Beacon Lesson Plan Library

Heeeeere's Pea O'Vee!

Susan Teare

Description

Students prepare, present, and perform a panel discussion in talk show format, role-playing the differing points of view of characters from familiar fairy tales.

Objectives

The student applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations.

The student understands the relationships between and among elements of literature, including characters, plot, setting, tone, point of view, and theme.

Materials

-THE TRUE STORY OF THE THRREE LITTLE PIGS by Jon Scieszka. New York: Penquin Books, 1996.
-Overhead projector
- Markers
-Paper
-Pencil
-Small table and chairs for talk show host/guest format
-Copies of favorite children's stories or fairy tales, one per group
-Literature text

Preparations

1. Familiarize yourself with the book, THE TRUE STORY OF THE THREE LITTLE PIGS.
2. Gather stories for students to read.
3. Prepare method of group selection.
4. Prepare copies of the rubric, one per group.

Procedures

1. Discuss the literary term -point of view- with the class based on the definition in their text. Show different examples from their textbook. Write definitions on the overhead projector or board for students to copy in notebooks.

2. Discuss the term -perspective- using the example of how different people give different eyewitness accounts of an accident.

3. Explain that students will be writing interview questions. Discuss what types of questions elicit good interview answers. (Questions should be open-ended so yes/no answers are not used. Questions should be specific to each character so that each unique perspective is emphasized.)

4. Read THE TRUE STORY OF THE THREE LITTLE PIGS by Jon Scieszka to the class.

5. Discuss with the class that this is the classic children’s story told from the wolf’s point of view claiming that he was framed because he was simply trying to borrow a cup of sugar.

6. Discuss how we could have misinterpreted other children’s stories or fairy tales such as Goldilocks and the Three Bears. Goldilocks could have been seen as someone who breaks and enters private property.

7. Divide students into groups. The number of students per group should be the same as the number of main characters in the story plus the narrator. One way to identify groups is to write the names of characters from the stories and the title of each story on pieces of paper and have students randomly choose one. Students form their groups by discovering other students who have drawn characters or title that match.

8. Give the following assignment: Reread your story. Identify the characters and the point of view each character represents. Each group member takes the role of the character they drew previously. As a group, create interview questions for each character to discuss the story from that character’s point of view. The narrator or student who drew the title may take the role of the talk show host with the omniscient point of view. Share the assessment criteria with the students before they begin working (see attached file).

9. Groups perform their talk show for the class.

10. Formative assessement is given immediately following presentations using attached rubric.

Assessments

Formative assessement immediately follows group presentation using Oral Presentation Rubric attached.
Note: This lesson addresses only the relationship between character and point of view.

Web Links

These web links are an excellent resource for elements of the short story:
Mrs. Dowling's Short Stories Station

Web supplement for Heeeeere’s Pea O’Vee!
Billy Goats Gruff

Web supplement for Heeeeere’s Pea O’Vee!
Three Billy Goats Gruff

Web supplement for Heeeeere’s Pea O’Vee!
Chicken Little

Web supplement for Heeeeere’s Pea O’Vee!
Oral Presentation Rubric example

Attached Files

The attached document is adapted from EdTech IV.     File Extension: pdf

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