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Now on the left circle we are going to have Katniss character traits that are different from Prims
and the same thing for Prim on the right.
*Draw venn diagram and label*
Now, can someone tell me a similarity or difference you talked about with your partner
*Student responds. If it is something that makes sense I will ask the student to write it down on a
sticky note and come stick it on the venn diagram*
Independent Application:
Okay so now that we have done this together as a class I want you to do the same thing with
youre own books. Whichever book you have been reading independently I want you to choose
two characters and create your own venn diagram for them.
*Students grab their books and scatter about the room and work on comparing and contrasting
two characters from their own books*
Materials:
poster paper
sticky notes
The Hunger Games novel
Assessments:
Students understanding of comparing and contrasting characters will be measured by how well
they complete the venn diagram on their own stories.
The teacher will also conference with students about the characters they chose and why they
chose them. The students will have the opportunity to explain their venn diagram and the
differences between the characters they chose.
Differentiation:
For students that may struggle with the idea of a venn diagram the teacher will allow them to
use a different graphic organizer.
Future Connections:
This is will give students the opportunity to work their skills in looking closely at a text. They
will be able to look at the text and pick out details that are specific to a character which will
help later on in their understanding of the text.
*I will ask students to come up and point out some of the key words that show who is speaking
and then we will explain why. This piece of the lesson will be spent making a chart of key words
that should be looked for when trying to figure out who the speaker of the text is.*
Guided Practice:
Okay so now that you have had some practice with picking out key words that show who is
speaking in the passage and you are able to identify this, I am going to give you a passage to
work on and you will turn and talk to your partner and figure out who is speaking and highlight
the key words that tell you this information.
*Students will be given another passage to look at with their partner. They will be asked to read
the passage and decide who is speaking and highlight the key words that tell them who the
speaker is*
Okay so now is when I want you and your partner to turn and talk to another pair of partners
about your findings in this passage.
Independent Application:
Next, you are going to go back to your seats and take out your own novel that you have been
reading independently. I want you to choose a passage in the story that is not from the narrators
point of view. I want you to write down who the speaker is and explain how you know who the
speaker is, giving evidence from the text. I also would like you to tell me how this point of view
effects how you are reading the story and how you are experiencing that particular event.
*Students will work independently on this assignment and I plan to conference with students
about this assignment as they are working*
Materials:
novel The Hunger Games
print outs of two passages
highlighters
Assessments:
My assessment of the students understanding for this mini lesson will be their work during
independent practice. If the students can accurately tell me who the speaker of the text is and
why and how this point of view can effect the way the reader reads the text then I know that
they have grasped the concept of point of view.
Differentiation:
For students who struggle with the idea of point of view I might give them a graphic organizer
that explains the concept of point of view and examples of different points of view.
Future Connections:
I plan on using this lesson in the future with a writing lesson. I want students to be able to
differentiate between points of view while also toying with the concept of writing their own
stories from a different point of view.
Now I want you to take what you have started and begin writing your own narrative story. Be
sure to be aware of the sequence of events you are putting your story into. You want to make sure
that the story makes sense to your reader. Also be sure to add lots of detail. You want to make
sure that your reader feels like they are a part of your story and experiencing the event the way
you want them to.
*Students will then return to their seats to work independently.*
Materials:
my own written passage
highlighters
Assessments:
The assessment for this mini lesson will be a rubric created for the writing assignment. For a
significant score the students will have to use descriptive details in their narrative as well as
making sure that their sequence of events makes sense for their story.
Differentiation:
For students who may have trouble with planning out and brainstorming their story I could
give them a graphic organizer to help them organize their ideas in a way that makes sense to
them.
Future Connections:
I plan to have students use these narratives and work with them in the future. I would like to
use them for practice with peer review and editing. I would also like to do another lesson with
their personal narratives and having them switch the point of view of their own personal
narrative to connect back to the reading mini lesson that I did previously.