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Heather Brubach Social Studies Methods There's More to Every Story - Lesson # 2 Multiple Perspectives Grade First Grade

e Duration One 60 minute literacy block Materials Voices in the Park by Anthony Browne The Araboolies of Liberty Street by Sam Swope Reading Journals Changing the Voice Graphic Organizer Story Board Worksheet Pencils/Crayons Board/Chart Paper Markers Standards Common Core Standards for Literacy: CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

National Curriculum Standards for Social Studies (Framework) Theme 10 Civic Ideals and Practices They will also recognize and respect different points of view Goal To engage students in critical literacy To allow students to learn and practice critical thinking skills such as questioning, and thinking beyond what they are presented with

To develop students' epistemological understanding in conceiving multiple perspectives Objectives Students will recognize that a story could be different depending on who is telling it Students will identify at least one character who's perspective was missing from a story Students will rewrite a scene or event from a story using a different characters perspective Direct Instruction 25 minutes (includes read aloud) 1. Have students come and sit together on the rug. Remind students that we have been reading books together and thinking about the purpose the author had in sharing those stories. Ask for students to give examples of an author's purpose (discussed in previous lessons). 2. Ask students if anyone remembers the purpose Sam Swope had in writing The Araboolies of Liberty Street (To teach a lesson or share a moral). 3. Explain that today we will be reading another story that teaches a lesson or shares a moral. Introduce the book Voices in the Park by Anthony Browne. 4. Tell students that they should be thinking as they are listening about what what the moral of the story is or what lesson Mr. Browne is trying to teach us. Also remind students that they should be critical readers/listeners and be thinking about what questions they have, what confuses them or what they would want to know more about. 5. Read the story Voices in the Park. Guided Practice - 10 minutes 6. After reading get a few questions and comments regarding students reactions to the story. 7. Then direct students to think about what the message or lesson of the story is. Have the think, pair, share with a partner nearby. Remind students to use details from the book to show why that is the lesson or message. Tell students that not everyone will come away with the exact same message or story and that's okay as long as they are using details from the story to support how they know that it the message/lesson. 8. Have a few students share what they thought the lesson was. They may be specific to the details of the story and not think about the greater purpose of showing different perspectives. If not, then provide them with that illumination. You may need to define the term perspective in terms of voice, viewpoint, or different ways of experiencing the same thing. 9. Ask students why it's important to think about the different perspectives of a story? Do we ever need to do that in real life? 10. Ask Students to think about the other book we read The Araboolies of Liberty Street. Who was the narrator or person telling the story in that book? Give students examples from the text of how you can tell who's perspective the book is told from. 11. Ask students if there are other characters in the book who's perspective may not have been representing well or given at all? Have students think-pair-share for a few minutes on this subject. 12. Have students provide characters to list on the board who may have been underrepresented or have a different perspective on the events of the story. Independent Practice- 20 minutes

13. Explain to students that they will be rewriting part of the story from The Araboolies of Liberty Street from the perspective of a different character. Quickly model this for them with a prepared example of your own, while doing this, take time to highlight the different parts of the graphic organizer that will help students organize their thinking. 14. Have students go back to the desk and distribute the graphic organizer. Students should work independently but can discuss with their table group quietly to recall different parts of the story in order to get started. 15. Walk around as students work, conferencing briefly with those that need help. Some students may need you to suggest a scene for them to use, so that they don't spend too much time worrying about that initial step. 16. When students have finished the graphic organizer, they can move on to drawing a picture and writing a caption of their new scene using the story board worksheets. Closing 5 minutes 17. Have a few students share their newly written scenes or pictures. If students are not finished or want to continue writing when the lesson is done, have them store this work in their writing portfolio to return to another time. Assessment The teacher should be informally assessing by listening to students ideas during think-pair-share and guided discussion time. The graphic organizers will be collected to assess students ability to identify a character with a different perspective than the one given and assess how they have interpreted the task of rewriting an event in the story. The teacher will conference with students briefly as they work to assess if they are using their critical thinking skills. The story boards and pictures are collected and reviewed since it is unlikely that all students will get a conference. The teacher will prioritize conferencing with the students that are drawing pictures or may struggle to record their ideas in writing. Rationale Throughout many of the texts we have read as adults both in our social studies methods course and in our lives, we have seen the importance of not taking texts at face value. We know to recognize that the author of writing always has a particular voice or aim in writing their work, notice when important details have been left out, or just recognize how the work falls into a greater context. All of these practices of critical literacy make us more successful, thoughtful and informed adults/citizens. We are doing our students a disservice if we do not explicitly teach them to go beyond just absorbing a story or book. This lesson really focuses on understanding multiple perspectives because this is a crucial part of not only being a successful social studies learner, but also an important development for them that relates to important social skills and being a responsible citizen. This is one of the key features of critical literacy that will help them in not just reading and social studies but also in how the interact with the multitude of information presented to them in world they live in.