This lesson provides students with the opportunity to use illustrations and text to develop an understanding of the point of view of the characters. Students read the story Two Bad Ants by Chris Van Allsburg, work in pairs to analyze the illustrations and text, and compare and contrast points of view. After rereading the story, students apply their knowledge of point of view by writing a short story from an ant's perspective.
: This handy tool allows students to use their creativity when they write about going on adventures from the point of view of an ant.
"One of life's biggest challenges is accepting that there are numerous interpretations and that there is rarely one right way to view the world. Literature can introduce characters who have learned to accept that different viewpoints exist, demonstrating how they persevere when faced with difficulties. Books can also change readers' perspectives about what they already know and extend their knowledge through new ways of seeing familiar things."
High school is said to be a time for a teen to enter the early stages of adulthood. From my own personal experiences, I have grown as a person. Since my freshman year I have learned how to be more organized, modest, and a better friend. If it was not for teachers, friends, and my own problems I would never had learned these lessons. High school presents a challenge for a person to transform from adolescence to adulthood.
Before I entered into high school, I was a extremely unorganized person. It was a new experience and I did not know what to expect. The first semester of freshman year was the hardest year to deal with organization. The teacher's demands for work were astounding. I would go home after school and toss my English folder on my bedroom floor letting my papers fall out. Later on during the year when I needed a certain paper it would be missing because of my careless action. There were many times that a teacher would assign a project and I would not write down the due date or what I needed to do. Then as the date neared, I had nothing done and I was stuck with one of those last minute projects. I remember Ms. Hubbard pulled me aside one Monday and told me that if I did not get my act together I wasn't going to pass her class. That day when I got home I made a basket where I can put my folder. I went to HEB and bought a planner so that I would not forget about my homework or projects. My grades jump almost instantly and I finished her calls with an eighty-five average.
If you ask any of my friends when I first entered high school they would tell you I was not a very modest person. I guess you can say that I was a little conceited and stuck-up. I was just out of eighth grade and was use to being the top of the class. I thought that when I was in high school I was going to be popular and everyone was going to want to hang around with me. I started to hang around some of my brother's old frien
In 1983, they were on the same side of the war, and started to have guns."
How does this article help us understand Salva's point of view?
Read aloud Excerpt 2
Focus on vocabulary
Discuss and annotate words you figure out
fault line - division
topple - take down; overturn
coup - military uprising
spiritual pollution - personal unrest
guerrillas - rebel fighters
roughshod - without care, supervision or safety
dysfunction - problems
assault - military
Revisit learning targets
Add to "Things Close Reader's Do" chart
Use the text to answer questions
Pay attention to vocabulary
Determine vocabulary in context
Reread Excerpt 2 and annotate the text for gist
I can make connections from the text "Sudanese Tribes Confront Modern War" to the novel A Long Walk to Water.
I can use context clues to determine word meanings.
I can cite several pieces of text-based evidence to support an analysis of excerpts from the article "Sudanese Tribes Confront Modern War."
Go over homework
* Share text annotations
The larger Sudanese war was also continuing.
In 1991, the rebel army started fighting among themselves, with the Dinka tribe fighting against the Nuer tribe.
The fighting between the tribes was much more violent than ever before because the two tribes were now using military guns against each other.
Go over questions E and F
Summary of Excerpt 2
"In 1991 the rebel army split, and the Dinka and Nuer started killing each other with guns.
What is the quote from the article that gives you this information?
Salva's point of view in Chapters 1-5 takes place before this period of time.
How does this article help us to understand Salva's point of view?
The tension between the DInka and Nuer is growing during Salva's journey, and this tension will result in fighting between the Dinka and Nuer by 1991.
Revisit learning targets
Selecting Evidence graphic organizer tomorrow!
Homework: Read from outside reading books.
I can select evidence from the article "Sudanese Tribes Confront Modern War" to support analysis of the perspectives of the Nuer and Dinka tribes of Southern Sudan.
I can annotate text to help me track important ideas.
I can use context clues to determine word meanings.
I can cite several pieces of text-based evidence to support an analysis of the article "Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee camps."
I can select evidence from the article "Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps" to support analysis of the perspectives of the Dinka tribe of Southern Sudan.
Selecting Evidence graphic organizer
Complete the steps listed on the second half of the page.
**** Choose the best evidence that you want to write about
Hand it in!
"Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps"
You must decide what should be done based on the current political and economic climate.
Prepare a brief (1-2 minute) statement explaining your thoughts and proposals and be ready to share them with the group.
Afterwards there will be a discussion where you will work together to come up with a plan of action.
WHAT IS A POLITICAL CARTOON?
An editorial in picture form.
WHAT IS AN EDITORIAL?
a newspaper article expressing the editor's OPINION on a topical issue.
SO POLITICAL CARTOONS ALMOST ALWAYS HAVE A CLEAR MESSAGE!
PAPER 1, Question 1
What is the message conveyed in the politcal cartoon, Source A?
"The message conveyed in the cartoon is that
INSERT TOPIC HERE
INSERT DESCRIPTOR HERE
(good/bad/intelligent/destructive/being treated unfairly/misguided/stupid/determined/heroic/oblivious/tragic)
INSERT REASONING HERE
"You can tell this as the cartoon shows..."
INSERT EXAMPLES HERE.
WHAT OPINIONS DO THE CARTOONS SHOW ABOUT OBAMA'S HANDLING OF ISIS?
WRITE OUT SAMPLE ANSWERS BASED ON THE TEMPLATE PROVIDED
What is the message conveyed in the political cartoon?
THINGS TO LOOK FOR:
The League of Nations symbol is surrounded by doves representing peace.
The judges, all European, are labelled: wisdom, sanity, decency, good faith, justice and honour.
The Lytton Report, in the form of a huge book, is being read by other Europeans.
A gun-toting japanese man is alone to hear the verdict and is thumbing his nose, a gesture of contempt or ridicule, to the judges.
Two spectators are talking to each other and not listening to the proceedings.
The League is supposed to be effective at stopping aggression, though here it is shown not to be.
Countries are supposed to adhere to and respect the judgements of the League, though here Japan clearly does not.
TERM ONE SUMMATIVE EXAM
TWO (2) Source Analysis Questions
ONE (1) Source Evaluation Question
ONE (1) Source Based Essay Question
FIVE MINUTES READING TIME
Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas.
After you identify the symbols in a cartoon, think about what the cartoonist intends each symbol to stand for.
Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point.
When you study a cartoon, look for any characteristics that seem overdone or overblown.