Grade(s):____2____ Teacher(s): S.

Stryzko

CURRICULUM EXPECTATIONS:
Reading: 1.9 Point of View 2.1 Text Forms Writing: 2.5 Point of View 2.2 Voice Oral: 1.8 Point of View 2.5 Vocal Skills and Strategies Media: 3.3 Purpose and Audience Supplemental Expectations: Drama: Performance

GUY BROWN TLCP

Cycle: ___3_ Date: May 2012

SUCCESS CRITERIA:

WE WILL:

(What students need to show to be successful)

Big Idea: We Respect Each Others Choices

Mini-Lessons: 1. 2. 3.

Revisit diagnostic task. Re-read The Penguin and the Pea and discuss the

story elements. As a class, we will create a story map to include the necessary items. Afterwards, we will review the success checklist for writing story maps made during our last TLCP cycle. Using sticky notes and the anchor charts, students rate their work according to what they did well and what they need to improve upon for next time. Using this information, they fix their work on a new story map and it is stapled with their first copy and posted on the Bump-it-Up Wall. Lesson on character feelings and choice. Together as a class, we will brain-

Discuss how characters feel in stories Talk about a characters point of view or voice Discuss character choices Talk about how there can be more than one solution to a story Discuss how a different character can tell the story Look at what makes a fairytale a fairytale Plan and write our own fairytale using a story map and the writing process Present our story using props

ASSESSMENT
Diagnostic Task:
Students will be read the story

storm different emotions and write them on sticky notes. Sylvester and the Magic Pebble will be read to the class. After reading, students will discuss how various characters felt in the story during different situations and why. They will also talk about what Sylvesters main choice was, how it affected the story and what would have happened if Sylvesters choice was different. Lesson on character point of view. Prior to the lesson, students will discuss the

(for learning) The Penguin and the Pea and will be asked
to complete a story map requiring them to list the most important events, characters, setting, problem and solution.

CLASSROOM STRATEGIESHow will you teach it/Resources:

Modeled: Anchor charts, various oral texts

Formative Task:

Through whole group and small

(as and for learning) group work, students will study various fairytales and will be required to complete activities involving written and oral work regarding character voice, choice, point of view (also alternate points of view), and feelings.

definition of a characters voice or point of view. Afterwards, students will be read the story Goldilocks. We will reflect on the story elements and point of view in the text and how they relate to the future creation of their stories (culminating task). Together we will create a story that is written from the point of view of Papa Bear instead of Goldilocks. We will compare how the two points of view differ, how they are similar and how the story changes. In reading groups, students will re-write Goldilocks from the point of view of one bear, being sure to note how the main character is feeling throughout the story. Students will use the modeled story exemplar to assist them in writing. Completed Level 3 and 4 point of view stories will be posted on the Bump-it-Up Wall along with the anchor chart explaining point of view so students have these stories for future reference.

(fairytales), Venn Diagrams to compare stories

Shared: Co-created anchor charts of story

4.

maps, speech bubble activities

Culminating Task: Students will review all the information provided for them in

Culminating Task:

Students will re-write a

(of learning and for) familiar fairytale written from

the voice (point of view) of an alternate character in the story (not the main character). They must use the writing process to complete their story. They will also be asked to present their story to the class using props and costumes.

regards to what makes a fairytale a fairytale (using anchor charts and the Bump-itUp Wall) and as a class will make a success checklist for re-writing a familiar fairytale from the point of view (voice) of an alternate character. Students will then get into groups and handed a level 2, 3 and 4 of the type of fairytale that is expected of them. They will use sticky notes to describe what was done well and what needs improvement when comparing the example to the success checklist. They will mark the stories a Level 2, 3 and 4. We will come back to the carpet and talk about why they marked them the way they did. These examples will then be posted on the Bump-it-Up Wall to assist them in their own writing. Students will begin their stories using the writing process.

Guided: Nelson Literacy (Long Ago and Far

Away), Momentum Book Bags

Independent Practice: Individual balanced liter-

5.

During the writing of the culminating task, students will continue to reflect

acy activities (writers workshop), at-home fairytale project

and discuss how story elements, character point of view, choice and feelings in fairytale texts read aloud in class relate them to the creation of their own stories. Students will research their individual fairytales on the internet during computer lab to see if there are different versions written of their story. They will also create a movie poster, showcased in the alternate characters point of view. The poster will be used during their oral presentation.