Alyssa Limke
What is “world view?”
Grade Level: 6th Grade
Total Length of Lesson: one 50 minute class period
Conceptual Teaching Focus – Skills to be Developed
Goals:
G.1 To understand various what basic concepts of literature
G.2 To apply basic concepts of literature to a specific text
G.3 To view a text from more than one point of view
G.4 To apply one learned meaning of a term in a different context than it was originally learned
in
Objectives:
O.1 The students will be able to define what world view is.
O.2 The students will be able to apply their understanding of world view to Cole, the main
character of “Touching Spirit Bear.”
O.3 The students will be able to give examples of world view in their own life and discuss how it
affects them personally.
O.4 The students will be able to choose a specific world view of Cole’s and write a paragraph
on their reaction to this world view.
Materials Needed to Teach the Lesson:
1. Half sheets of paper for both the pre- and post-assessment 2. “Touching Spirit Bear” novels
for each student 3. A large sheet of paper taped to the board and a marker to write on it with 4. A
smart board and connecting laptop 5. Internet access
Teaching Procedures:
5 Minutes Journal:
Ask the students to take a half sheet of paper from the center of their tables. Then, ask them to
write what they think the definition of the term “world view” is. Remind them to try their best,
but also remind them that they haven’t formally learned about this, so it’s okay to take their best
guess. After five minutes of silent writing, collect the half sheets of paper and set aside for later
evaluation.
10 Minutes Review Already Learned Figurative Language Terms:
Take ten minutes to review figurative language terms learned earlier in the week: simile,
metaphor, and exaggerations. List each term on the board first, and then ask the class who can
first define the term and then who can give examples from “Touching Spirit Bear” or from real
life. If the same people raise their hands continuously, draw sticks out of the respective period’s
cup. Invite open discussion and ideas. If no one knows how the terms apply to the novel,
reference pages marked for their presence of figurative language (teacher’s copy). Draw
discussion to a close after ten minutes.
5 Minutes Two Wolves Video:
Tell the class that next we will be watching a short video on what we’re studying today. Remind
them to keep quiet while the video is playing so they don’t interrupt their fellow listeners. Also,
remind them to pay special attention to what the wolves represent in the video. Play video.
15 Minutes Discuss World View and its Application to the Novel:
Next, write four of Cole’s world views from “Touching Spirit Bear” on the board. Ask the class,
just by watching that video and looking at what I wrote on the board, what they now think world
view is. DRAW THREE STICKS! If the three drawn students can’t answer thoroughly, help
them out by prompting questions about world view (What did the wolves represent? What wolf
does Cole affiliate with? What are some of your world views?)
Next, review the four world views on the board (Everybody has an angle – something they
wanted; Only trust those who fear you; The world is made up of suckers and fools; I’m not afraid
of anyone or anything) and ask what they think these world views mean and ask how these world
views affect the book as a whole. Facilitate discussion. Draw names for diverse contribution. Try
not to overpower the discussion too much, because this is where their application skills need to
come into play.
10 Minutes Chapter 3 Reading Time:
Instruct the students to take the next ten minutes to finish reading chapter three. After finishing
chapter three, they should have a firm grasp of each of the four discussed world views. Walk
around as students silently read to make sure they are staying on task.
5 Minutes Assessment:
Ask the students to take a half sheet of paper from the center of their table. Have them pick one
of the four discussed world views. Tell them to write this particular world view on the sheet of
paper. Underneath the world view, have them write if they agree or disagree with the world view
and why they agree or disagree with the world view.
Dismiss Class
Iowa Grade Six Standards and Benchmarks:
Content Standard 1: Students can comprehend what they read in a variety of literary and
informational texts.
Benchmark A: Students can understand stated information they have read.
Grade Level Indicator: Understand stated information
Benchmark B: Students can determine the meaning of new words from their context.
Grade Level Indicator: Determine the meaning of new words from their context
Benchmark C: Students can draw conclusions, make inferences, and deduce meaning.
Grade Level Indicator: Draw conclusions, make inferences, and deduce meaning
Benchmark D: Students can infer traits, feelings, and motives of characters.
Grade Level Indicator: Infer traits, feelings, and motives of characters
Benchmark E: Students can interpret information in new contexts.
Grade Level Indicator: Interpret information in new contexts
Benchmark F: Students can interpret nonliteral language used in a text.
Grade Level Indicator: Interpret nonliteral language