What are you thinking?
1 Body Language
Teacher will present a question to students and have them respond on Padlet. The question involves making a connection to self. The teacher will encourage students to complete the task by using a personal experience or to imagine one if they cannot.
Think of a time when you could tell exactly how someone felt just by looking at them. How did you know they were angry, or excited, or worried? Share your example on Padlet by describing what you saw and what you figured out. If you cannot remember a situation, image one to share.
2 Use your words.
Tell students they will be working on a lesson about identifying the author’s purpose and point of view. Introduce concepts using the first segment of video lesson from Teacher-Toolbox from iReady.
Provide peer partners with an image depicting different examples of body language (see links).
Explain to students that a lot can be told from body language. But, when reading high level text, we rely on an author's words to determine their feelings and attitudes about topics they write about.
Ask what an author’s purpose is. (the author’s main reason for writing, such as to entertain, inform, or persuade) Ask what an author’s point of view is. (what the author thinks or believes). Students can respond via white boards or by posting a response on Padlet.
Students will work with a partner to come up with characteristics and topics that could be aligned with how each character image is represented as feeling based on body language. Partners will write statements, designed as speech bubbles, to express each character's imagined situation and point of view using transition words and adverbs that reveal the feeling and attitude toward the topic.
If students are having trouble coming up with topics for their character image to have an opinion on, they can consider current social issues, historical events, or current social studies lessons. For example, students can create statements about abolishing slavery or a woman's right to vote based on how the character image looks like "he/she feels" .
Analyze and write about each example of body language in the image. How is that character feeling? What might have caused them to feel that way? Create a statement expressing each character's point of view on a topic and create a speech bubble to go with each image. Consider the word choice that person might use to express their view.
3 What to consider when reading.
Students will complete an online tutorial on AUTHOR'S POINT OF VIEW at Learnzillion (LZ G35H5SG) and / or Compass Odyssey (RLA8087). After completng the tutorial and online practice students will revisit their cartoon bubbles to see if the word choice can be improved to better express the view that matches the body language.
Monitor student word choice and encourage the addition of words or phrases that express the correct tone.
Have student pairs present their best sample statement to the class.
View the tutorial and complete the practice activity on AUTHOR'S POINT OF VIEW using Learnzillion (or Compass Odyssey). When you are finished, get back with your partner to check your speech bubbles. Can you improve the statements with better word choice? Revisit each of your previous responses and improve by adding words or phrases that better express the tone and point of view. Be prepared to share the speech bubble and character you feel is your best example.
4 Try it out
Once students have practiced online and with partners, explain that they will now examine real world literature to determine an author's point of view while reading Narrative of the Life of Frederick Douglass.
Students will read chapter 1 of the novel and will annotate to identify specific words or phrases that help the reader determine an author's message and point of view regarding that message. Students have the choice of reading a paper-based version while using highlighters and recording thoughts in the margins, or using the online version of Genius to highlight and remark online. The online version allows peers to view annotations.
Read chapter 1 of the novel, Narrative of the Life of Frederick Douglass. While reading, note the author's message and point of view by highlighting main points and words or phrases that the author uses to express his feelings or opinions on the topic.
5 Wrap it up
Students will complete an online quiz and answer reflection questions.
Complete the quiz on Compass Odyssey.
Based on your experience with determining author's purpose and point of view, answer the following reflection questions:
What are 3 strategies you can do or consider when trying to determining an author's purpose and point of view?
What are 2 difficulties you encountered when trying to determine the author's point of view in the text you read?
What is 1 strategy that allowed you to be successful in determining point of view and purpose?
Key Standards Supported
|RI.8: Key Ideas and Details|
|RI.8.1||Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.|
|RI.8.2||Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.|
|Craft and Structure|
|RI.8.4||Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.|
|RI.8.6||Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.|