Explore a day in the life of a pencil! Your students will practice different points of view by thinking outside the box and writing as though they are something else.
Students will be able to write from a different point of view. Students will be able to share their points of view through writing and pictures.
Introduction (15 minutes)
- Ask your students what it means to have a different point of view, or to think like someone or something else. Possible discussion questions include: What does it mean to have a different point of view? Can you predict what something or someone is thinking? What are some things a cat might think throughout a day?
- Tell students that they are going to practice writing from another point of view.
- Read The Great Fuzz Frenzy aloud to the class.
- Ask your students which characters are telling the story. How do they know? Explain that they'll be practicing being a narrator, or a person who tells stories from their own point of view.
- Hand out writing and drawing paper. Tell your students that it can help to draw before telling a story, but that they are free to write and draw in any order.
Explicit Instruction/Teacher Modeling (10 minutes)
- After reading The Great Fuzz Frenzy, tell the class to pretend that a pencil is a narrator of a story.
- Ask your students to share aloud what the pencil might be thinking. Encourage them to give the pencil a name to help them identify with another point of view. For example: Bill the pencil uses his feet to peel out on the paper and erase mistakes. Bill needs to get haircuts to make sure that he doesn't rip holes in papers.
Guided Practice/Interactive Modeling (5 minutes)
- Ask your students to each think of an object to write about. If they are struggling to come up with one, have them look around the room for ideas. Possible "narrators" include: desks, chairs, windows, etc.
- Have each student write down five things the object would say when used. Ask each student to share his ideas with a neighbor.
- Encourage your students to make suggestions for their neighbor's object. Everyone should write down the ideas that their neighbor suggests.
Independent Working Time (20 minutes)
- Pass out Write and Draw Paper to each student.
- Tell your students to write a story from their chosen objects' point of view, and to draw a corresponding image.
- Enrichment: Students who need more of a challenge can write two points of view in their stories by adding a character.
- Support: Give struggling students familiar objects, such as a marker. Encourage your students to add labels and speech bubbles to their drawings to help them write their stories.
Assessment (5 minutes)
- Walk around the room to make sure your students are on track.
- Have each student read his work to one neighbor.
Review and Closing (5 minutes)
- Circulate the room, and choose a few students' work to share.
- Point out the way that students explicitly wrote from another point of view.