Page 52 - BB_Textbook
P. 52
GRADE 12 Perspectives
Here students consider several perspectives as they produce written and spoken tasks. Their tasks challenge them—as teenagers—to compare their own perspectives with those others on the basis of age, gender, and location.
Snack Attack Reader’s Theater
“Snack Attack”
https://www.youtube.com/watch?v=38y_1EWIE9I
Step One. View the . It tells a story without words. Working in groups of three, take notes of what is going on, what the characters are thinking, and what the plot is about. Consider the following:
1. Do the teenager and older woman at the train station have anything in common?
2. What factors cause tension in the relationship of the two characters?
3. Do they understand each other? If not, why not? If so, how so?
4. What difference does communication make?
Step Two. You and your two classmates are to collaborate on supplying the words for the video. Call upon your answers to the questions above.
Step Three. Write a eighteen-line Reader’s Theater with three characters: the teen, the woman, and a narrator.
Step Four. Choose roles among yourselves. Read your parts aloud. Each reader should have six lines.
Step Five. Judge how well you did. Revise your script. Give it POP. Remember, POP conveys something personal (of the characters), outstanding (memorable, catchy, conflicted), and powerful (for the audience).
Step Six. Practice your lines some more. Put feeling into your theater. POP is essential but if you do not convey passionate interest in your Reader’s Theater then your audience will miss the point.
Step Seven. The best Reader’s Theater may volunteer to read before the class. And prepare to share with another high school through the global classroom.
Step Eight. Most importantly, write down what you have learned about perspective.
52 CHAPTER 1 | IDENTITY
Two Sides to Everything
Pair. Square. Share.
Step One. With your partner, write down three descriptive
sentences of the following two pictures.
1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________
1. ___________________________________________________ 2. ___________________________________________________ 3. ___________________________________________________
Step Two. Square up. Did both pairs of students perceive the same things in both pictures?
Step Three. As a class, write on the board five cleanly edited descriptive sentences of the two pictures.
Step Four. Discuss as a class what drives one’s perspective in viewing something or someone.
Step Five. Again, it is important that you write down what you have now learned about perspective.
BENDING BAMBOO