Whose Perspective? A Literature Assignment

Presented by: Lisa Herman

Subject Area(s):

Grade Level(s):

Description:

The students will examine the idea of perspective, through the "lens" of a well-known folktale. They will read "The True Story of the Three Little Pigs" by Jon Scieszka and Lane Smith. Then the students will investigate the story of the wolf and the three little pigs from two different sides, after which the students will recount a different folktale, first the "original" way, and will retell it from the "other perspective."

Goals & Objectives:

Students will:

 

Ø learn that there are two sides to every story based on who is telling the story.

Ø  learn to look at different people's views of a situation and determine how to solve a problem.

 

Objectives:

 

>Students will define and explain the concept of "perspective"

>Students will create a story from the perspective of one character in a folktale.

>Students will write a script of their story.

>Students will create a video of their group acting out the script.

Materials:

Procedures:

THE LIBRARY LESSON:

1. The librarian reads “The True Story of the Three Little Pigs" by Jon Scieszka and Lane Smith

2. The librarian discusses the differences between perspective – that there are two sides to every story based on who is telling the story. Children are encouraged to explore this topic and to ask questions.

Ø      What really happened between the 3 little pigs and the big bad wolf?

Ø      Is the wolf really an innocent victim who can't help the fact that he likes pigs for dinner or a victim of nature? 

Ø      In the story "The True Story of the Three Little Pigs" -- the wolf insists that what happened is not his fault, but is it?

Ø      Which version of the story do you believe and why?

 

3. The Library Teacher asks the children to consider another fairy tale (“Little Red Riding Hood” or “Goldilocks and the Three Bears”) to look at different people's views of a situation and determine how to solve a problem.

 

4. The librarian models how to begin the story from the “other person’s point-of-view” and encourages the children to continue the story.

 

5. The students act out the “new” version with help from the librarian.

 

6. The students break up into several groups to write down their own versions of this and/or another fairytale.  The Library Teacher circulates to help with the writing process.  They edit and correct on the computer.

 

7. They act out these scripted fairy tales for the rest of the class.

 

Follow-up:

8. The class will produce the “other” version of another well-know Fairytale, video-taping the presentation.

Assessment:

The students' completed perspective chart and the students' story script will assess:

>The students' knowledge of the possibility of different sides of a story

>The students' ability to retell a scripted story, from the "other" perspective

>The students' ability to follow the story information when writing the class

script.

Supporting Files:

Standards: