Understanding Point of View in Racial Injustice

• I can describe the story elements of a text. 
• I can describe how a character feels in the text. 
  • I can provide evidence from the text to support my answer.
• I can determine a character’s point of view within a text. 
  • I can support my opinion on the character’s point of view with evidence. 
• I can provide a summary of the text.

To access students’ prior knowledge and their experiences, a little activity will be utilized. Students will be split in half (any way). One half on one side of the room and the other on the other side of the room. Ask a series of questions. If the question can be answered with a yes, students walk to the center of the room. If answered with a no, they stay where they are. This will introduce students to the lesson topic, it will pull on their background knowledge, and it will allow them a chance to see the different points of view of the students in the classroom.

This lesson supports student learning by having multiple means of engagement. Students interact with the text through a read aloud that can be done by the teacher or watched through the link provided. Additionally, students are able to work independently, in small groups, in pairs, and engage in whole class discussion. The text takes a sensitive topic and makes it more understandable for younger children. It allows students the opportunity to engage in important dialogue and analysis of the importance of point of view. The lesson can be hands-on, allowing for collaboration in the classroom, or in a virtual setting.

Multiple means of engagement

Integration will occur through small group work, pair work, individual work, and a whole class mini lesson. 

Multiple means of representation

Integration will occur through various discussions centered on the targeted text (these will come from the one selected text, however, they could come from various texts that have already been read). Additionally, representation will be seen through Pear Deck via Google Slides, Jamboard, and paper version through Google Docs. 

Multiple means of action and expression 

Integration will occur through the digital platform of Pear Deck. Within the Pear Deck, there are various question types that call for various answer forms (drag and drop, short answer writing, or multiple choice).  Along with Pear Deck, students will work in small groups to complete a Jamboard for a character.  Additionally, students whom are in person can complete the exit ticket on paper. 

Culturally Relevant Pedagogy

The list of diverse text supplies ample choice for educators to select a text that targets the classroom demographic for inclusive purposes. For the purpose of this lesson, we will be using the text Something Happened in Our Town, which addresses the importance of point of view when looking at sensitive situations. Additionally, students will be tasked with analyzing how a person’s point of view can have an effect on their behavior. Students will engage in these discussions, pulling in their personal experiences, their background knowledge, and forming connections with the story. In the lesson, the focus on point of view and character traits can see us to analyze current events in a deeper method. This lesson can help to prepare for that type of analysis and further understanding. Additionally, we are diving deeper into the conversation of whose point of view is represented (in the story and in larger issues) and how this shapes what we hear, see, and are exposed to. 

Purposeful Use of Technology

Various forms of technology will be used throughout the lesson. Pear Deck will be the main platform used (through Google Slides). The Pear Deck allows for students to engage in the lesson by answering questions and even by drawing (helping to keep students engaged throughout the whole group mini lesson). A Jamboard will also be used to foster collaboration and teamwork for students.

• A list of diverse text
  • Something Happened in Our Town (the example used for this lesson)
• Google Slides: Google Slides Presentation with Pear Deck integration
  • There are notes in the speaker’s notes section
  • Remember to link in your personal copy of the Jamboard (I noted this in the presentation in PINK). 
• Jamboard: Character Descriptions with text evidence
• Lesson Hook – Example Questions
• Computers
• Exit Ticket – Google Doc this is view only, you will need to make a copy

In order to facilitate learning for this lesson the following strategies will be used: questioning, small group work, think-pair-share work, share outs, and summarizing. 

To introduce the lesson and to see what prior knowledge students have, students will be split in half (any way). One half of the students will be on one side of the room and the others on the other side of the room. Ask a series of questions; if the question can be answered with a yes, students walk to the center of the room. If answered with a no, they stay where they are. 

• Examples of questions can be found here.

After this activity, lead students back to their seats and introduce the upcoming text, Something Happened in our Town written by Marianne Celano, Marietta Collins, and Ann Hazzard. 

Sequence of Events

You will need the Google Slides Presentation with Pear Deck integration for the following steps:

• Review of lesson objectives and standards (5 minutes)
• Warm Up activity (5 minutes)
• Pear Deck – Whole class mini lesson (20 minutes)
• Jam Board – Small group teams – character descriptions & evidence (15 minutes)
• Think-Pair-Share (5 minutes)
• Wrap Up & Exit Ticket – (10 minutes)
  • In the google slides presentation but can be done on paper

Tying activities to assessment (expected outcomes)

Formative assessment will occur after each Pear Deck slide. Each small group will be assigned a character on the Jamboard to provide a character description and evidence of response. In addition, students will be tasked to create a verbal summary of the text with a partner to share out prior to the exit ticket. 

What’s Next?

There are many possible options of where to go after this lesson is complete. If students did not do well with the lesson, then continued practice is needed. However, if students did do well, then there is a list of follow up activities included below. 

• This lesson alone touches on character descriptions, evidence, and point of view. To dig a bit deeper, hold a follow up lesson that addresses the motives of the characters or their intentions. 
• Additionally, have students elaborate on the inner thoughts of the characters in the text. What might they be thinking that the author does not tell us? What would you be thinking if you were in the same situation? 
• Assign students different texts on racial injustice. They can explore these text and character traits or create a visual or virtual summary as a mini project. 
• Have students write a letter from the point of view of one of the characters to the local police department (equity-oriented advocacy). 
• As a teacher, select some current event articles or short stories that touch on racial injustice. Allow students to analyze the article or story with a more critical lens. They can still develop character descriptions and summaries of the articles/stories. 

Critical Questions to be considered: 

• How do you think person A’s point of view influenced their behavior?
• How do you think person B’s point of view influenced their behavior?
• In your article, why would understanding the point of view of one of the characters be important? 
• What are some crucial steps that we can take as humans to better understand the points of view of others? 

The Use of CRP, UDL & Technology

There are ample opportunities for CRP, UDL, and technology throughout the lesson. The lesson allows for different levels of use with technology. Additionally, materials are presented in multiple means and students are able to engage through various methods, whether in writing, small groups, pairs, Jamboard, or the Pear Deck integration. CRP is used in the chosen text, the topic that is being discussed, and the questions being asked to students.

From the Indiana Academic English Language Arts Standards Grades 3, 4, and 5.

• 3.RL.2.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.
• 4.RL.2.2 Paraphrase or summarize the main events in a story, myth, legend, or novel; identify the theme and provide evidence for the interpretation.
• 4.RL.2.3 Describe a character, setting, or event in a story or play, drawing on specific details in the text, and how that impacts the plot.
• 5.RL.2.2 Determine the theme of a story, play, or poem from details in the text, including how characters respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.