Analyzing Literature From Different Perspectives
Teacher Note: This unit contains seven lessons and, depending on the length of class time available, this unit may take at least seven sessions to complete.
- use speaking and listening to improve and extend thinking, by considering alternative viewpoints.
- read and view to improve and extend thinking by,
- analysing and evaluating ideas and information.
- comparing various viewpoints.
- write a variety of clear, focused personal writing for a range or purposes and audiences that demonstrates connections to personal experiences, ideas, and opinions.
- use writing and representing to extend thinking by exploring new ideas. (eg. speculating about alternative viewpoints)
Steps to the Unit
- Introduce and teach the concept of de Bono's 'Six Thinking Hats'.
- Complete two activities which build understanding of the Thinking Hats.
- Select and view Raven Tales© episodes; using de Bono's Thinking Hats as focuses for viewing.
- Respond to each episode's content; referencing the specific Thinking Hat chosen for the lesson.
- Reflect on new understanding.
- The students will become proficient at identifying different points of view in written text and visual media.
- The students will demonstrate their understanding and connection to a different point of view through written responses.
The students will create a written piece which demonstrates their understanding of a specific point of view - as represented by de Bono's Six Thinking Hats.
Activate Prior Knowledge:
Discuss the definition of 'point of view'. Teacher conducts a class discussion about what a 'point of view' is and how it can influence a situation. Consider the following scenario:
- A student arrives at school without homework completed.
In A/B partners, students identify what point of view is involved with this situation (ie. teacher, students, parent, classmates) and what each participant is thinking. A/B partner groups report out to general class. (This activity should take no longer than 10 minutes)
Teachers now lead an activity to build an understanding of de Bono's 'Thinking Hats'. Print out and distribute an explanation of each Thinking Hat. Teachers conduct a brainstorm on the board regarding what kind of thinking each hat represents.
Teachers print, distribute, and conduct two activities which build the concept attainment of the six Thinking Hats. Students should complete these activities in A/B partner groups and report out to the general class for discussion.
Predict and Question:
Students should now be more familiar with the concept of 'point of view' and de Bono's Six Thinking Hats. Teachers ask what questions the students may have about the Six Thinking Hats. What are they wondering about?
Over the next six lessons, students will view six episodes from the Raven Tales animated series
and apply a different 'Thinking Hat' as a viewing focus.
(Note: Teachers can book the episode of Raven Tales from their district Resource Centre or visit Raventales.ca to order episodes)
For example, while viewing the Raven Tales episode How Raven Stole the Sun, students could view the program with a 'White Hat' focus and identify strictly the information pieces and plot of the story.
[To watch a video example of this unit being taught in a classroom, please visit the following de Bono Thinking Hats Classroom example link.]
Before students view the episodes and complete the lessons, it is important for students to be familiar with the Raven Tales characters and their names. For a list of characters, please see the Raven Tales Character Gallery. Also, to improve understanding of Raven Tales and the characters, it is suggested, though not essential, that students view Episode One How Raven Stole the Sun first and then proceed to other episodes. This will help students understand the backgrounds of the three main characters - Frog, Raven, and Eagle.
Please select the links below to view the process and transform sections associated with each Raven Tales episode.
(click on images to view lesson plans)
On the back of their worksheets, graphic organizers, or in their journals, students reflect on the following questions:
- Which of de Bono's 'Thinking Hats' did they prefer using the most? Why?
- Which of de Bono's 'Thinking Hats' did they find most challenging to use? Why?
- How has their thinking changed regarding the concept of a 'Thinking Hat' and 'Point of View'?
Extend learning or next lesson
Students watch other animated series, television shows, movies, or read their favourite books using one or all of the six 'Thinking Hats' to develop their skills in using a different point of view.