Grade Level: 2nd

Teacher Name: Voyles

School: Powder Springs Elementary

Key Words/Vocabulary:
point of view
perspective
Place photo of work session or student product here! dialogue
Go to Insert and select Pictures. Select your photo to import. inference
Once imported, you can right click on the photo, select wrap text predict (the future)
and in front of text to allow it to be positioned. monologue
Place it right on top of this box and
resize the image to fit in this area if needed.

Content Standard(s): Fine Arts Standard(s):

ELAGSE2SL4: Tell a story or recount TAES 2.3a Communicates characters actions, motives,
an experience with appropriate facts and emotions, and traits through voice, speech, and language.
relevant, descriptive details, speaking
audibly in coherent sentences

ELAGSE2RL6: Acknowledges
differences in the points of view of
characters, including by speaking in a
different voice for each character when
reading dialogue aloud.

ELAGSE2L2: Demonstrate command

of the conventions of standard English
capitalization, punctuation, and spelling
when writing.
 Lesson Procedure: a. Hook:
a. Hook (something to get the students' attention) *VTS with photograph of iguana
b. Instructional steps *unpack the standards(RL6 and TAES2.3a)
c. Formative checks (progress checks throughout the lesson)
d. Summative assessment (description)
e. Closing (how you will end the lesson/wrap up for students)

b: Instructional Steps:
***This is a 3-4 day lesson***
*Read the book, I Wanna Iguana, by Karen Kaufman Orloff
*review letter writing and activate prior knowledge of point of view from fairy tales lessons
*infer/predict and visualize feelings, thinking, and actions of characters in the story in the time
frame of a week later from the end of the story
*the students will decide whose point of view they will write a letter from: Alex to Mom, Mom to
Alex, Iguana to Alex, or Iguana to Mom
*emphasis will be placed on writing a monologue letter from the point of view of the character
chosen(make sure students know to use I)
*Day 1: students are to write in role their draft of letter
*Day 2: students are to finish drafts, and peer edit/revise and practice
*Day 3-4: students read in role their letters to the class

EXTENSION: *students draw a portrait of the character that is writing their letter
*students create chatter pix using their illustration and reading their letter in
characters voice

c. Formative Assessment:

*teacher observations and conferencing

*peer checklists and conferencing
 d: Summative Assessment:
*presentation
*letter
EXTENSION: chatter pix video

e: Closing: Ideas to present/display student learning:

*presentations *AI documentation in Hallway(Kennedy Center
*teacher reflection format)
*student self refections * *class blog
*peer reflections *chatter pix video/presentation

Resources:
*book: I Wanna Iguana
*google images
*student rubric and checklist
*Chatter pix app

Rubric
****SEE
ATTACHED
RUBRIC****