Lesson plan includes...
Lesson Plan
Lesson 1: Understanding Point of View
A 60 minute lesson in which students will investigate point of view in relation to a situation or topic.
This lesson plan includes the following resources:
Lesson Plan
Tuning In
- Read the narrative text, The Three Little Pigs, to the class. After reading, ask the students:
- What is this story about?
- Who are the ‘good guys’ in this story? How do you know?
- Who is the ‘bad guy’ in this story? How do you know?
- Watch the video of The True Story of the Three Little Pigs on YouTube. After watching, ask the students:
- How is this story different to the story we have just read?
- Who is the ‘good guy’ in this story? How do you know?
- How are the pigs presented in this story?
- Explain to the students that they have just read two versions of the same story: one from the point of view of the pigs, the other from the point of view of the wolf. Encourage the students to comment on which version of the story they find more convincing.
Teacher Instruction
- Explain to the students that people often have different points of view about certain situations or topics, just like the pigs and the wolf in the story. As an introduction to opinions and point of view, display and discuss slides 5-7 of the Exploring Persuasive Texts PowerPoint. When discussing the statements on slide 7, encourage the students to explain and justify their point of view. Where possible, explore links between the students’ opinions and their own experiences.
- As a class, brainstorm some other situations that family and friends might have different points of view about e.g. how to spend leisure time, which television shows to watch, what to have for dinner. Encourage the students to suggest strategies that might be used to convince other members of their family to agree with a particular point of view.
- Display and discuss the point of view activity on slide 8. As a class or in small groups, complete a y-chart for each of the situations on slides 9. Discuss the range of thoughts, feelings and points of view for each situation.
Guided/Independent Learning
- Display and discuss the point of view review activity on slide 10. Ask students to draw a y-chart graphic organiser in their workbooks. Encourage the students to use words and drawings to record their thoughts, feelings and point of view about the situation they have chosen. Monitor and support the students as they complete the activity.
- Allow a selection of students to volunteer to share their y-charts with the rest of the class. As the students share their ideas, encourage them to explain and justify their point of view. Emphasise any instances of students having different thoughts, feelings and points of view about the same situation.
Wrapping Up
- Revisit the two versions of The Three Little Pigs from the tuning in activity. Discuss some other famous fairy tales and identify the point of view from which they are told. Encourage the students to think about how the story might change if it were told from another character’s point of view. Some examples might include:
- Goldilocks and the Three Bears (told from the point of view of the bears)
- Jack and the Beanstalk (told from the point of view of the giant)
- Hansel and Gretal (told from the point of view of the witch).
Differentiation
Extending Students
- Encourage more confident students to complete a y-chart for another situation of their own choosing during the independent activity.
Supporting Students
- Allow students with lower literacy levels to have some assistance from a scribe (such as a teacher, teacher aide or peer tutor) during the independent activity.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
NSW Curriculum alignment
- EN1-1A
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
Australian Curriculum alignment
- ACELY1656
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
- ACELY1665
Discuss different texts on a similar topic, identifying similarities and differences between the textsElaborationsidentifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres ...
- ACELY1666
Listen for specific purposes and information, including instructions, and extend studentsâ own and others' ideas in discussionsElaborationsusing spoken language for problem solving, and exploring ideas and concepts (Skills: Literacy, Critical an...
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