Look Who's Talking!

 Topic(s):

Language Arts and Reading

Images/Video Resources

Eye

of the

Beholder

Scenario:

The Guardian Commercial - Point of View

http://www.youtube.com/watch?v=E3h-T3KQNxU 

Think about the last time you did something wrong and there was only one more person there that saw what happened. Now your mother asks you to tell her the truth and, of course, you do. Then she asks the other person to tell her what he or she saw and for some reason it's not the exact same story you told. In your mind you are puzzled, confused and even scared. Why is it that two people can be in the same place, at the same time and yet have such different views of  a situation. What goes through your mind when you think about this? Did you know you have the power to get into a writer's mind?

When we talk about Point Of View (POV), we basically mean the point of view from which the story is told. Who are you listening to? Whose head are you in? In a practical sense, POV lays the foundation for everything you’ll read and write in your stories, and it comes in four types.

This coming school year is richer than ever in opportunity. One great addition is the U.I.L Look Who’s Talking competition for 5^th and 6^th graders. What does this mean to you? 

Think about the following: Why should you know who’s talking when reading a selection? Why is it important to know every side of a story? How would it help improve your understanding of the selection?

The University Interscholastic League (UIL) is an organization that creates rules for and administers almost all athletic, music, and academic contests for public primary and secondary schools in the American State of Texas. This organization has decided to help schools enhance student’s motivation in achieving those rigorous STAAR standards by adding this new area of competition. Before selecting any students to participate in this area, teachers must hold an in house competition to determine whose got sufficient knowledge on this topic. You have the opportunity to compete and excel in your academics. Once you have been selected you will be able to participate in U.I.L competition in which this year they are offering College Grants for those who win.

Task:

Sample Investigations/Teacher Resources:

Once you have become familiar with the different types of Point of View and its importance, your task is to work in a group of 2 or 3 and rewrite a story utilizing what you have learned and changing the Point of View given. You may choose your own story but it must be approved by your teacher prior to completing your assignment. A great example of this is The Story of the Three Little Pigs in comparison to The True Story of the Three Little Pigs. Your job is to convince the panel that you understand and can explain Point of View in a U.I.L level and are ready to represent Progreso ISD. Please refer back to the rubric during your assignment to ensure accuracy. Remember, Look Who's Talking, and be creative.

CSCOPE Curriculum

Grade5_TEKS_0811.pdf

Read Write and Think

http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-analyzing-point-view-23.html#overview 

EReading Worksheets

http://www.ereadingworksheets.com/point-of-view/point-of-view-activities/point-of-view-lesson/

Sample Lesson

http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-point-view-with-789.html?tab=4#tabs 

Sample Lesson

http://www.teachingheart.net/fairylesson.html 

Sample Lesson

http://www.teachpeacenow.org/pointofview.html

http://teachapedia.org/index.php?title=Speaker,_narrator_and_point_of_view

Student Resources:

Please the following Search to gather information:

Point of View Review Sheet.pdf

point-of-view-student-examples.pdf

point-of-view-worksheet-2.rtf

point-of-view-worksheet-3.pdf

Team Rubric

TeamRubric.doc

Rubric:

Writing Rubric.pdf

Research Rubric:

http://www.k12.hi.us/~sishii/rubric.htm

Student Work:

Standards:

1. Read and analyze the scenario and situation.
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information. 

1. List your personal understanding, ideas or hunches. Now that you are familiar with Point of View you will write everything you know about Point of View. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.

2. List what is known. (Prior Knowledge) With your team use all the information available in the scenario to list everything that you know about Point of View. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about Point of View.

3. List what is unknown. With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.  

4. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions. 

5. Develop a problem statement. You will be responsible for thinking and choosing one of the questions to solve the problem.  A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.

6. Gather information Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.

7. Present Findings You and your team will be rewriting a story and presenting using a type of multimedia tool you are familiar with. Your selection into the U.I.L team depends on the clarity, knowledge and development of your study. Good Luck....

5.1  Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A)  use technology terminology appropriate to the task

(C)  identify and describe the characteristics of digital input, processing, and output

(E)  access remote equipment on a network such as a printer or other peripherals. 

 5.6 Reading/Comprehension of Literary Text/Fiction.                  

 (B) explain the roles and functions of characters in various plots, including their relationships and conflicts.

5.7  Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A)  use software programs with audio, video, and graphics to enhance learning experiences;

(C)  use a variety of data types including text, graphics, digital audio, and videos

5.8  Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to evaluate the impact of sensory details, imagery, and figurative language in literary text. 5.10 Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A)  use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience

5.11 Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A)  publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video (B)  use presentation software to communicate with specific audiences.  5.12 Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:

(B)  evaluate the product for relevance to the assignment or task

(C)  create technology assessment tools to monitor progress of project such as checklists, timelines, or rubrics. 

5.14 Reading/Media Literacy Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning.   

  5.23  Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A)  brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic

(B)  generate a research plan for gathering relevant information about the major research question.

5.26 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that 

(A)  compiles important information from multiple sources

(B)  develops a topic sentence, summarizes findings, and uses evidence to support conclusions;