ALEX | Alabama Learning Exchange

Spend a Day in My Shoes: Exploring the Role of Perspective in Narrative

Classroom Resource Information

Title:

Spend a Day in My Shoes: Exploring the Role of Perspective in Narrative

URL:

http://readwritethink.org/classroom-resources/lesson-plans/spend-shoes-exploring-role-265.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

In To Kill a Mockingbird, Atticus explains to Scout that "You never really understand a person until you consider things from his point of view...until you climb into his skin and walk around in it" (36). Make this advice more literal by inviting students to imagine spending a day in someone else's shoes in this writing activity. Students examine a variety of shoes and envision what the owner would look like, such as their appearance, actions, etc. They then write a narrative, telling the story of a day in the shoe owner's life. While this lesson plan uses the quotation from To Kill a Mockingbird as a springboard and ties nicely to discussions of the novel, it can be completed even if students are not currently reading the book.

The updated link for the Circle Plot Diagram can be found at https://www.readwritethink.org/classroom-resources/student-interactives/circle-plot-diagram.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 9	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 9	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 9	9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience. Examples: paragraphs, constructed responses, essays a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques. Examples: dialogue, pacing, description, reflection b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics. Examples: relevant and sufficient facts, extended definitions, concrete details, quotations c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented. Unpacked Content Teacher Vocabulary: 9. Short writings Extended writings Narrative writing Argumentative writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 9a. Memoir Narrative essay Personal narrative Fictional narrative Narrative techniques 9b. Explanations Expositions Evidence Transitions Techniques 9c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Transitions Concluding statement or section Knowledge: 9. Students know: Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays. A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 9a. A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner. 9b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Words that indicate transitions. 9c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information. Words that indicate transitions. Skills: 9. Students are able to: Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 9a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 9b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and credible evidence. 9c. Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Include a concluding statement or section that logically follows the presented information. Understanding: 9. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 9a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 9b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words. They must gather their information and data about the topic from multiple credible research sources. 9c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.
English Language Arts ELA2021 (2021) Grade: 9	14. Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion. Unpacked Content Teacher Vocabulary: 14. Digital texts Occasion Audience Purpose Tone Knowledge: 14. Students know: Necessary skills to create and edit digital texts. The intended audience and occasion should be identified before selecting a purpose and tone for digital text. Skills: 14. Students are able to: Create and edit a digital text for an intended audience and occasion. Create and edit a digital text to achieve a particular tone and purpose. Understanding: 14. Students understand that: Digital texts can be used to communicate with a variety of audiences and occasions. They should modify the purpose and tone of their digital texts depending on the audience and occasion. Editing is important in establishing a clear purpose and tone in writing a digital text. Editing is important in appealing to a particular audience and occasion with a digital text.
English Language Arts ELA2021 (2021) Grade: 10	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 10	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 10	9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience. Examples: paragraphs, constructed responses, essays a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently. Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics. Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented. Unpacked Content Teacher Vocabulary: 9. Short writings Extended writings Narrative writing Argumentative writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 9a. Memoir Narrative essay Personal narrative Fictional narrative Narrative techniques 9b. Explanations Expositions Evidence Transitions Objectively 9c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Transitions Concluding statement or section Knowledge: 9. Students know: Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays. A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 9a. A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner, such as chronological order, reverse chronological order, and flashbacks. 9b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Words that indicate transitions. 9c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information. Words that indicate transitions. Skills: 9. Students are able to: Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 9a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 9b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and relevant evidence. 9c. Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Include a concluding statement or section that logically follows the presented information. Understanding: 9. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 9a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 9b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words. They must gather their information and data about the topic from multiple credible research sources. 9c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.
English Language Arts ELA2021 (2021) Grade: 10	14. Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion. Unpacked Content Teacher Vocabulary: 14. Collaborative digital texts Occasion Audience Purpose Tone Knowledge: 14. Students know: Necessary skills to create and edit digital texts. Collaboration skills. The intended audience and occasion should be identified before selecting a purpose and tone for digital text. Skills: 14. Students are able to: Create and edit a collaborative digital text for an intended audience and occasion. Create and edit a collaborative digital text to achieve a particular tone and purpose. Understanding: 14. Students understand that: They can collaborate with peers to create one final product. Digital texts can be used to communicate with a variety of audiences and occasions. They should modify the purpose and tone of their digital texts depending on the audience and occasion. Editing is important in establishing a clear purpose and tone in writing a digital text. Editing is important in appealing to a particular audience and occasion with a digital text.
English Language Arts ELA2021 (2021) Grade: 11	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 11	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 11	11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language. Examples: paragraphs, constructed responses, essays a. Incorporate narrative techniques in other modes of writing as appropriate. Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure. c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text. Unpacked Content Teacher Vocabulary: 11. Compose Edit Short products Extended products Writing development Writing organization Task Purpose Audience Command of language 11a. Narrative techniques Modes of writing 11b. Explanations Expositions Complex ideas Complex processes Citing Credible sources Intentional transitions Precise vocabulary Organized structure 11c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Rhetorical choices Tone Style Transitions Logical conclusion Implications Knowledge: 11. Students know: Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays. The skills required by the writing process. The development and organization of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 11a. Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development. Narrative techniques can be used in multiple genres of writing. 11b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Explanatory and expository writing should include academic, content-specific technical word meanings. Words that indicate transitions. 11c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a logical conclusion that describes the larger implications of the topic or text. Strategies to create stone and style in argumentative writing. Words that indicate transitions. Skills: 11. Students are able to: Compose short and extended writing products. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development and organization of the writing. Demonstrate command of the written language. 11a. Incorporate narrative techniques in modes other than narrative writing when appropriate. 11b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 11c. Write an argument to support claims in an analysis of topics or texts that utilizes intentional transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Make rhetorical choices that convey a specific tone or style. Include a logical conclusion that captures the larger implications of the topic or text. Understanding: 11. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development and organization of the writing. Formal academic writing should display their command of the English language. 11a. Narrative techniques can be used in multiple genres of writing to engage the audience and create interest. 11b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follow a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. Writers elaborate on details included in the text by using formal academic, content-specific technical words. They must gather their information and data about the topic from multiple credible research sources. 11c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a logical conclusion that indicates the larger implication of the topic or text. They can make rhetorical choices in their writing to create a specific tone and style.
English Language Arts ELA2021 (2021) Grade: 12	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 12	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 12	11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language. a. Incorporate narrative techniques into other modes of writing as appropriate. Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style. c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text. Unpacked Content Teacher Vocabulary: 11. Compose Edit Revise Short products Extended products Writing development Writing organization Writing style Task Purpose Audience Command of language 11a. Narrative techniques Modes of writing 11b. Explanations Expositions Complex ideas Complex processes Citing Credible sources Intentional transitions Precise vocabulary Organized structure 11c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Rhetorical choices Tone Style Transitions Logical conclusion Implications Knowledge: 11. Students know: Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays. The skills required by the writing process. The development, organization, and style of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 11a. Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development. Narrative techniques can be used in multiple genres of writing. 11b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Explanatory and expository writing should include academic, content-specific technical word meanings. Words that indicate transitions. 11c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a logical conclusion that describes the larger implications of the topic or text. Strategies to create stone and style in argumentative writing. Words that indicate transitions. Skills: 11. Students are able to: Compose, edit, and revise short and extended writing products. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, and style of the writing. Demonstrate command of the written language. 11a. Incorporate narrative techniques in modes other than narrative writing when appropriate. 11b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 11c. Write an argument to support claims in an analysis of topics or texts that utilizes intentional transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Make rhetorical choices that convey a specific tone or style. Include a logical conclusion that captures the larger implications of the topic or text. Understanding: 11. Students understand that: There are different genres of writing that serve various purposes. The writing process is a series of steps that improve writing over time. The writing task, purpose, and audience should be considered in the development, organization, and style of the writing. Formal academic writing should display their command of the English language. 11a. Narrative techniques can be used in multiple genres of writing to engage the audience and create interest. 11b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follow a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. Writers elaborate on details included in the text by using formal academic, content-specific technical words. They must gather their information and data about the topic from multiple credible research sources. 11c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a logical conclusion that indicates the larger implication of the topic or text. They can make rhetorical choices in their writing to create a specific tone and style.
English Language Arts ELA2021 (2021) Grade: 12	17. Use images, sound, animation, and other modes of expression to create or enhance individual or collaborative digital and multimodal texts that are suitable in purpose and tone for their intended audience and occasion. Unpacked Content Teacher Vocabulary: 17. Images Sound Animation Expression Collaborative Digital texts Multimodal texts Purpose Tone Intended audience Intended occasion Knowledge: 17. Students know: Necessary skills to include images, sound, animations, and other modes of expression in digital and multimodal texts. Collaboration skills. The intended audience and occasion should be identified before selecting a purpose and tone for digital or multimodal texts. Skills: 17. Students are able to: Work independently or collaboratively to use images, sound, animation, and other modes of expression to create or enhance digital and multimodal texts. Work independently or collaboratively to create digital or multimodal texts that are suitable in purpose and tone for their intended audience and occasion. Understanding: 17. Students understand that: Digital texts can be used to communicate with a variety of audiences and occasions. They should modify the purpose and tone of their digital texts depending on the audience and occasion. They will frequently collaborate with others to develop digital products in school and in the workplace. Images, sounds, animation, and other modes of expression can enhance digital and multimodal texts.

Tags:

creativity, Harper Lee, imagination, narrative, To Kill a Mockingbird, writing

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Cassie Raulston

ALEX Classroom Resource

Spend a Day in My Shoes: Exploring the Role of Perspective in Narrative