Week+3+-+Perspective+taking

//Narrative:// The previous lesson looked at vocabulary that can be discovered and expanded to be used to describe characters or events. Now that students have a new sense of expanded their vocabulary, they can use that with this lesson of perspective taking. Students will have to draw on their own repertoire to help create their own perspective of how they interpret the story. So, the lesson on vocabulary will provide students with a tool to use with perspective taking.


 * Objective**: Students will be able to use their own thoughts, ideas and vocabulary to create their own perspective on how they see the story.


 * Process for Students**: Students will be asked to read chapter 11 to themselves in class after I start reading it to them. After they are finished reading the chapter, I will ask them how they what they thought the problem might be with The Black racing. I will ask them to spend 5 minutes to write their response. After writing, I will ask students to share their ideas. I will thank the students then ask them to now consider the bigger picture as to why The Black cannot race. I will continue to ask questions to help students develop a more insightful response. I will also ask students what the authro might have left out or included to help build this meaning. Then we will share the new responses with the class. Then the students will be asked to write down another students ideas and then compare and contrast the different ideas.


 * Process for Teacher**: I will begin reading chapter 11 to the students. I will then have the students finish reading on their own. I will then ask them what they thought about a particular scene in the chapter and describe it using their own words. Then we will spend time discussing responses and then compare and contrast with their own thoughts.


 * Introduction**: I will engage students by telling them they are going to understand that even though everyone is reading the same exact text, that not everyone will think the same about it.


 * Activities:** Students will write a newspaper report on finding The Black’s parents. The students will write an ad that announces the search for The Black’s parents. The students will also insert an alternative event in the text according to their own perspective. We will have discussion on chapters 11-14 at the end of this week. We will discuss how Alec earned money to pay for the Black's food and board, how did he respond to this new thing in his life, why Alec is excited and can't wait to get home, what happened when the bridle and bit were put on The Black, describe what The Black did when got on the track and what did Napoleon do on the track. I borrowed these questions from The Black Stallion Curriculum Unit and Lesson Plans. (Amanda).

//Self-assessment//: Students may not understand perspective taking by the lesson and chosen activities. So, I might redesign the lesson plan to include drama that might help students to understand another person’s perspective first.