In this lesson, students are learning about Jackie Robinson through a broader thematic study of perspective. Students engage with the "Fan and Pick" discussion protocol to compare two texts and draw strong connections between the author's perspective of both. Strong examples of Core Actions 1, 2 & 3 are found within this lesson.
Addresses ELA/Literacy Common Core State Standards: 3.RI.1, 3.RI.2, 3.RI.4, 3.RI.6, 3.RI.7, 3.RI.9, 3.RI.10, 3.SL.1, 3.SL.1.a, 3.SL.1.b
Differences in Perspective (Gambill)Download
1A: The teacher establishes that the majority of the lesson will be focused on two texts. Students will be comparing the texts through discussion and writing, using the "Fan and Pick" strategy.
3A: The teacher explains the protocol for "Fan and Pick," ensuring that all students have opportunities to engage in the work. After the teacher describes the protocol, the students jump in and engage in discussion. In this group, the students help each other to read and understand the focus question about point of view or perspective. They go on to support and build on each other's responses, saying "I agree with you…," drawing evidence from the text to defend their thinking.
2A: In this first phase of "Fan and Pick," students are comparing how their perspective or point of view of Jackie Robinson has changed over the course of the two stories. Students share their thinking, drawing evidence from the text. One student notes that one text describes Jackie Robinson through his experience as a baseball player and the other is told through his perspective as a father.
2D: This second "Fan and Pick" question asks students to consider why Sharon Robinson wrote the book about her father Jackie Robinson. This question, and the subsequent discussion, builds on the first discussion question, guiding students to a deeper understanding of perspective.
3B: The students habitually display persistence in providing textual evidence to support their thinking. In this interaction, students in both groups are drawing evidence from the texts to support their understanding of how Jackie Robinson showed he was brave.
2D: The third question in the sequence guides students further towards an understanding of differences in perspective. Students are directly comparing how Jackie Robinson was brave in his professional and private life. This question guides the students from focusing on the one text to considering Jackie's bravery, through the lens of both texts.
3A: The teacher supports the group of students in persevering with the focus question. In this interaction, the teacher coaches the group through responding to the question, ensuring that each student participates.
2D, 3B: In this final round of "Fan and Pick," the teacher probes students until they demonstrate a definitive understanding of Jackie Robinson. The students are comparing what they learn about Jackie from Testing the Ice as compared to the other texts they've read. The four questions in this activity are clearly sequenced to build knowledge within text, as well as across them.
2B, 3D: With the culminating task, the teacher reminds students of the importance of drawing evidence from the texts to determine three character traits to describe Jackie Robinson. The activities throughout the course of the day increase student independence around complex thinking.
3B: The teacher expects evidence and precision from students and consistently drives them back to the text. In this interaction, the teacher works with students, asking them to be more specific when they describe Jackie Robinson as "never giving up." She insists they cite evidence from the text.