on the left side that the first book was written in third person while students articulate how they know (it said “he” and “she”). I record our thinking about who is telling the story (the narrator) and what the POV is (Wolf, evil, and Red, good.) I hold up a sticky note and tell students that we need to find an example directly from the text that supports this assertion. Students look back at the anchor chart and select an example from the beginning of the book. I write, “She was sweet and kind and liked to believe in the good in everyone.” Are there more examples we can add? I add additional evidence.
T: OK, let’s turn to the fractured fairy tale book on the same topic. Our purpose now is to answer all the questions that we have on our chart. That will help us compare and contrast these two books. We’re really going to think about how different points of view can change the meaning.
T: I’m going to read this book twice. The first time I just want you to listen to the story and enjoy it, but with one other purpose: Think about if it’s first person or third person and who is telling the story.
I read the entire book once through, then have students turn and talk with a partner to discuss if the book is first or third person, how they know, and who is telling the story. I listen in, paying attention for students who still may not understand and may need more instruction in a small group or in a conference. We discuss and record on the Venn diagram. I write “Wolf,” and tell students it’s time to listen to the story again.
T: OK, this time I want you to listen in order to figure out what the Wolf’s POV is and how you know it. Think about where in the text—which words—help you decide that? As I read, please write down evidence or an example from the book on your sticky notes. Just like we did with yesterday’s book, I’ll model first so you know what I mean.
I start reading the book again and stop to model at a point where the text supports point of view and script this on a sticky note.
T: I have to stop right here at the beginning, where the Wolf says, “Would I lie to you? It was the woman who started it. I did nothing wrong.” I’m going to jot a few of those lines on my sticky note to support what I’m thinking.
I continue reading slowly through the book, allowing students time to record their thinking. When finished, I direct them to turn and talk with partners about Wolf’s POV and how they knew that. We discuss as a group and as they share out record the POV on Venn diagram. An optional activity would be to have students add their sticky notes to the Venn as they return to their seats.
Wrap Up
Discuss how the two books were the same, the obvious being they were both about Red Riding Hood. Record this in the overlap of the Venn. Continue to discuss and nudge students to discuss characters, events, or settings that were the same. Record these in the overlap.
Then have students identify if there was anything else besides POV that was different between the two books and have students help you record on the Venn diagram in the appropriate spot. You will need the Venn diagram for tomorrow’s follow-up lesson.
Finally, debrief on our purpose for the lesson—thinking about how different points of view can change the meaning. This thinking will also help us with our writing lessons on persuasion.
As students work independently on their own reading, reinforce that they should be asking and answering these POV questions on their own.
Adapting This Lesson for Other Text Types: Informational
The standard for informational text is very similar to literature; here, for the lesson you would use primary sources and secondhand accounts on the same topic or event that provide a contrasting or distinctly different point of view. You could teach such a lesson during science or social studies. For example, you might select an event in history and use a current text (even a textbook) that explains the event and then doing a Google search find a firsthand account of the same event. An example in Colorado history would be a modern explanation of the Sand Creek Massacre and then an entry from a soldier who was there.
Want to try the lesson with current events? A suitable topic is just a click away on a search engine. I would replicate the basic design of the lesson above; however, I would teach this type of compare and contrast after the students had experience determining similarities and differences. The same graphic organizers used in the literature lessons could be used; however, students would need explicit instruction in the new terms such as primary sources, firsthand account, and secondhand account used here.
The focus questions for informational text would be
Is this a firsthand or secondhand account of the event or topic?
How do I know?
How does the POV differ between firsthand and secondhand accounts?
What are the similarities between the two?
What are the differences in the focus of the two?
What are the differences in the information provided in each text?
Just as with literature, the goal is for students to own and internalize these questions when interacting with informational text.
Core Connections
Grade 4
Reading Standard 6
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Companion Writing Lesson: Launching Opinion and Persuasive Writing
Getting Ready
The materials:
Mentor text to launch the sequence (picture book)
A variety of opinion and persuasive texts—print, photos, online, editorial comics, for example
Text sets
Mentor texts
Chart paper
Writer’s notebooks
Graphic organizers
Core Connections
Grade 4
Writing Standard 1
Write opinion pieces on topic or texts, supporting a point of view with reasons and information.
1 Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
2 Provide reasons that are supported by facts and details.
3 Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
4 Provide a concluding statement or section related to the opinion presented.
Writing Standards 4, 5, 6, 9, and 10
Context of This Lesson
Fresh