After watching me model how to record the two different perspectives about the hot dog in Ch. 16 and evidence to support each perspective, students practiced the same skills using the stick presented in Ch.17 on pgs. 144-146. Both Cole and Edwin view the stick differently.
The next day, we shared out about the two perspectives Cole and Edwin had about the stick. I recorded those perspectives on our chart. Then I had each student take a post-it and write one piece of evidence they found for either Cole or Edwin. We reviewed these as a class using the document camera. Many students found the same actions and dialogue which was affirming; it also helped me identify which of my students were still struggling.
Here's an upclose shot of the evidence students gathered to support Cole's perspective of the stick. This gave students who were absent a chance to quickly get caught up and a chance for students who didn't have enough evidence or the wrong kind of evidence to fix what they had.
This part of the chart helped us store evidence students found to support Edwin's perspective of the stick. Afterward, students worked to find evidence to support each character's perspective about the rock in Ch. 18.
Then it was time to use this information to respond to a prompt that asked students to compare two characters' perspectives about an item in the book. I brought out a previous anchor chart we had used for responding to a short answer question. We originally used it more in the context of informative writing, but I wanted to make the connections to writing about literature, too. One of the problems I've noticed in my students' writing is that they are good at finding evidence to support claims and main ideas, but they do very little to explain why the evidence supports their claim or main idea. So, as students shared with a partner about the evidence they found for each character's perspective about the rock in Ch. 18, I was sure to push them to use the following stems: One piece of evidence I found to support ____'s perspective about the ___ is _____. This dialogue/action shows that... Then when we shared out as a class, I was sure to have students use that same phrase. You can see I wrote it at the top of my board above the chart.
I modeled responding to the following prompt, using the perspectives of Cole and Garvey about the hotdog. My notes from the graphic organizer came in handy for helping me plan my writing!
Some students chose to hand-write their response but referred to my sample response to help guide them in drafting their own.
- topic sentences
- paraphrased or word-for-word evidence from the text
- cited page numbers and sources
- explanations for why the evidence supports the topic sentence
- concluding sentences