Perspectives

- The teacher will engage the students by giving half of the class kaleidoscopes and the other half of the class shutter shades to look at a photo on the smart board or promethium board. The point that you want to get across to your students with these materials, is for the different lenses to act as a metaphor for different perspectives. 
-The teacher will then hand out the materials, and turn off the lights.
-Next, the teacher will project a photo onto the smart board.
-The teacher will ask engaging questions such as, “What are these figures? How many of them are there? What colors do you see? What do you think the figures are doing? What do you think they will do next? How do your materials affect what you are seeing?”
-After the students have had 2 minutes looking through their first object, the teacher will turn the lights on and ask various students to share what they saw. 
-Then, the teacher will tell students to switch with someone next to them, so they can look through the other item.
-After the students have had a chance to look through the second option, then the teacher will turn the lights on and ask students to share what they saw through the second viewing device. 
-Then the class will have a whole group discussion about perspective. 
-The teacher will say, “What did you notice when you looked through the kaleidoscope? What did you observe when you looked through the shutter shades? How did the pictures look different? Were you still looking at the same picture?”
-The teacher can also hook students by saying things such as, “Wait, so you didn’t see the same thing? When you looked through the kaleidoscope you saw what?!”
-Then, the teacher will define perspective. 
-The teacher will transition into the next part of the lesson and read the book, They All Saw A Cat by Brendan Wenzel. 
-The teacher will stop on multiple pages to ask, “How does the cat look different here compared to the way the cat looked when the _____ animal saw it?” The teacher will ensure to call on a variety of students who are raising their hands. 
-The teacher will ask during the read aloud, “Is this the same cat throughout the story or is this a different cat on each page?”
 -At the end of the read aloud the teacher will say, “Thumbs up if you think this is the same cat throughout the entire story?” Then, the teacher will say, “If this is the same cat, then why did it look different on every page?” Asking students to put their thumbs up or down will keep students actively participating in the lesson and keep them engaged. 
-The teacher will say, “Perspective is something that happens throughout different stories, but it also happens in everyday life. Can you think of some times when there were two different perspectives in a situation that you were going through?”
-The teacher will give the students a few minutes to try and answer the question. If they are having trouble answering the question, the teacher will scaffold the students by talking about a time where he/she could explain two different perspectives.
-The teacher can give an example of a time in their life when they had a different perspective than someone else.
 -The teacher will give students a few minutes to share stories of a different perspective. Then, the teacher will encourage students to turn and talk to a partner about a time when they had a different perspective than someone else. 
-As a formative assessment, the teacher will take anecdotal notes while the students talk in partner groups.  

Anecdotal Notes