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ELA Reading Literary Text Language, Craft, and Structure Standard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective, and purpose shape content, meaning, and style.
ELA Reading Literary Text Meaning and Context Standard 7.2: Compare and contrast how an author uses characters to develop theme and plot in different texts within a series.
ELA Writing Meaning, Context, Craft Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
ELA Writing Standard 3.1: Gather ideas from texts, multimedia, and personal experience to write narratives that: a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences; b. establish a situation and introduce a narrator and/or characters; c. organize an event sequence that unfolds naturally; d. use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations; e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others
ELA Writing Meaning and Context Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.
ELA Writing Language Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELA Writing Range and Complexity Standard 6.4 Demonstrate effective keyboarding skills.
Digital Literacy Standard 1: Use software applications to create an authentic product.
Digital Literacy Standard 3.DL.2.1: Demonstrate proper digital etiquette appropriate to the medium (e.g., not using all capital letters in an email).
Timeline for Implementation:
This lesson is a topic that is part of a greater fairy tale unit. It is technology friendly lesson plan which could also be used as a traditional lesson plan where the teacher would read copies of books, students would complete paper and pencil Venn Diagrams, and rewrite a fairy tale using paper and pencil or a computer with word-processing. Point of view and comparing and contrasting texts are important ELA standards in multiple grades and generally take more than one day to complete, but this lesson plan will take about a seven days (Day 1 is steps 1-6, Day 2 is steps 7 & 8, Day 3 is step 10a Venn Diagram (organize thoughts) and step 9 explore Comicker during free time, Days 4 and 5 are for step 10b to create Comicker Comic, Day 6 is step 11 editing, Day 7 is Author Sharing). Each day the full ELA time should be used for completing the project and any free time for the day can also be used. Pairs of students can be done based upon access to a mobile device and if any modifications to the curriculum need to be made. Any further research can be done at home, but since the project is to be completed in pairs, class time is definitely needed. It is also critical to allow the time to explore the new application, Comicker Comic, to work out any kinks and make the final product creation flow more smoothly. The teacher will create their own Comicker Comic so they know how to explain the usage of the application. The teacher also needs to make sure to review usage of YouTube and Write On PDF and uploading to Evernote although they have been previously covered to enhance efficiency.
The student will:
· Describe how key information of a text changes from a different point of view
· Discuss differing points of view
· Discover the importance of the point of view in a text
· Compose an alternative view of a selected text
· Revise and edit work to convey a clear idea
· Present a narrative writing piece in a clear manner
Demonstration of Mastery:
· Frequent interaction with the teacher.
· Participation in discussion.
· Multiple Venn Diagrams to show a compare and contrast of two characters’ point of view for the same story.
· Using appropriate technological devices to create a final product of a comic strip of a fairy tale written from the point of view other than the traditional main character the student will demonstrate that they have met the standards of the lesson.
· Participation with another group to go through the editing process.
When using technological devices, it is important to go over the rules of using a device and internet awareness before beginning. During the lesson, YouTube, Write on PDF, Evernote, and Comicker Comic will be used. Write on PDF, Evernote, and YouTube have already been presented in this situation. To ensure that both the teacher and student are comfortable with these tools, there will be some time of exploration for new applications such as Comicker and a reminder through modeling of how to use the YouTube links, Write on PDF application, and uploading to Evernote. For the new application, Comicker Comic, the teacher will create a comic strip beforehand to present as an example to the class. Then together, in groups, the students will create a simple 4 square comic strip of a conversation had in class before beginning their process.
1. Before beginning, the teacher will go over mobile device usage and internet safety.
2. Activate students' prior knowledge by asking for volunteers to retell the story of The Three Little Pigs.
3. Have students text the teacher their current explanation of point of view.
4. Read or show the different versions of The Three Little Pigs on YouTube and with books. The first is the version which is told from the pigs’ point of view on YouTube, The Three Little Pigs Blues (YouTube CC BY Jennifer Mitchell, 2016). The second is the version which is told from the wolf’s point of view, The True Story of the Three Little Pigs! by A. Wolf. The third version is a read aloud of Roald Dahl’s poem, “The Three Little Pigs”.
5. Model a compare/contrast of two of the versions with a Venn Diagram. This activity serves as a model for the next part of the lesson.
6. Explain to students that point of view refers to how a person or character looks at, or views, an object or a situation.
7. Point of View Investigation: Group students together in pairs and schedule time for the students to work together on their mobile devices to investigate and complete a Venn Diagram using Write On PDF or a Venn Diagram copied into Google Docs by exploring a fairytale of their choosing in two different versions as digital video files found on YouTube as well as in books. When completed, the students should upload their Venn Diagram to their Evernote folder.
· Goldilocks and The Three Bears (YouTube CC BY EZTales, 2016)
A culturally different version of Goldilocks: Goldy Luck and the Three Pandas (YouTube CC BY LindsayShow, 2017)
Believe Me, Goldilocks Rocks! The Story of the Three Bears as Told by Baby Bear by Nancy Loewen
· Cinderella (YouTUbe CC BY Curious World a company of Houghton Mifflin Harcourt, 2017)
A setting change for Cinderella: Cinderella Skeleton (YouTube CC BY RusticSpike, 2012)
Seriously, Cinderella is So Annoying! The Story of Cinderella as Told by the Wicked Stepmother by Trisha Speed Shaskan
· Little Red Riding Hood (YouTube CC BY Channel NTmoVies, 2017)
Red Riding Hood and the Sweet Little Wolf by Rachel Mortimer
· Jack and the Beanstalk (YouTube CC BY Fairy Tales for You, 2016)
Trust Me, Jack’s Bean Stalk Stinks! The story of Jack and the Beanstalk as Told by the Giant by Eric Braun
· The Princess and the Pea (YouTube CC BY Library and Language Academy, 2018)
The Very Smart Pea and the Princess to Be by Mini Grey
8. Follow-up discussion: After all the students have completed a Venn Diagram in pairs, the class can talk about and share the different versions of the fairy tales they explored. Together they will discuss how the point of view changes meaning and how events are described. Some children may want to look at these other versions, so the links and books will be provided to look at during free time. At the end of the discussion, the students will text the teacher with an update of their understanding of point of view.
9. The teacher will present an example of a Comicker Comic and then the students will explore Comicker and create a simple 4 square comic page which shows conversation between two students.
· Writing activity: Students are to select one fairy tale and rewrite the tale into a comic strip using Comicker Comic from the viewpoint of a different character or object within the tale. Suggest to students that they use a favorite fairy tale that they have read before, but it is also okay for students to choose a new fairy tale that they have never read before.
· To help with organization, the students will first complete a Venn Diagram of the traditional fairy tale and their modified fairy tale.
· To modify the curriculum, the student may choose to write their story using the Fractured Fairy Tales Online tool, which allows students to rewrite The Princess and the Pea, Jack and the Beanstalk, and Little Red Riding Hood.
· If needed, additional examples of “twisted tales” may be needed before the students begin their writing activity. Some additional resources are Roald Dahl’s Revolting Rhymes, Twelve Impossible Things Before Breakfast by Jane Yolen and A Wolf at the Door and Other Retold Fairy Tales by Ella Datlow. One of these stories or poems can be read aloud in class each day of the writing process to give students more examples and models for their own writing.
10. Two groups will exchange their comics with each other to suggest areas of editing and revising.
11. Author's share: After making revisions, each group will share their "twisted tale" with the class and upload the project to their Evernote Portfolio.