Conceptual Lens – Making the World a Better Place
Topic – Perspectives
Concepts: service, creativity, problem solving, perceptions, concerns, change,
commitment, perspectives
Essential Understandings and Essential Questions are in bold print. .
Overview
Through an exploration of stereotypes in children’s picture
books such as books from Disney’s Princess Collection,
students identify the limited view established in these
fictional worlds. Next, students compare these stereotyped
representations to more diverse portrayals in matching
texts, such as The Paper Bag Princess or Mufaro’s Beautiful
Daughters. Finally, students use their findings to promote
diversity by creating books for younger children with
balanced and diverse texts. Teacher needs to find an
elementary classroom with which to pair up students.
ESSENTIAL UNDERSTANDINGS AND QUESTIONS
*One person can make a difference in life.
a. How does one person make a difference?
b. Let’s think of as many ways as we can that we could make a difference.
*Service benefits the giver, the receiver and sometimes the community.
a. How does service benefit the giver? The receiver? The community?
b. How could we use service learning to overcome ________?
c. How is service learning applied in the world?
*Literature reflects significant universal human concerns, conditions and patterns of
behavior.
a. How do authors decide on the theme of a book?
*It takes commitment to get the job done.
a. How did you solve the problem when you had a lack of motivation or
did not want to persevere?
*Creative thinking gives you more perspectives from which to solve a problem.
a. How does creative thinking help you solve problems?
b. How can creativity be destructive?
*New experiences lead to change.
a. How are you different (or how is your thinking different) from when you began?
b. How did you make a difference?
c. Explain whether or not the profession of being an author appeals to you. How did
it feel wearing those shoes?
D AND C QUESTIONS ARE IN THIS PURPLE COLOR.
Book Buddies
Day 1

Introduce the unit by asking the class some discussion questions:
1. Patterns: To what extent do you think people are affected by childhood
experiences? Discuss Examples
2. Unanswered questions: Do you think emotional or mental wounds from
childhood ever completely heal? (Perhaps discuss the Hannah Anderson story
in the news?)
3. Can you see how children’s books can help deal with important issues?

Read Patricia Polacco’s Thank You Mr. Falker (or another book)
Break into groups and discuss the following questions regarding the book:
(Each person is responsible for writing his/her own answers)
1. What is the theme of this book?
2. Details: Describe Trisha at the beginning of the book.
3. Details: Describe Trisha at the end of the book.
4. Who is an important person in your life?
5. Why is this person so important?
6. What does this person say to make you feel special/important?

Closing-Tell the students about the project that they are about to begin. Explain
to them that they will be given a 1st (or 2nd) grade buddy. Also, tell the students
that they will have the opportunity to make a difference in these 1st graders’ lives,
just as Mr. Falker made a difference in Trisha’s life because they are going to be
writing a book for their buddy. SERVICE LEARNING: Learning while making a
a difference in someone’s life.
Day 2 and 3
Read to students 10 children’s books. (Some choices might be: The Lorax, The
Sneetches, and The Butter Battle by Dr. Seuss,) The students fill in info. about the books
on the Analyze Books sheet. Other things to discuss are: anticipating outcomes, drawing
conclusions, evaluating an author’s attitude, evaluating and solving problems, identifying
and evaluating character traits, making inferences. Point out: rhymes, alliteration,
personification, onomatopoeia, personification, flashbacks, literary elements, variety in
sentence structure, similes and metaphors. Can use Venn diagram to compare and
contrast books. SEE THE D AND C QUESTIONS FOR SOME BOOKS LATER IN
THIS PACKET.
Or, break into groups and give each group 2 books. Each group will be responsible for
finding examples of each literary element and filling in the Analyzing Books sheet. If
they can’t find a literary element example, they need to make one example themselves.
Class discussion:
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Big Ideas: What are some themes in literature?
What cultural ideas are addressed in books you have read?
Relationships: What relationships are addressed in books?
What personality traits have you observed in books?
In what many, varied and unusual ways are books helpful?
Patterns?: How do books help people understand life?
What made your particular books stand out (strong verbs, dialogue,
theme, problem, etc.) Explain why.
What was the hook (what did the author do to get your attention)?
Ethics: What ethical dilemma was addressed in your book(s)? How
did you feel about the controversy?
Over time: Can you relate this controversy to your life at any time?
Day 4


Generate 15 questions to ask your buddy. You may not use yes/no answers.
Include questions about favorite stories, settings, characters, themes, personal
memories. (If you could write a children’s story, what would it be about?)
Create an autobiography to give to your buddy. You have to think of many,
varied, and unusual ways to write your autobiography because remember---they
are just learning to read. Make a book for them to keep.
Day 5

Conduct your interviews. Teacher takes photos to put in the books. Young
partners are asked to send a colored picture of the two buddies to the older buddy,
to be included in the book.
Day 6 and 7
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Discuss as a class possible themes for children’s books. (Fear can be overcome;
discrimination can be stopped; tolerance can be promoted.)
Brainstorm possible ideas for your book. Childhood fears (monsters), loneliness,
prejudice, discrimination, tolerance, ageism, sexism
Discuss:
a. Why do people discriminate? (don’t understand, have fears, have
stereotypes, have never gotten to know them, think they’re
better, want to take advantage)

b. What can you do to stop discrimination? (speak out, try to get to
know more people, accept differences and encourage others to do
the same)
Use Write a Story – Think it Out sheet. The partnered child should play a
predominant role in the story. Story outline can also be used. (See all sheets at
end.) If using the rubric, hand that out now.

Use instructional activities in English Workshop Ch 5 on writing children’s stories
or writing activities in any text, as needed. Take time to teach the elements of
writing, dialogue, point of view, strong verbs, literary devices. Include mini
lessons on grammar as needed. Students should begin writing rough draft.

Explain to the students that they will be getting a daily grade based on effort that
they put into their writing.
Day 8 and 9

Go to the computer lab to allow the students to type their stories.
Day 10 & 11

The students who are ready to work on illustrations may do so, and the ones who
need to finish typing may do so.
Day 12 & 13
Have students pair with a buddy in the classroom. They should critique each other’s
books. Give each other feedback and make revisions as needed. Critique books, always
asking the students to explain their reasons for their opinions. (“Support your idea with
evidence from the book.” “Is that idea logical?” “Are ideas black and white?” “What
can you infer from ________.”)
Day 14

Go back to 3rd grade class and share books with book buddy.
Debrief: Strengths, weaknesses, goals and strategies for improvement.
Patterns: Is there an event in your book that you can see would be repeated over time?
Ethics: Did someone in your book do something that you think is wonderful/wrong?
What are your feelings about people who do wonderful/wrong things?
Over time: Could doing wonderful or wrong things be related to something that
happened to these people when they were younger?
Perspectives: Would different people have different feelings about your book? Why?
ANALYZE BOOKS
Name __________________________________________________
Name of book
___________________________________________________________
How did the author hook the reader?
_____________________________________________________________
_____________________________________________________________
Theme
_________________________________________________________________
Summary:
Beginning
___________________________________________________________________
___________________________________________________________________
Middle
___________________________________________________________________
___________________________________________________________________
End
____________________________________________________________________
____________________________________________________________________
Conflict
____________________________________________________________________
Resolution
____________________________________________________________________
Climax
____________________________________________________________________
Concerns?
____________________________________________________________________
Be ready to explain your answers.
Write a Story – Think it Out
Theme
Beginning
Middle
Climax
Resolution
Setting
Ending
Metaphor/simile
Title
What is one decision the main character will have to make? Use your FORECASTING
talent to predict many, different results of that decision (10). Can you add any of these
ideas into the story? If so, circle those ideas.
BOOK OUTLINE
Name _______________________________________________
I. Generally, what happens in the beginning? (include setting)
A. How you will hook the audience?
B. Add an important detail or component of the story.
C. Add an important detail or component of the story.
D. Any surprise or conflict or excitement in the beginning?
II. What happens in the main part of the story?
A. Add an important detail or component of the story.
B. Add an important detail or component of the story.
C. Excitement?
III. What is the conflict?
A. Add an important detail or component of the story.
B. Add an important detail or component of the story.
C. How will it be exciting?
IV. Use Creative Problem Solving first. Then write the answer to: What is the resolution?
A. Add an important detail or component of the story.
B. Add an important detail or component of the story.
C. Excitement?
V. How does it end?
A. Add an important detail or component of the story.
B. Add an important detail or component of the story.
C. Excitement?
What is one decision the main character will have to make? Use your FORECASTING
talent to predict many, different results of that decision (10). Can you add any of these
ideas into the story? If so, circle those ideas.
Book Outline
I. _______________________________________________________
A.
B.
C.
D.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
II. _______________________________________________________
A. _____________________________________________________
B. _____________________________________________________
C. _____________________________________________________
III. _________________________________________________________
A. _____________________________________________________
B. _____________________________________________________
C. _____________________________________________________
IV. _________________________________________________________
A. _____________________________________________________
B. _____________________________________________________
C. _____________________________________________________
V. __________________________________________________________
A. _____________________________________________________
B. _____________________________________________________
C. _____________________________________________________
Tittle of Book _________________________________________
Rubric
Book Buddies Final Project
400 Points
Appeal of cover (25 pts.)
___________
Illustrations are neat and attractive (25 pts.)
___________
Illustrations compliment the text (25 pts.)
___________
Theme is relevant and clearly evident (25 pts.)
___________
Relevancy of plot–addresses concerns that children have today(25) ___________
Plot flows naturally (25 pts.)
___________
Characters are well-developed and believable (25 pts.)
___________
At least one simile (25 pts.)
___________
Use of personification at least once (25 pts.)
___________
At least one metaphor (25 pts.)
___________
Beginning of the story grabs reader’s attention (25 pts.)
___________
Use of Dialogue (25 pts.)
___________
Events of the story lead to a high point (climax) (25 pts.)
___________
Has clear resolution (shows conflict resolved) (25 pts.)
___________
Correct spelling, punctuation, and grammar (50 pts.)
___________
Total
___________
For whatever 10 books your students read, questions like these should be
asked/answered:
Horton Hears a Who
Name:
By: Dr. Seuss
(Movie)
1. Language of a writer: What are some underlying
themes in this story?
2. Details: List some character traits of Horton.
3. List three things that a little kid wouldn’t “get” from
this story.
A.
B.
C.
4. Ethics: What dilemma is involved in this book? (If
you’re not sure, teacher, you should google the book and be
prepared to ask scaffolding ques. Delete this before printing
the page, if you’re printing it.)
It Takes a Village
Name:
What is (are) the underlying theme(s)?
What do you observe about the village and the people in it?
What was the atmosphere at the market?
How is all this different from how we obtain goods here in America?
How does Yemi use creative problem solving to find her little brother?
What did Yemi learn that day?
Lzb: I haven’t read this book. From the questions someone wrote, I
think D and C questions about patterns, perspectives and relationships
would fit.
The Butter Battle Book
By: Dr. Seuss
Name:
Directions: Listen for answers to the questions as the book is read aloud.
Give thoughtful, insightful answers; EXPLAIN your thoughts!!  REMEMBER:
you are trying to find underlying meanings that little kids won’t get!
1. Perspectives: They are fighting about something silly that isn’t life
threatening, but apparently very important to them. What are some
“silly” things that we fight about as family, school, groups, community,
world wide? (Any example) Why do people fight over these things?
2. Who or What do you think the “boys in the back room” represent?
3. Patterns: What are some similarities between the silly butter battle
and our real battles (wars, not verbal battles over issues)?
4. What does it take to stay ahead of your enemy in wars?
5. Ethics: Are all issues worth fighting about? Couldn’t some things be
solved peacefully? (Give examples/explanations)
The Lorax
By: Dr. Suess
Name:
As I read the book aloud to you, listen for and think about the
following questions. Each question should be THROUGHLLY answered –
NO one word answers! Explain your thoughts – I LOVE to read them!!

1. Details: What is the Once-ler’s occupation?
2. How did he feel about the area he moved to?
3. At one point, the Lorax appeared and asked the Once-ler some
angry questions. What did the Lorax want to know of the Onceler? Perspectives: Why did he want to know that?
4. How was the Once-ler creative? List several ways that you see
throughout the book. (hint: look for creative problem solving).
5. Is there any sense of mystery in this book? Explain.
6. Unanswered questions: List many, varied, and unusual things
the Once-ler could have done to better plan his business. Trends:
What ongoing factors influenced him?
7. The Once-ler chopped down the last Truffula Tree. Where do you
think the seed came from? Come up with a creative idea! 
8. Make a list of articles of clothing that have multiple uses.
9. List many, varied, and unusual uses for a Thneed.
10. Perspectives: Who, in the world, might agree or disagree with
the Once-ler?
The Sneetches
Name:
_______
By: Dr. Suess
Directions: Think about the questions as the story is read aloud. Use
examples from the book. Explain your answers.
1. In the beginning, what is the difference between the two types of
Sneetches, besides the stars?
2. How could the plain belly Sneetches have made the Star Belly
Sneetches wish that they didn’t have stars, instead of vice versa?
3. Perspectives: Do the Star Belly Sneetches know why they are
“better” than the Plain Belly Sneetches?
4. Perspectives: What are all the reasons that Sneetches wanted to
change from Stars to No Stars and visa versa? What is this like in
the real world? Can you relate this to your school?
5. Big Ideas: What lessons did the Sneetches learn from Mr. McBean?
6. Big ideas: What is an underlying theme of this story? (Something
little kids might not “get”)