessed. After this, the
teacher will introduce the vocabulary for the book to the students. The
students will write the words in their vocabulary journals while the teacher
puts the words on the word wall.
b. Materials
i. Anticipations Guides
ii. Vocabulary Journals
iii. Writing Utensils
c. Resources
i. Book Seven Blind Mice by Ed Young
ii. Word Wall
iii. Cutouts of Vocabulary Words (for word wall)
d. Strategy
i. Anticipation Guide
e. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
f. Vignette
i. The teacher will give each student an anticipation guide and explain the
instructions for completing said anticipation guide.
ii. The students will complete their anticipation guides independently.
iii. The teacher will collect the anticipation guides.
iv. The teacher will introduce the new vocabulary and will pin the words to
 the Word Wall whilst the students write the words and definitions in their
vocabulary journals
g. Differentiation for ELL Students
i. Vocabulary will be presented in student’s native tongue as well as English.
ii. Anticipation guide will be in both English and ELL student’s native
tongue.
h. Assessment
i. The teacher will assess vocabulary journal for legibility and correctness.
ii. The teacher will assess anticipation guide for completion. It will NOT be
graded on correctness.
2. Literature Circles: They All Saw a Cat, Voices in the Park, or Imogene’s Antlers
a. Overview
i. Students will be assigned books in groups. The books will be assigned
according to if the student is reading below, at, or above grade level. The
students will participate in pre-reading activities by starting off with
anticipation guides specific to each group. While the students are working
with their anticipation guides, the teacher will pass out vocabulary lists
with definitions. The students will write the words in their vocabulary
journals. After this, they will take turns putting the vocabulary words for
their group on their literature circle word walls (each group will have a
group word wall separate from the class word wall).
b. Materials
i. Separate anticipation guides for each book
ii. Writing utensils
iii. Vocabulary lists for each book
iv. Vocabulary Journals
c. Resources
i. They All Saw a Cat by Brendan Wenzel
ii. Voices in the Park by Anthony Browne
iii. Imogene’s Antlers by David Small
iv. Group Word Walls
v. Cutouts of vocabulary words for each book
d. Strategy
i. Anticipation Guide
e. Vocabulary
i. They All Saw a Cat
1. Whiskers
2. Paws
3. Skunk
4. Child
5. Imagine
ii. Voices in the Park
1. Pedigree
2. Lead
3. Scruffy
 4. Mongrel
5. Brilliant
6. Amazed
7. Fed Up
iii. Imogene’s Antlers
1. Antlers
2. Fainted
3. Prodded
4. Glared
5. Encyclopedia
6. Miniature
7. Elk
8. Milliner
f. Vignette
i. Students will split into literature circles
ii. The teacher will assign a book to each literature circle
iii. The teacher will give the appropriate anticipation guides to each literature
circle
iv. While the students are working on their anticipation guides, the teacher
will hand out the materials for the word wall, including the definition
sheet.
v. The teacher will collect the anticipation guides.
vi. The students will record their group vocabulary in their vocabulary
journals.
vii. The students will pin their vocabulary to their group word wall.
g. Differentiation for ELL Students
i. Students will be given copies of their anticipation guide and vocabulary in
their native tongue.
ii. A translator will be present if possible.
h. Assessment
i. The teacher will assess vocabulary journal for legibility and correctness.
ii. The teacher will assess anticipation guide for completion. It will NOT be
graded on correctness.
3. Writing Workshop
a. Overview
i. Students will be making their own booklets about “The Power of
Perspective.” In each booklet, the students will talk about how four
different animals (that the student picks) feel about each of the four
seasons. They will spend the Monday writing workshop brainstorming
ideas for their booklet.
b. Materials
i. Paper
ii. Pencils
c. Resources
i. Seven Blind Mice by Ed Young
 ii. Laptops or tablets
iii. Access to https://kids.nationalgeographic.com/animals/
d. Strategy
i. Students will be writing a booklet with animals they choose to better
understand perspective.
e. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
f. Vignette
i. Teacher will explain that the students will be writing their own booklets
about perspective.
ii. Teacher will pass out materials.
iii. Teacher will give each student an electronic device and instruct them to go
to the appropriate website.
iv. Teacher will have students find four very different animals they want to
star in their booklets.
v. Students will write on the paper to brainstorm what they want their
animal’s perspectives to be in their booklets.
g. Differentiation for ELL Students
i. ELL students will only choose two animals, and they will pick them from
a book in their native tongue.
h. Assessment
i. Teacher will collect brainstorming papers and assess them for originality,
as well as seeing if the students are on the right track with the concept of
perspective in their books.
4. Thematic Units
a. Overview
i. Each student will be allowed to pick an assignment from the RAFT chart
according to their own interests. Each assignment will be related to the
idea of “Perspective is Everything.” The students will spend Monday’s
writing workshop brainstorming what they will be doing for their
assignment.
b. Materials
i. Paper
ii. Pencils
c. Resources
i. RAFT Chart
 ii. Seven Blind Mice by Ed Young
d. Strategy
i. The RAFT Chart
ii. The RAFT Chart will reflect multiple intelligences
e. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
f. Vignette
i. Teacher will introduce the RAFT chart to the students.
ii. Teacher will have students pick the assignment they want to do and split
into groups accordingly.
iii. Students will begin brainstorming what they want to do for their
assignment, information they will write on the paper and turn in.
g. Differentiation for ELL Students
i. ELL students will be able to choose whichever assignment they want from
the RAFT, and at least two assignments on the RAFT will require less
writing.
ii. A translator will be present if possible.
h. Assessment
i. The teacher will assess brainstorming papers and provide appropriate
feedback.
ii. Teacher will monitor group work.
Closing: The teacher will summarize “The Power of Perspective.” Students will be given a
chance to discuss what they think about perspective and ask any questions they may have.
 Tuesday
Opening: The teacher will ask each child what their favorite food is. The class will then discuss
how different perspectives affect each student’s choice for their favorite food.
1. Literature Focus Unit
a. Overview
i. The teacher will read the book Seven Blind Mice aloud to the class. She
will pause after each mouse speaks and asks the students what they think
the mice are touching.The students will write their answers down on a
sheet of paper and the whole class will compare the answer they gave for
each mouse at the end of the book.
ii. Materials
1. Paper
2. Writing Utensils
iii. Resources
1. Book Seven Blind Mice by Ed Young
iv. Strategy
1. Reading aloud
2. Class discussion of what they thought each mouse was touching
and why
v. Vocabulary
1. Blind
2. Pillar
3. Spear
4. Cliff
5. Argue
6. Sturdy
7. Supple
8. Breezy
9. Stringy
10. Moral
vi. Vignette
1. The teacher will give each student a sheet of paper and instruct
them to number it one through seven.
2. The teacher will explain that, as they read the book, she will ask
the students seven questions, each of which they will answer on the
sheet of paper
 3. The teacher will read the book aloud, pausing after each mouse
says what he’s found and asking the students to write down what
THEY think each mouse has found.
4. Once they finish the book, the class will discuss how their answers
differ and are similar. This will tie back into the idea that
perspective varies from person to person.
vii. Differentiation for ELL Students
1. ELL students will listen to the book on an audio tape in their native
language.
viii. Assessment
1. The teacher will assess class participation
2. Literature Circles:
a. Overview
i. The students will break into their literature circles and will read their
books together. The teacher will move from group to group, assisting the
children as needed. As they go through their books, each child will write
down each different view he or she sees in the book.
b. Materials
i. Paper
ii. Writing Utensils
c. Resources
i. They All Saw a Cat by Brendan Wenzel
ii. Voices in the Park by Anthony Browne
iii. Imogene’s Antlers by David Small
d. Strategy
i. The literature circles will allow the students to read with other students
that are reading at their same reading level.
e. Vocabulary
i. They All Saw a Cat
1. Whiskers
2. Paws
3. Skunk
4. Child
5. Imagine
ii. Voices in the Park
1. Pedigree
2. Lead
3. Scruffy
4. Mongrel
5. Brilliant
6. Amazed
7. Fed Up
iii. Imogene’s Antlers
1. Antlers
2. Fainted
 3. Prodded
4. Glared
5. Encyclopedia
6. Miniature
7. Elk
8. Milliner
f. Vignette
i. Students will split into literature circles
ii. The students will begin to read their assigned books
iii. As they are reading their books, the students will make note of how many
different points of view are in the books.
iv. As the students are reading the teacher will walk around the classroom,
offering assistance as needed.
v. When they finish the book, they will discuss amongst the book how many
different views they see in the story, and how these differ.
vi. The teacher will collect the lists of points of view.
g. Differentiation for ELL Students
i. Students will be given either copies of their books in their native tongue
OR an audiotape of their book in their native tongue
ii. A translator will be present if possible.
h. Assessment
i. The teacher will assess the students on how they are working together.
ii. Teacher will collect papers on which students wrote how many
perspectives they saw and will grade for accuracy.
3. Writing Workshop:
a. Overview
i. The students will draft out the flow of their story via a storyboard
approach.
b. Materials
i. Storyboard Worksheet
ii. Writing Utensils
c. Resources
i. Seven Blind Mice by Ed Young
d. Strategy
i. Students will use a storyboard to help plan their booklets
e. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
 f. Vignette
i. The teacher will return the students’ brainstorming worksheets from the
previous day.
ii. The teacher will pass out the storyboard worksheets.
iii. The teacher will explain to the students how they will use the storyboard
sheets to plan their booklets
iv. The students will draft their stories on their story boards.
v. The teacher will collect the story boards.
g. Differentiation for ELL Students
i. ELL students will be given instructions in their native tongues.
ii. A translator will be present if possible.
h. Assessment
i. Teacher will assess the storyboards for proper story flow.
4. Thematic Units
a. Overview
i. Students will create a draft of their RAFT assignment. They will work in
groups with other students who have chosen the same assignment so that
they may help each other and better formulate their ideas (somewhat like a
think tank).
b. Materials
i. Paper
ii. Writing Utensils
iii. Markers
iv. Poster paper
c. Resources
i. Seven Blind Mice by Ed Young
d. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
e. Strategy
i. Students will work in something like a think tank to bounce ideas off each
other and get feedback.
f. Vignette
i. Students will gather with their raft groups
ii. The teacher will give back the students’ brainstorming worksheets from
the day before.
iii. The teacher will instruct the students to begin drafting with the feedback
 they have on their sheets.
iv. The students will work with each other to provide feedback and make their
drafts.
v. The teacher will collect the drafts for assessment.
g. Differentiation for ELL Students
i. Students will be able to do projects that require less writing if they so
choose.
ii. Translator will be present if possible
h. Assessment
i. Students will be assessed on group work and the teacher will assess the
drafts for coherency.
Closing: The teacher will summarize what the class has gone over that day. The class will have a
brief discussion on how perspective affects the books being covered in each literature circle. The
teacher will then give the students time to make any comments or ask any questions they have.

Wednesday
Opening:The students will enter the classroom and do a short worksheet on perspective.
1. Literature Focus Unit
a. Overview
i. Wednesday’ section of the literature focus unit will be heavily discussion
based. The class will have a discussion on why perspective is important.
This discussion will focus in particular on how the perspective of the mice
affected what they thought the elephant was.
b. Materials
i. The speaker stick
c. Resources
i. Seven Blind Mice by Ed Young
d. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
e. Strategy
 i. Socratic Seminar
f. Vignette
i. The teacher will do a faster reading of Seven Blind Mice.
ii. After they finish reading the book, the teacher will explain the format of
the Socratic Seminar, making sure to remind students that the only person
who can speak is the one holding the speaker stick.
iii. The class will have a discussion on perspective and what happens in the
book, paying particular attention to how each mouse’s perspective affects
his opinion.
g. Differentiation for ELL Students
i. A translator will be present if possible.
ii. They will be allowed more time to speak so they can gather and translate
their thoughts.
h. Assessment
i. Students will be assessed based on participation in the class discussion.
2. Literature Circle
a. Overview
i. The students will draw a scene for a new perspective for their literature
circle books.
b. Materials
i. Paper
ii. Markers
iii. Colored Pencils
iv. Crayons
c. Resources
i. They All Saw a Cat by Brendan Wenzel
ii. Voices in the Park by Anthony Browne
iii. Imogene’s Antlers by David Small
d. Vocabulary
i. They All Saw a Cat
1. Whiskers
2. Paws
3. Skunk
4. Child
5. Imagine
ii. Voices in the Park
1. Pedigree
2. Lead
3. Scruffy
4. Mongrel
5. Brilliant
6. Amazed
7. Fed Up
iii. Imogene’s Antlers
1. Antlers
2. Fainted
 3. Prodded
4. Glared
5. Encyclopedia
6. Miniature
7. Elk
8. Milliner
e. Strategy
i. Students will be drawing a new perspective for another character in the
book, which will make them look at how to see from a different point of
view, as well as take information from a book to add to it.
f. Vignette
i. Students will split into their literature circles.
ii. Students will do a second, faster reading of their literature circle book.
iii. Students will work together in their literature circles to draw a new
perspective to add to their book.
iv. The teacher will gather the new perspective drawing(s) from each group.
g. Differentiation for ELL Students
i. Directions will be given in the student’s native tongue
ii. A translator will be present if possible
h. Assessment
i. The teacher will assess the new perspective drawings for effort and logic.
3. Writing Workshop
a. Overview
i. The students will begin to transcribe their books from the storyboard
format into a book format with illustrations.
b. Materials
i. Storyboard worksheets
ii. Paper
iii. Crayons
iv. Markers
v. Colored Pencils
c. Resources
i. Seven Blind Mice by Ed Young
d. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
e. Strategy
i. Students will be using their completed storyboards to begin making their
 books (each storyboard panel should be a page).
f. Vignette
i. The teacher will give back the completed storyboards.
ii. Students will make each story book panel into one page of their books.
iii. Students will illustrate each page of their books.
iv. Teacher will collect booklets from students at the end of the writing
workshop.
g. Differentiation for ELL Students
i. ELL students will be given instructions in their native tongues.
ii. A translator will be present if possible.
h. Assessment
i. Teacher will examine booklets for coherency and effort (students will
NOT be graded on art skills).
4. Thematic Units
a. Overview
i. Students will work in their RAFT groups to revise their drafts from the
day before. They will give each other feedback and work to make sure it is
mostly complete.
b. Materials
i. RAFT Sheet
ii. Paper
iii. Pencils
iv. Markers
v. Poster Paper
c. Resources
i. Seven Blind Mice by Ed Young
d. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
e. Strategy
i. Students will be working together to put their RAFT assignments on paper
and revising drafts from the day before.
f. Vignette
i. Students will get back in their RAFT groups.
ii. The teacher will pass out the drafts from yesterday with any feedback she
has.
iii. The students will use the drafts and the feedback provided to begin
revising their RAFT projects.
 iv. The teacher will collect the revised RAFT projects
g. Differentiation for ELL Students
i. Students will have the option to work on projects that require less written
work.
ii. A translator will be present if possible.
h. Assessment
i. The teacher will assess the RAFT projects for coherency.
ii. The teacher will assess the students’ group work
Closing: The class will take a short true or false quiz on perspective. The teacher will then give
students an opportunity to make any comments or ask any questions they may have.
 Thursday
Opening: The teacher and students will work together to make a multi flow map on the white
board, with one cause and effect for each mouse.
1. Literature Focus Unit
a. Overview
i. Students will reread Seven Blind Mice with a buddy. While reading, the
two students will find one question they have about the book. They will
ask the class this question in the closing section of Thursday’s lesson.
b. Materials
i. Pencils
ii. Paper
iii. Name popsicle sticks
c. Resources
i. Seven Blind Mice by Ed Young
d. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
e. Strategy
i. Buddy reading
f. Vignette
i. The teacher will put the students in pairs by randomly selecting two
popsicle sticks at a time, each with one student’s name on it.
ii. The teacher will give each pair a copy of Seven Blind Mice.
iii. The students will be instructed to read the book together and find a
question the two of them have about the book or perspective.
iv. The students will read the book together.
v. Each pair will come up with one question they have about the book or
perspective and will write it on the paper provided.
vi. The teacher will collect the questions for the closing activity.
g. Differentiation for ELL Students
 i. ELL students will either be paired with another ELL student so they can
read the book in their native tongue OR with a strong reader.
ii. A translator will be present if possible
h. Assessment
i. The teacher will check to see if the students wrote a question.
ii. The teacher will assess the students on their ability to work in pairs.
2. Literature Circle
a. Overview
i. Students will work together in their literature circles to do a dramatic
rereading of the story, which they should be more familiar with at this
point. They will pay attention to reading with proper expression and
tempo.
b. Materials
i. Speaker sticks
c. Resources
i. They All Saw a Cat by Brendan Wenzel
ii. Voices in the Park by Anthony Browne
iii. Imogene’s Antlers by David Small
d. Vocabulary
i. They All Saw a Cat
1. Whiskers
2. Paws
3. Skunk
4. Child
5. Imagine
ii. Voices in the Park
1. Pedigree
2. Lead
3. Scruffy
4. Mongrel
5. Brilliant
6. Amazed
7. Fed Up
iii. Imogene’s Antlers
1. Antlers
2. Fainted
3. Prodded
4. Glared
5. Encyclopedia
6. Miniature
7. Elk
8. Milliner
e. Strategy
i. Dramatic readings enhance the students’ ability to remember the book, as
well as their ability to read with proper expression.
f. Vignette
 i. Students will break into their literature circles
ii. The teacher will explain that the students will be doing dramatic readings
of their literature circle books.
iii. The teacher will demonstrate how to do a dramatic reading.
iv. The teacher will instruct the class that only the child holding the speaker
stick in each group will read aloud at that time.
v. The students will take turns holding the speaker sticks and reading with
expression
vi. The teacher will circle the room while the students are reading to make
sure that everyone is getting a turn to read, and that everyone is reading
with proper intonation and tempo. She will correct students as needed.
g. Differentiation for ELL Students
i. A translator will be present if possible.
ii. The teacher will let them read to her one-on-one if a translator cannot be
present.
h. Assessment
i. Teacher will assess students ability to take turns and read with proper
expression.
3. Writing Workshop
a. Overview
i. Students will edit their booklets, paying particular attention to punctuation
and grammar.
b. Materials
i. Booklets from previous day
ii. Pencils
c. Resources
i. Seven Blind Mice by Ed Young
d. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
e. Strategy
i. Students will work together to edit for grammar and punctuation.
f. Vignette
i. Students will have their booklets returned to them by the teacher.
ii. Each student will pair up with another student, this time of their own
choice.
iii. The students will be instructed to edit fo their booklets and make sure
 things like grammar and punctuation are correct.
iv. The teacher will wander the room, moving from pair to pair, to make sure
that the students are editing correctly.
v. The students will turn in the edited booklets at the end of the writing
workshop.
g. Differentiation for ELL Students
i. Students will be paired with strong writers
ii. A translator will be present if possible
h. Assessment
i. Teacher will asses booklets for correct grammar and punctuation.
4. Thematic Unit
a. Overview
i. Students will begin editing in their RAFT groups. Depending on the
project they are doing, they will be doing edits for aesthetics, grammar and
punctuation, and/or vocal clarity.
b. Materials
i. RAFT Sheet
ii. Paper
iii. Pencils
iv. Markers
v. Poster Paper
c. Resources
i. Seven Blind Mice by Ed Young
d. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
e. Strategy
i. Students will work together to edit for aesthetics, grammar and
punctuation, and/or vocal clarity.
f. Vignette
i. Students will split into their RAFT groups
ii. The teacher will hand back the revised work from the day before with any
feedbacks she has.
iii. The students will work to make final edits to their projects. These may
include esthetics, grammar and punctuation, and/or vocal clarity,
depending on the RAFT assignment the group is doing.
iv. The groups will hand in their work when they are done editing it.
 g. Differentiation for ELL Students
i. The students may do a project that involved less writing.
ii. A translator will be present if possible
h. Assessment
i. The instructor will grade the RAFT projects on correctness and visible
effort.
Closing: Students will present the questions they came up with during the literature focus unit to
the class. The class will try to collectively answer the questions, with guidance from the teacher.

Friday
Opening: The teacher and students will discuss the importance of perspective for the last time.
They will also discuss why it is important to listen to everyone’s perspective, even if you may
not agree with it.
1. Literature Focus Unit:
a. Overview
i. The students will (as a class) rewrite the book from the elephant’s point of
view.
b. Materials
i. Poster Paper
ii. Markers
c. Resources
i. Seven Blind Mice by Ed Young
d. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
 x. Moral
e. Strategy
i. The students and teacher will rewrite the book from the elephant’s point of
view to cement their understanding of both the book AND perspectives.
f. Vignette
i. The class will quickly reread the book.
ii. The teacher will explain that they are going to rewrite the book from the
elephant’s perspective, with one page for every encounter with a mouse.
iii. The teacher will write a statement for each page on the poster paper. The
students will come to agreement on what each poster paper will say.
iv. At the end, they will have seven pages and a new story.
g. Differentiation for ELL Students
i. ELL students will be allowed to write this in their native language
ii. A translator will be present if possible
h. Assessment
2. Literature Circles
a. Overview
i. Each group will create a poster on their book and will present it to the
class.
b. Materials
i. Poster paper
ii. Markers
c. Resources
i. They All Saw a Cat by Brendan Wenzel
ii. Voices in the Park by Anthony Browne
iii. Imogene’s Antlers by David Small
d. Vocabulary
i. They All Saw a Cat
1. Whiskers
2. Paws
3. Skunk
4. Child
5. Imagine
ii. Voices in the Park
1. Pedigree
2. Lead
3. Scruffy
4. Mongrel
5. Brilliant
6. Amazed
7. Fed Up
iii. Imogene’s Antlers
1. Antlers
2. Fainted
3. Prodded
4. Glared
 5. Encyclopedia
6. Miniature
7. Elk
8. Milliner
e. Strategy
i. The posters and presentation will demonstrate the students’ understanding
of the books they have been reading
f. Vignette
i. Students will break into their literature circles.
ii. The teacher will hand out poster paper and markers.
iii. The teacher will explain to the students that they are making a poster to
represent their book and they will present it to the class.
iv. The students will work together to make a poster to represent the books
they’ve been reading,
v. Each group will present their poster to the class and talk about their book.
vi. The class will ask questions about the book.
vii. This will be done for each group.
viii. The teacher will collect the posters for assessment and to hang on the
walls of the classroom.
g. Differentiation for ELL Students
i. ELL students will be allowed to focus more on the art of the poster than
the presentation.
ii. A translator will be present if possible
h. Assessment
i. Students will be graded on presentation, poster, and group work.
3. Writing Workshop
a. Overview
i. The students will bind the their booklets with help from the teacher. They
will then present them to each other in small groups of three to five
students (depending on class size).
b. Materials
i. Hole puncher
ii. String
iii. Scissors
c. Resources
i. Seven Blind Mice by Ed Young
d. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
 ix. Stringy
x. Moral
e. Strategy
i. Students will be finishing and presenting their own original works.
f. Vignette
i. The teacher will help each child punch three holes in their books’ spine.
ii. The teacher will cut three pieces of string for each student.
iii. The students will use the string to tie their books together.
iv. Each student will be put in groups with other students where they will
each read their books to each other.
v. The teacher will walk around the classroom to make sure each student is
respectfully listening to the other students’ books.
g. Differentiation for ELL Students
i. ELL students will be allowed to present to other ELL students OR a
teacher that speaks their native tongue
h. Assessment
i. The teacher will assess the booklet for quality.
ii. The teacher will assess the students’ respect of other readers.
4. Thematic Unit
a. Overview
i. Each RAFT group will present their RAFT projects to the class
b. Materials
i. RAFT assignment
c. Resources
i. Seven Blind Mice by Ed Young
d. Vocabulary
i. Blind
ii. Pillar
iii. Spear
iv. Cliff
v. Argue
vi. Sturdy
vii. Supple
viii. Breezy
ix. Stringy
x. Moral
e. Strategy
i. Students will present their RAFT projects to showcase different styles of
learning.
f. Vignette
i. Students will break into their RAFT groups where they will be given a
final chance to go over their project and make sure it is ready for
presentation.
ii. Each RAFT group will present their project to the class.
iii. The teacher and other students will ask each group questions after they are
 done presenting.
g. Differentiation for ELL Students
i. ELL students will be allowed to do easier aspects of the presentation (such
as introducing the group).
ii. A translator will be present if possible
h. Assessment
i. The teacher will assess the quality of the RAFT projects
ii. The teacher will assess the students’ ability to work together
iii. The teacher will assess the students’ ability to listen to an be respectful of
their peers who are presenting.
Closing:The students will return to their anticipation guides from Monday for Seven Blind Mice
and their literature circle books. They will revisit each of their answers and will explain their
rationale for their second answer, even if it is the same as their answer from the first time.

RAFT
Role Audience Format Theme

Teachers The class Speech on why The power of

people have different perspective
 perspectives on
different academic
subjects and why they
need to respect these
differences.

Singers The class A song about The power of

different perspectives perspective

Birds The class A poster showing a The power of

bird’s eye view of the perspective
school

Actors The class Students will perform The power of

a skit on different perspective
opinions on fruit.

RAFT Rubric
Above Average Average Needs Improvement

Group Work I worked well with my I usually worked well I did not work with my
group, listened to with the group and group or contribute.
others, and contributed. contributed.
 Correctness My project was above I produced an My project was riddled
and beyond. There were acceptable project, with with errors and did not
no errors and it was minor errors. show effort.
aesthetically pleasing.

Presentation I was a firm speaker I mostly took turns with I either did not speak or
and let everyone in my my group to speak. did not allow my group
group speak to speak.

Anticipation Guide: Seven Blind Mice

Yes/No (Before) Yes/No (After) Reasoning
Everyone sees things
the same way.

It is important to see
the bigger picture.

I shouldn’t listen to
other people’s points
of view.

Anticipation Guide: They All Saw a Cat

Yes/No (Before) Yes/No (After) Reasoning
Everyone sees a
different cat.

All animals see the

same way.

Some animals are

afraid of cats.

Anticipation Guide: Voices in the Park

Yes/No (Before) Yes/No (After) Reasoning
All of the characters
will have a different
trip to the park.

We cannot overcome
differences

Everyone can play at

the park.
Anticipation Guide: Imogene’s Antlers
Yes/No (Before) Yes/No (After) Reasoning
Imogene will always
have antlers.

It is bad to be
different.

Imogene will be upset

that she is different.

Booklet Rubric
Above Average Average Needs Improvement
Required All four animals Three animals Two animals are
Components are present and talk are present and present and do not
about how they feel talk about how talk about more than
about each season. they feel about two seasons.
at least three
seasons.
Neatness My work is very My work is as My work is
 neat and orderly. neat as possible. unreadable.
Effort I worked hard on I usually put I put no effort into
my booklet every forth effort on my booklet.
day. my booklet.

Storyboard Template
 Sources
Browne, Anthony. Voices in the Park. Doubleday, 1998.

Small, David. Imogene's Antlers. Crown Publishers, 1985.

Tompkins, Gail E. Language Arts: Patterns of Practice. 8th ed., Pearson, 2013.

V, Cathleen. "Perspective: Think Like a Customer, Not the Client." WriterAccess, 16 Nov. 2016,

www.writeraccess.com/blog/perspective-think-like-a-customer-not-the-client/. Accessed

7 Nov. 2018.

Wenzel, Brendan. They All Saw a Cat. Chronicle Books, 2016.

Young, Ed. Seven Blind Mice. Philomel Books, 1992.