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Taking a Stand

Learning About Perspective

Learning Module

Abstract

This learning module sets out to provide teachers with 6 lessons to teach perspective for 5th grade students. The module teaches perspective by giving students examples of advocacy and what it means to "take a stand." Throughout the module, students will be introduced to diverse texts and a number of multimedia elements. At the end of the module, students will research a controversial topic (grade level appropriate and teacher approved), and write a news-report that shows both sides of the topic. This is a project based assessment. This module can be easily modified to reach a variety of grade-levels.

Keywords

Perspective, 5th grade, ELA, Language Arts, Reading, Writing, Project-based, Diverse, Diversity, Read-aloud, Social Justice, Advocacy, Multimedia

This learning module incorporates the use of a hybrid learning model also well as getting students to think about multiple perspectives. This unit was adapted from the Units of Study created by Maumee City Schools (Maumee, Ohio) staff. I was on a team of 3 that helped create these units. These 6 lessons are a sampling of a large unit of study.

Quick Glance:

  • Written and aligns to 5th grade CCSS for English Language Arts
  • Can be modified and aligns to other English Language Arts CCSS (through middle school)
  • This mini-unit is 6 lessons long. Each lesson while take about an hour to complete. Some students may need more time to complete their updates. Students will also need more time to work on their final assessment. 

Theoritical Thoughts:

When creating the overall unit, we wanted to focus on perspective, point of view, and theme. This sampling focuses on perspective. We also wanted to make the unit meaningful and relevent for our students. Advocacy and protests were the first topic that we thought of for our focus. Given the rise in social justice understanding and awareness, I believe this unit can be timeless and can be modified to include different and more recent examples. Grant and Gillette (as cited in Hytten and Bettez, 2011) state that socially just teaching suuports the learning of all students:

  • They suggest that teachers need to be culturally responsive in the classroom, to know themselves and be open to change, to hold a well-developed philosophy of education, to have substantial pedagogical content knowledge, to maintain an educational psychology that is multicultural, and to connect teacher education to the world outside of school.

Hytten and Bettez (2011) also state the following: "Despite the significant volume of social justice work in education, one of the pieces that seems to be missing is a genuine dialogue across various positions that helps us to build on each of their strengths as well as to better acknowledge challenges and reflect on the complexities of education for social justice."

With this in mind, I thought it was important to include opportunities for students to think about and discuss social justice in an age appropriate way. While social justice is not specifically discussed within this specific module, it could easily be included and modified depending on your students. 

Learning Objectives and Standards: 

  • I can analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.
  • I can describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

CCSS.ELA-LITERACY.RL.5.3

  • Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

CCSS.ELA-LITERACY.RL.5.6

  • Describe how a narrator's or speaker's point of view influences how events are described.

CCSS.ELA-LITERACY.W.5.1

  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

CCSS.ELA-LITERACY.W.5.2

  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Books Needed:

If you are teaching this remotely, there are video videos provided for the read alouds. However, if you are teaching this in person, you may chose to read the books as a class.

  • “They All Saw A Cat” by Brendan Wenzel
  • “Freedom on the Menu” by Carole Boston Weatherford, with paintings by Jerome Lagarrigue
  • “Malala’s Magic Pencil” by Malala Yousafzai, and illustrated by Kerascoet
  • “I Dissent: Ruth Bader Ginsburg Makes Her Mark” by Debbie Levy, and illustrated by Elizabeth Baddeley

Updates:

Students should use the follow Checklist when creating their own update: Update Checklist

Final Assessment:

For this module the final assessment will be project based, instead of a test. Students will research a controversial topic and write a newsreport script demonstrating a debate for both sides of the topic. They will then produce and film the newsreport. Once all videos are recorded, you can have viewing party as a class. 

 

Lesson 1

Student

Today I will be able to describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

Please take the following Pre-Assessment:

Taking a Stand Pre-Assessment

Watch the following video:

Media embedded July 19, 2020
  • Allenby, Mark. [Mark Allenby]. (2012, February 16). Multiple Perspectives [Video]. Youtube. https://www.youtube.com/watch?v=wF7u_hWbAw4

What did you notice about the video? Did your thoughts about what was happening in the video change as you saw more perspectives? Reflect on your thought process through the video. Was it more helpful to see the “whole picture” before making a judgement about the video?

Comment on this update:

Has there ever been a situation where you got the wrong impression and then once you saw the whole picture you had a different perspective on the situation? (Refer back to video)

Perspective is the way we (or characters) view people or events. View the example below and think about the following as you view it.

  • PAUSE when a character has a different perspective from others around him.
  • ASK “How is this character’s perspective different from others?”
  • ASK “What does this reveal about that character?”
https://www.piggypolish.com/boat-land-perspective/

Watch the following read-aloud of “They All Saw A Cat” by Brendan Wenzel.

Media embedded July 19, 2020
  • Sim, Venon. [Venon Sim]. (2020, April 29). They All Saw A Cat - Children Animated Storybook [Video]. YouTube. https://www.youtube.com/watch?v=OOnvZ2obeoM

Notice how each character viewed the cat in a different way? Now you will have a chance to “view” the cat.

Make an update: Update Checklist

Draw and color another perspective of the cat. You can use one of the other characters in the book, or you can pick a brand new example. What do YOU think the cat would look like in another perspective?

When you are done with your drawing, take a picture of it, and upload it into your update. Then write a brief paragraph explaining your drawing.

*If you are able to draw the cat in an electronic format, feel free to explore with that platform!

After you have made your update, comment on at least 2 classmates updates. Ask them a follow up question, and give a positive comment about their work.

 

Teacher

The purpose of this lesson is to introduce students to perspective. Students will get to know that characters, authors, and even we have perspective. They will also understand that they need to see the whole picture before they can understand the full perspective. They will see 3 different examples showing perspective.

  1. Students will take the pre-assessment to gauge the class understanding of perspective and taking a stand.
  2. Once they are done with the pre-assessment, they will watch a video as an introduction to perspective. (If students are with you in person, you can stop and watch the video while discussing it.) If students are independently working or remotely working, they can watch the video and reflect on the questions as they view.
  3. Students will continue with the lesson.)
  4. Be sure to remind them to comment on this update as a check in, make their own update, and then comment on 2 other classmates updates.

Learning outcome:

  • I can describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

CCSS:

  • CCSS.ELA-LITERACY.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

  • CCSS.ELA-LITERACY.RL.5.6

Describe how a narrator's or speaker's point of view influences how events are described.

 

Lesson 2

Student

Today I will be able to describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

As a group, brainstorm the following questions:

  •  What issues do you care about? Why?
  • What changes do you want to see happen in your school, community, state, country or even the world?

Comment on this update:

What did you and your group come up with? Write two paragraphs to answer the questions that you discussed as a group.

During the nex few lessons, we will take a look at Taking a Stand and being an advocate. Taking a Stand means to try to make a difference and/or make what is worrying someone to come to an end.

Do you think kids your age can make a difference with the kinds of problems that you and your group discussed? Watch the following video and see if you can figure out what advocate means.

Media embedded July 19, 2020
  • TED. (2016, February 19). Our campaign to ban bags in Bali | Melati and Isabel Wijsen [Video]. YouTube. https://www.youtube.com/watch?time_continue=2&v=P8GCjrDWWUM&feature=emb_title

An advocate is a person who publicly supports or recommends a particular cause. Melati and Isabel Wijsen are advocates for the environment. They are recommending and active in the fight to reduce the pollution in Bali.

Make an update: Update Checklist

Refer back to the brainstormed list of what 5th graders care about. What would being an advocate look like if they were to take a stand about one of those issues and try to make a positive change in the world?

After you have made your update, comment on at least 2 classmates updates. Ask them a follow up question, and give a positive comment or constructive feedback about their work.

Teacher

The purpose of this lesson is to get students thinking about what it means to take a stand and what it means to be an advocate. They will think about issues that they care about, see other youth be an advocate, and think about how they can take a stand on a topic they care about.

  1. If students are with you in person, the first activity can be done as a group.
  2. Students will comment on this update as a formative assessment to see what their group came up with.
  3. If students are with you in person, the questions about Taking a Stand can be discussed as a class. However, if they are learning remotely, they will need to reflect on the questions as they go.
  4. Students will watch the TED Talk video.
  5. If students are in person, discuss what it means to be an advocate. Do they know of other examples of what it means to be an advocate?
  6. Students will then make their own update.
  7. Remind students to comment on at least 2 other classmates' updates.

Learning outcome:

  • I can describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

CCSS:

  • CCSS.ELA-LITERACY.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

  • CCSS.ELA-LITERACY.RL.5.6

Describe how a narrator's or speaker's point of view influences how events are described.

 

Lesson 3

Student

Today I will be able to describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

We are not the only ones who have perspectives. Characters and authors have perspectives as well. Look at the following anchor chart and note how it is similar to when we talked about perspective with “They All Saw a Cat.”

https://www.crafting-connections.com/

Watch the following read-aloud of “Freedom on the Menu” by Carole Boston Weatherford, with paintings by Jerome Lagarrigue.

Media embedded July 19, 2020
  • Corbin, Mary. [Mary Corbin]. (2019, March 22). freedom on the menu [Video]. YouTube. https://www.youtube.com/watch?v=GjKPv1Iq4qg

Comment on this update (answer one of the following questions):

  • What was the author, Carole Boston Weatherford, perspective of the events that took place in Greensboro? What text evidence helps you support that?
  • Pick a character in the book. What was their perspective of the events that took place in Greensboro? What text evidence helps you support that? How is their perspective different from another character?
  • How did the waitresses perspective CHANGE throughout the story? How do you know? What text evidence supports that?

Watch the following video about the lunch counter protest at Woolworth’s.

Media embedded July 19, 2020

  • fannynoise. (2010, March 21). WOOLWORTH'S LUNCH COUNTER PROTEST [Video]. YouTube. https://www.youtube.com/watch?v=SwdNwxGfbEc

Make an update: Update Checklist

How do people decide when to stand up to others or themselves? What choices need to be made in making that decision? Have you ever experienced a time where you have to stand up to someone? Tell me about that time!

After you have made your update, comment on at least 2 classmates updates. Ask them a follow up question, and give a positive comment to support them!

 

 

Teacher

The purpose of this lesson is for students to understand that an author's perspective can affect how a book is written, and what the author wants the reader to take away (theme). Students will make a connection between character perspective and author's perspective.

  1. If students are in person, discuss author's perspective as a class.
  2. Students will watch a read-aloud and reflect on the story.
  3. Students will comment on this update as a think-check regarding the read-aloud.
  4. After watching another video as a follow up to the read-aloud, students will make their own update.
  5. Remind students to comment on at least 2 classmates updates.

Learning outcome:

  • I can describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

CCSS:

  • CCSS.ELA-LITERACY.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

  • CCSS.ELA-LITERACY.RL.5.6

Describe how a narrator's or speaker's point of view influences how events are described.

 

Lesson 4

Student

Today I will be able to describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

Make a comment:

What does the title “Malala’s Magic Pencil” make you think about? How might a pencil be magic? What powers does a pencil have?

Watch the following read-aloud of “Malala’s Magic Pencil” by Malala Yousafzai, and illustrated by Kerascoet.

Media embedded July 19, 2020
  • Auntie's Bedtime Stories. (2017, December 20). Malala's Magic Pencil by Malala Yousafzai | Read Aloud by Auntie's Bedtime Stories [Video]. YouTube. https://www.youtube.com/watch?v=uSrC-GNbjQg

Now make a follow up comment on your comment:

Complete this phrase:

  • If I had a magic pencil, I would…”
  • *Stretch your thinking. Was Malala selfish with her pencil? Did Malala pick world peace? Pick a single issue to focus your comment on.

Now I want you to consider the following question:

Do you think everyone agrees with you?

While you think that your idea, opinion, or perspective is the best, not everyone is going to agree with that. It is important to understand this and be willing to listen carefully to how others may think differently than you. It is important to respect others’ thoughts, feelings, and opinions. You want others to do the same for you, correct? This classroom is a safe space for everyone to share their perspective.

Make an update: Update Checklist

Make a venn diagram to compare and contrast how you and one of your friends or siblings feel about at least three topics, such as: vanilla or chocolate ice cream, morning person or night owl, chicken nuggets or walking taco.

 

 

 

 

Teacher

The purpose of this lesson for students to start exploring their perspectives and how they might differ from others.

  1. If students are with you in person, discuss the title of today’s read-aloud, “Malala’s Magic Pencil.”
  2. Students will comment on this update to get them thinking about the read-aloud beforehand.
  3. Students will listen to the read-aloud.
  4. This is different for students. They will make an updated comment on their original comment.
  5. Discuss how perspectives can be (and most times are) different. If you have an open classroom, discuss current events and how perspective relates to those events.
  6. It is important to discuss that even if we have different perspectives, we have to listen to others and be respectful. Hit on the point that when you have healthy dialogue, you might be able to see something from a different perspective.
  7. Students will make their own update.

Learning outcome:

  • I can describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

CCSS:

  • CCSS.ELA-LITERACY.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

  • CCSS.ELA-LITERACY.RL.5.6

Describe how a narrator's or speaker's point of view influences how events are described.

 

Lesson 5

Student

Today I will be able to analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.
Today I will be able to describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

One debate that continues to get attention is whether or not using Native American culture for a mascot of a team is offensive or not. There are many perspectives on this debate.

Watch the following videos to gain a little more insight on this debate:

Media embedded July 19, 2020
  • National Congress of American Indians. (2014, January 27). Proud To Be (Mascots) [Video]. YouTube. https://www.youtube.com/watch?time_continue=113&v=mR-tbOxlhvE&feature=emb_title
Media embedded July 19, 2020
  • WGBH News. (2017, June 8). Native American Mascot Debate [Video]. YouTube. https://www.youtube.com/watch?v=zGnBW23g9Rc&t=214s

 

Comment on this update:

After hearing a few perspectives about whether Native American mascots are offensive, take a stand. What do you believe? Write a paragraph giving your thoughts on this topic. Remember, we are being respectful of everyone and their opinions.

Make an update: Update Checklist

There are many issues that 5th graders feel strongly about, many of which involve your day to day lives, such as year-round school. I want you to think of an issue that you feel strongly about. It is important to get to know both sides of an issue. You will make a list of points that support your perspective on the issue, as well as a list of points that support the OPPOSING perspective on the issue.

After you have made your update, comment on at least 2 classmates updates. Ask them a follow up question, and give a positive comment or constructive feedback about their work.

 

Teacher

The purpose of this lesson is to get students ready for their final assessment. As a class (if you are in person) you will look at a real life example of a controversial topic and view the different perspectives of that topic.

  1. As a class (if you are in person) discuss what controversial means. Then introduce the topic of using Native American culture to name mascots.
  2. Watch the two videos and discuss.
  • Let the advertisment video play all the way through. At the end, ask students what the theme (or message) of the video was. What did the creator of the advertisment want the viewers to remember at the end of the video. 
  • During the "debate video," pause when students might need clarification regarding a specific point. You know your students and what they will be able to understand. At the end, talk about the different perspectives showcased within the video and ask for text evidence when students make a statement. 
  1. Students will comment on this update.
  2. Students will then make their own update. Walk them through the directions and make sure they understand what they are doing.

Learning outcome:

  • I can analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.
  • I can describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

CCSS:

  • CCSS.ELA-LITERACY.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

  • CCSS.ELA-LITERACY.RL.5.6

Describe how a narrator's or speaker's point of view influences how events are described.

 

Lesson 6

Student

Today I will be able to analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.
Today I will be able to describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

Comment on this update:

Do you think it is possible to discriminate against someone's gender? Do you know of any examples of this happening?

Watch the following read-aloud of “I Dissent: Ruth Bader Ginsburg Makes Her Mark” by Debbie Levy, and illustrated by Elizabeth Baddeley.

Media embedded July 19, 2020
  • Charlotte MecklenburgLibrary. (2018, March 26). CML Presents: I Dissent: Ruth Bader Ginsburg Makes Her Mark by Debbie Levy [Video]. YouTube. https://www.youtube.com/watch?v=aI6U0uEWg5U

Make an update: Update Checklist

Look at the following picture

https://sophiedaveyphoto.wordpress.com/2012/11/06/photographs-that-tell-a-story-elliot-erwitts-segregated-water-fountains/

Now imagine that you are Ruth Bader Ginsburg, and you are given this picture. What do you notice of the picture? What is the purpose behind this picture? What would you do if you saw drinking fountains like this?

Final assessment:

Click on the Google Doc for more directions and a rubric for your final project.

Directions for Taking a Stand Assessment

Here is an example script and video for you to reference:

After you are done with the draft of your script another group will look at your work to peer review it. They will use the rubric to guide their reflection, and provide the group with at total of 10 positive points and/or suggestions. Once you receive their feedback, you will make any adjustments to your script and then will record!

Teacher

The purpose of this lesson is to continue to get students thinking about perspective. They will also be introduced to their final assessment.

  1. Students will start by making a comment on this post.
  2. Students will watch the read-aloud.
  3. They will then make an update based off of the provided picture.
  4. Walk through the directions (see Doc) for the final project.
  5. Stress that students will start on their DRAFT of the script. They will be reviewed by another group (as they will review a group as well).
  6. This assessment will take several days.

Learning outcome:

  • I can analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.
  • I can describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

CCSS:

  • CCSS.ELA-LITERACY.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

  • CCSS.ELA-LITERACY.RL.5.6

Describe how a narrator's or speaker's point of view influences how events are described.

  • CCSS.ELA-LITERACY.W.5.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

  • CCSS.ELA-LITERACY.W.5.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

 

Resources

Overview: 

Hytten, K., & Bettez, S. C. (2011). Understanding Education for Social Justice. Educational Foundations. Retrieved August 3, 2020, from https://files.eric.ed.gov/fulltext/EJ925898.pdf

Lesson 1:

Allenby, Mark. [Mark Allenby]. (2012, February 16). Multiple Perspectives [Video]. Youtube. https://www.youtube.com/watch?v=wF7u_hWbAw4

Armrock, J. (2017, April 17). Boat! Land! Perspective. Piggy Posh. https://www.piggypolish.com/boat-land-perspective/

​Sim, Venon. [Venon Sim]. (2020, April 29). They All Saw A Cat - Children Animated Storybook [Video]. YouTube. https://www.youtube.com/watch?v=OOnvZ2obeoM

https://i.pinimg.com/originals/8f/93/d3/8f93d3efc91453fc4d851c09963db304.jpg

Lesson 2:

TED. (2016, February 19). Our campaign to ban bags in Bali | Melati and Isabel Wijsen [Video]. YouTube. https://www.youtube.com/watch?time_continue=2&v=P8GCjrDWWUM&feature=emb_title

​Lesson 3:

Corbin, Mary. [Mary Corbin]. (2019, March 22). freedom on the menu [Video]. YouTube. https://www.youtube.com/watch?v=GjKPv1Iq4qg 

fannynoise. (2010, March 21). WOOLWORTH'S LUNCH COUNTER PROTEST [Video]. YouTube. https://www.youtube.com/watch?v=SwdNwxGfbEc

Hanson, D. (n.d.). Crafting Connections. Crafting Connections. https://www.crafting-connections.com/

​Lesson 4:

Auntie's Bedtime Stories. (2017, December 20). Malala's Magic Pencil by Malala Yousafzai | Read Aloud by Auntie's Bedtime Stories [Video]. YouTube. https://www.youtube.com/watch?v=uSrC-GNbjQg

Lesson 5:

National Congress of American Indians. (2014, January 27). Proud To Be (Mascots) [Video]. YouTube. https://www.youtube.com/watch?time_continue=113&v=mR-tbOxlhvE&feature=emb_title

WGBH News. (2017, June 8). Native American Mascot Debate [Video]. YouTube. https://www.youtube.com/watch?v=zGnBW23g9Rc&t=214s

​Lesson 6:

Charlotte MecklenburgLibrary. (2018, March 26). CML Presents: I Dissent: Ruth Bader Ginsburg Makes Her Mark by Debbie Levy [Video]. YouTube. https://www.youtube.com/watch?v=aI6U0uEWg5U

​Photographs that tell a story- Elliot Erwitt’s ‘Segregated Water Fountains.’ (2012, November 7). Sophie Davey Photographic Journalism (Level 4). https://sophiedaveyphoto.wordpress.com/2012/11/06/photographs-that-tell-a-story-elliot-erwitts-segregated-water-fountains/