10/12 BELLRINGER  Think about your life. Now respond to the following prompt in one complete paragraph:  How do the choices we make determine the life we lead?

10/14 BELL RINGER In your comp. book…  Brainstorm what might influence a person’s perspective, or point-of-view, on a topic.  Try to think of at least 5 factors to share out. Always restate the question.  When you finish, peruse the no name paper wall. It’s quite populated.

Housekeeping Announcements:  Catch-up from sub. Overview of Lesson for PSAT students:  Discuss author’s purpose, point of view/perspective.  Read Robert Frost’s “The Road Not Taken,” completing the chart and analysis questions.  Last class’ Achieve 3000: “Soldiers First, Then Students” (article + activity tabs)  Achieve 3000: “The Feeling is Mutual” (article + activity tabs) Home Learning:  Extension: read The Outsiders Chapter 11 & 12. In other words, finish the novel by next class.  Any Achieve 3000 not finished in class today turns into home learning and is due by next class.

Author’s Purpose in Literary Texts 10/12 … 10/14

The Standard (write it down) LAFS.7.RL.2.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Objectives  I can analyze how an author develops and contrasts the points of view of different characters or narrators in a text.  I can identify and understand various points of view.  I understand and can explain the development of narrators or speakers point of view.  I can explain how using multiple points of view impacts the reader's interaction with the elements of the story, as well as the writer's flexibility to create a complex story.

Essential Questions What you should be able to answer at the end of the unit.  How does Ponyboy begin to use his experiences as a Greaser to realize the potential Darry has always seen in him?  How does point of view affect the reader’s thoughts about characters and events in a text?

Vocabulary Related to the Standard  To understand and master this standard, you must be able to identify and use the academic vocabulary associated with it.  Key terms related to the standard are (write this down):  Author  Narrator  Point of View

Vocabulary Related to the Standard  For the purpose of this standard, we need to focus on the word point-of-view.  While typically this refers to how a story is told, for example 1 st, 2 nd,or 3 rd person, we will be honing in on a different meaning.  For this standard, we will connect point-of-view to perspective, or what influences how a character feels about something to determine their outlook or thoughts on an issue.

Perspective, or Point-of-View  Factors that influence a person’s perspective may include the following:  Environment  Culture  Their Experiences  Religion  Society  Family  Peers  Media  Personal morals and values  Community

Perspective and The Standard  Once you can identify factors that influence a character’s point-of-view, its important to understand how the author develops that character’s perspective in a text.

I Do  Let’s examine Sodapop. To dive deep into his character, you should ask yourself a few questions:  What are some factors that have influenced his outlook on life?  What factors influence what he values?  What events have occurred that may shape his viewpoint on issues?  How did the author develop all of these things so that the reader can make the appropriate inferences about Sodapop?

I Do - Sodapop  Now that we have thought about what may influence his ideas and actions in the novel, let’s narrow things down to a specific situation so we can truly understand his character and demonstrate mastery of this literary standard.  To do this, let’s examine a question:  What is Sodapop’s perspective or point-of-view about participating in the rumble?  What details from the novel support that conclusion?

I Do - Sodapop  Share what we know about Sodapop.  What might be the most likely reason he is participating?

I Do - Sodapop  He does it for the action, for fun.  The details on pgs. 133 and 137 confirm my conclusion. Let’s read.

Point of View  Now, to really dig deeper into the standard, not only must you be able to trace the development of a character’s point-of-view, you must also be able to contrast it with other characters.  Let’s do that in the…

We-do  First consider the question of why might Darry be participating in the Rumble?  What details support that conclusion?  How does Darry’s perspective on the rumble differ from that of Sodapops? Why?

We-do  Any questions?

You-Do – Ponyboy  Now that you have experienced the standard with two examples, you will apply the knowledge on your own.  Answer the following questions and complete the analysis sheet on your own paper:  Explain Ponyboy’s point-of-view on participating in the Rumble.  Provide three pieces of cited textual evidence to support your conclusion.  Explain how Ponyboy’s perspective on the Socs shifts from the beginning of the text to the end of Chapter 10. You must provide three solid examples that show the shift.  Create a chart that shows the perspective each of the following characters have about the Rumble and cite evidence to prove it – Ponyboy, Darry, Sodapop, Two-Bit, Steve  The novel is told from Ponyboy’s perspective. Choose a different character that could narrate the story. Provide three distinct examples of how the novel might be different if told from that character’s point of view.

Poem: “The Road Not Taken” by Robert Frost Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference

PoemParaphrase each stanza for understanding What details from this stanza reveal the narrator’s point of view, or perspective on the topic of the poem? Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; There is a fork in the traveler’s path. As only one traveler, they are faced with a decision: which path to take. They stand at the fork and look down one way until they cannot see the path any more. In line 4, the narrator pauses to consider his/her options instead of idly walking down either path without much thought. This shows the narrator is contemplative and weighs the options for even life’s simplest actions: which route to take. Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, The traveler examines the other way, And it looks about the same. Both look traveled about the same amount. And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. The morning the traveler stood at the trail, no footsteps appeared of travelers before him/her. The narrator decides to save the first path for another time. One path leads to another, so the narrator is uncertain if he/she will ever find their way back to this particular fork. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. The narrator will retell this story somewhere long down the line. The narrator was faced with a decision and chose the less popular option, the path least traveled. This decision, influenced the rest of the narrator’s life path and in their opinion that made a difference. Based on your completed chart above, what is the author’s purpose for writing this poem? What lines support this purpose?

Work Period – Stations:  Discuss author’s purpose, point of view/perspective.  Read Robert Frost’s “The Road Not Taken,” completing the chart and analysis questions.  Last class’ Achieve 3000: “Soldiers First, Then Students” (article + activity tabs)  Achieve 3000: “The Feeling is Mutual” (article + activity tabs)

Packing Up Checklist  #1 - Comp. books returned to bin/computers returned to cart  #2 - All your belongings packed up  #3 - My supplies neatly returned to where you got them  #4 - All trash thrown away & paper recycled  #5 - Desks in neat rows  #6 - Seated silently waiting for Ms. Barker to dismiss you