JoeyLynn's+Demo

In a lesson for Read.Write.Think (http://www.readwritethink.org/lessons/lesson_view.asp?id=265), Traci Gardner acknowledges this quote:  //In To Kill a Mockingbird, Atticus explains to Scout that "You never really understand a person until you consider things from his point of view...until you climb into his skin and walk around in it" (36). //  According to Christian Knoeller (2003), imaginative, multi-genre writing links the domains of literacy. Koeller claims the ability to write imaginative responses from multiple perspectives enhances the study of literature; “writing from a character’s voice invites student readers to explore a work from perspectives situated within a text” (44). By doing so, students must carefully read and interpret text. Furthermore, the students must adhere closely to the variables of narrative writing, including voice and audience. ** Lesson Title: ** Says Who? **Grade Level:** 6 **Time Required:** ~ 75 minutes lesson plan scenario sheets for each group digital camera laptop document camera or projector to show images two picture prompts a copy of //The True Story of the Three Little Pigs// Paper Writing utensils §  All students will write a narrative from the perspective of different characters in the story. §  All students will engage in sharing of peers’ craft. §  All students will work cooperatively. ** Goals ** : §  Students will understand the influence that voice has on the development of a narrative. §  Students will analyze and develop characters by critically considering character traits, actions, and feelings. ** Frame: ** Learning to Write ** R.NT.06.01 ** Students will describe how characters form opinions about one another in ways that can be fair and unfair in classic, multicultural, and contemporary literature recognized for quality and literary merit. ** W.GN.06.01 ** Students will write a cohesive narrative piece such as a personal narrative, adventure, tall tale, folktale, fantasy, or poetry that includes appropriate conventions to the genre, __employing elements of characterization for major and minor characters; internal and/or external conflict__; and issues of plot, theme, and imagery. ** W.PS.06.01 ** Students will exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). Students will divide into groups. Each group is given the following scenario: // I'm a 15-year-old girl whose mom is her worst enemy. Mom and I haven't really connected over the past few years. We drive each other crazy, and both of us say hurtful things like, "I don't care about you" or "You are ruining my life." // // Lately, things have gotten worse. She doesn't trust me at all. She reads my e-mail and text messages, and hovers when my boyfriend is around. I have an older brother who has a great relationship with Mom. I really want to get along with her again and be trusted. It's important that she be a part of my life. What can I do? — Concerned Daughter // Each group member will write a short narrative about this situation from one character’s perspective (Mom, Daughter, Brother, Boyfriend). Characters will be assigned. 2. Model Groups will share their writings by posing as their characters for a freeze photo. Then, each group member will share his/her narrative with the class. 3. Writing with Voice Using a Prompt Students will use a picture prompt to write a short narrative from the voice of one person in the photograph. Several students will share their “voices.” 4. Writing with Two Voices Using a Prompt Students will use a picture prompt to write two short narratives in two different voices. Several students will share their “voices.” 5. Connect to Author’s Craft Read the story. Are there other stories that are written from different voices? What is the benefit of considering alternative voices? Write a well-known fairy tale as it would be told by a minor character. Analyze an event in history by reading accounts from many voices. Share your findings. Was the project manageable for the grade level and the unique members of this classroom? Did the students stay involved and active in the lesson? At which points, if any, in the lesson did the students become distracted or off-task? Why? Did the teacher scaffold the children for responding to all activities and questions? How? Did the guided practice provide enough evidence to continue the lesson? What evidence was there? Was the teacher “on”? Annie’s Mailbox Knoeller, Christian. "Imaginative Response: Teaching Literature through Creative Writing." //English Journal// 92.5 (May 2003): 42-48  Lee, Harper. 1960. //To Kill a Mockingbird//. Philadelphia: J. B. Lippincott. Scieszka, J. (1989). //The True story of the three little pigs//. New York: Penguin Group.
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 * My original plan was to develop a lesson for 3-5 grades, but I learned my idea more closely tied to Michigan standards for sixth grade. If I wanted to experiment by using the principles of this lesson with younger writers, how could I do it?
 * Consider the effect of voice in informational texts. How can this lesson be used to help students become critical readers?
 * What parts of this lesson did you find most effective and least effective? Why? How can they be improved?
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 * 1)  Quick-write
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