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The Circle of Viewpoints routine could be incorporated in Unity & Focus either by having students create a list of characters within a novel and have students use the script skeleton to explore the character's viewpoint on a big idea addressed in the novel. Alternatively, students could be provided a text set connected by a big idea and then the script skeleton could be used to describe various author's perspectives.

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The Red Light, Yellow Light routine seems like it would lend itself to the Persuasive Writing unit in which students might first study mentor texts for red lights/yellow lights. This could then be followed up as a task for peer revising once students have composed their papers.

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The claim-support-question routine could be used in the Evidence and Support Unit as students develop thoughtful interpretations in response to text. It could be modeld with a core text in the unit and then students could rehearse its use in book clubs and/or their independent reading.

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The Tug of War routine could be used in the Analysis of Literary Elements Unit. Students could be asked to take a side on a moral dilema being faced by a character.

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I think this routine could be used for Character Analysis. This will help them to understand why characters act a certain way in a story. I can think of a story Suzy and Leah that would be great for this activity. This story takes place in a different time period than current times and the 2 characters come from 2 different backgrounds and sometimes the students are not as understanding of why the characters acted in certain ways.

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The What Makes You Say That routine is great to use throughout Talk-Read-Talk-Write lessons when you are having students discuss at their tables. If you give each student in the group a job to ask a what makes you say that question during their discussion they are able to sustain the conversation without teacher intervention.

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The Circle of Viewpoint routine could be incorporated in the Unity and Focus unit or Analysis of Literary Elements unit as students are studying characterization and theme. Students could use the script to act as one of the characters in relation to a theme in the text read. The conversation skeleton could be used to help students understand various characterizations and think about author's purpose.

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The Tug of War routine could be used in the Analysis of Literary Elements unit or the Evidence and Support unit as students are studying theme and claims. Students could be asked to take sides on various moral issues/questions from the texts and need to debate their opinions supported with evidence. Students would be asked to think of arguments for both sides, as persuasion is stronger when you can understand and anticipate the other side.

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The Step Inside routine could be used in the Analysis of Literary Elements unit when students are analyzing character development. I think of The Outsiders when I think about this activity. My students were engaged in the text, but they didn't always understand about the relationship beetween the Socs and Greasers. I think using the Step Inside routine would make character development more concrete in student minds.

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In addition to characterization (as mentioned above), this would be an effective routine for adding depth to students' writing because students step into the shoes of different parties involved in their writing. Specifically, it could be taught in connection to tone/diction. What words would this character say to describe that? How would the other character describe that? How did the word choice change the meaning of their message? etc.
-Sarah Brashear

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This reminds me of the activity where students walk to the side of the classroom that corresponds with their opinion. But rather than pitting students against each other, I like how this website frames it as an internal tug of war. This way students have to figure out all of the perspectives, not just the ones they identify with.
-Sarah Brashear

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I love the real world application of analyzing the validity of "fake news" or propaganda. Students could use this routine on any non-fiction text, but especially on news articles. Some interesting extensions: Have students re-write the sentences or sections of an article, changing the red lights to green lights based on research.
-Sarah Brashear

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We could use this routine while reading To Kill A Mockingbird since Atticus emphasizes the importance of "walking around in someone else's skin." This would add depth to character analysis, and could also be used to get more thoughtful, more detailed writing from students.
-Sarah Brashear

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I very much like the idea of using this with persuasive texts. Having students recognize the degrees to which people create "puzzles of truth" will foster critical thinking. I like the idea that this will help our students become citizens of the internet where they are bombarded by information with few skills to parse the data they are receiving.

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I think this might work especially when working with poetry. Particularly more abstract poems that are open to interpretation. As students are not sure exactly what is being said they will be forced to think of their own connections and ideas.

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This can be a good way to focus solely on discussion. Starting with whole group then moving onto AB discussions about a short engaging piece of text

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First thing I thought of when I read this was character analysis in ALE. You could have a lot of fun with this by analyzing the antagonist in this way. You could also have some fun getting abstract with this. Once the class has identified various conflict present in a piece of literature they could use COV on it. Might be neat to see what kids think "insanity" as a viewpoint for Tell-Tale Heart.

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This would be a good thinking routine to begin at the beginning of the year. When we first Establish the Classroom Community, one of the skills we cover is annotating and finding clues that are provided about the central message, purpose and audience. This would be good to use with any number of pieces, but one of the pieces we cover early on is "The Minister's Black Veil. " Last year we incorporated art in the lesson cycle as well. This strategy would work extremely well in analyzing the art work as well.

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I was thinking of the ALE unit in which our students read "The Great Gatsby."  I could see students analyzing some of the other characters and their motivations of reactions that aren't explored in the novel.

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This would be great to use in the Anatomy of an Argument Unit when students dissect arguments. It could also work in preparing for the SAT essay or in evaluating each other's research papers in draft form to make sure they are on the right track prior to finalizing their work.

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I could see using this in the research process as students are going through several potential sources. They could use the strategy to evaluate the sources and determine whether they would be useful. It might also help them sort the sources and determine the stronger argument for them to build. It could also be used for students to evaluate one another's work and determine where holes exist in their own arguments or explanation of thinking.

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This would be great to use with The Evidence and Support Unit. This method will definitely support evidential reasoning on the students' part.

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This would help students to think more critically in understanding character motivation. By taking other perspectives into consideration this will assist students in moving beyond surface level questioning.

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Again, this can help students in understanding character motivation, as well as plot developments with a story. This seems to hone students' ability to make concise inferences.

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This would work well in assisting students will building their support with their persuasive writing. In addition, this could also help in reinforcing skills in the Evidence and Support Unit.

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This will be my first year teaching 7th grade; I am coming from 6th. I know our students need strategies to help them question persuasive texts. This routine will be valuable in giving them a real framework for questioning an author's claim.

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I appreciate the idea from a character perspective, but I am intrigued by its use with inanimate objects. 6th graders read several poems from the perspectives of desks, trees, etc. The routine will help them with the struggle of reading similar poetry
in this coming year.

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I can see this being used in the evidence and support unit.  My students always struggle with the supporting evidence being valid/accurate.  I can see starting with a mystery item in a box and the try to identify the object by answering the questions and collaborating with others might help get the idea of the valid and accurate support.  Then they could use the same ideas with a piece of text from any genre.

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We read a novel entitled Refugee. The students often struggle with understanding the struggles that the characters are going through. This would be a good activity to help them with this understanding.

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I could see students coming up with traits and support for different characters that are in a novel we are reading. They could use this activity as a guide to help them with valid support for writing a character analysis.

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Like everyone else, I think that this would be a good activity to do with persuasive text. Could possibly use advertisements to model this activity before jumping into text.

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Tug of War could be used for Debates on many topics.  My horizon classes loved doing debates throughout the year.

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This could be useful when teaching Author's Purpose. What supporting details is the author using to support his claim.

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I have used some of these routines when teaching Characterization.Great ideas for expanding on this.

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We read some persuasive text last year. I can see how this could benefit students before and after text is read.

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I think this is good for paired passages.  Being able to see 2 different POVs for a similar topic and utilizing this type of questioning is helpful.

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I like this idea for teaching "Big Idea" Lens.  This can also be incorporated into their writing.  We tell them to write about what they know, and build on that using specific details.

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This is a good routine to use with the concept of "stereotype" in The Outsiders. Students can explore from the perspective of the Socs or Greasers. After going through the routine, students then connect the idea of stereotype to modern day society.

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This is a great routine to use with character analysis using the poem "Oranges" and the short story "Seventh Grade" by Gary Soto. After using the routine to analyze the characters, students can even complete a comparison and contrast chart to explore the two characters from  the texts focusing on their viewpoints.

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I think that this is a great routine to use within the Evidence and Support unit to get students to look deeper at textual details and evidence. I can see students reading a persuasive or pro/con text and annotating using R, Y, and even G.

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I think that this is a good routine to use as a warm-up. Once students do this repeatedly, they might train their minds to always have the two questions in mind.

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You could use this with any text as a tool for honing students ability to provide text support. I would use posterboard/a giant sticky note, and let the class come up with answers to questions about characterization, theme, etc in a piece of text. Assign each answer to a sticky note. You could put students into small groups and assign each group a sticky and the task of finding text evidence or quotes to prove the answer. You could post these around the room (Question and Answer on top, quotes on the bottom) and as you continue to read the text, students can add quotes they come across that provide further support. This provides reading with purpose.

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I agree with a lot of my colleagues in that this would be a great way to have students take on the perspectives of different characters in a novel or short story.

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I agree with a lot of my colleagues in that this would be a great way to have students take on the perspectives of different characters in a novel or short story.

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I would use this as a warm-up activity. Perhaps a chapter that focuses on an interaction between two characters- assign half of the class one character, and the other the second. Students must explain their assigned character's thinking and motivation. This could also potentially be used as a debate topic, where students pick a character to "defend."

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This is a good activity to do with persuasive writing. Select a topic and assign students various opinion pieces or articles about the topic. Post a chart and have them do the Red and Yellow for each article. Great tool for teaching credibility of sources as well. 

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This is a good activity to do with persuasive writing. Select a topic and assign students various opinion pieces or articles about the topic. Post a chart and have them do the Red and Yellow for each article. Great tool for teaching credibility of sources as well. 

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This is another way to challenge students to find meaningful text support. I would add this terminology to a literary response journal assignment.

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I would do what makes you say that literary device version.  The most important thing students need to know to be successful on the AP test is the function of the device.  Answering these two questions about each device helps them get there.

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I would do what makes you say that literary device version.  The most important thing students need to know to be successful on the AP test is the function of the device.  Answering these two questions about each device helps them get there.

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This to me can be incorporated into any lesson on POV or for research with literary theory

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This to me can be incorporated into any lesson on POV or for research with literary theory

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A few years ago, Tracie Pope showed a video of a man running and you soon realize that he is running through memories of a crash where he lost his legs.  It is only at that point that you realize he has prosthetic legs.  I think it would be great to use this by asking kids to think about viewpoints of not only the runner, but the emergency crew, the coaches, the driver of the other car that hit him, etc.  

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A few years ago, Tracie Pope showed a video of a man running and you soon realize that he is running through memories of a crash where he lost his legs.  It is only at that point that you realize he has prosthetic legs.  I think it would be great to use this by asking kids to think about viewpoints of not only the runner, but the emergency crew, the coaches, the driver of the other car that hit him, etc.  

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I could see using this one with persuasive texts--we have one in our textbook about adopting a pet instead of purchasing.  The students always have a hard time with fact and opinion and I think it would be great to give them the text and have them point out the parts of the text where the author is using opinion rather than the factual numbers of pets in shelters, etc.  

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I could see using this one with persuasive texts--we have one in our textbook about adopting a pet instead of purchasing.  The students always have a hard time with fact and opinion and I think it would be great to give them the text and have them point out the parts of the text where the author is using opinion rather than the factual numbers of pets in shelters, etc.  

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I think Step Inside would be great for The Outsiders.  I can see splitting the kids up and having half the room step inside the role of greaser providing text evidence of specifically what hardships they have and contrasting with The Socs.  

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I think Step Inside would be great for The Outsiders.  I can see splitting the kids up and having half the room step inside the role of greaser providing text evidence of specifically what hardships they have and contrasting with The Socs.  

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This would be awesome for preparing for STAAR writing.  I think we have always done a pretty good job with the claim and the support, but adding the question at the end makes you think about it a little further.  Requires students to justify their reasons for their essays a little more.

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I think the Tug of War Activity would be great for GT students in regards to a persuasive writing unit.  This would help the students get the juices flowing and feel passionate toward a topic. This would also be good in regards to theme and having students defend their theme with evidence from the book. Especially with a book with controversial topics.

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I feel like the CSQ strategy would be great when having students justify their multiple choice answer. C- Explain why did you choose this answer? S- What evidence do you have to support this answer?
Q- What was your second choice and why?

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This would be a great novel activity. I would have the students take the perspective or viewpoint of different characters of the book. This would be good to do after reading something controversial in the text, then stop and debate, then continue reading and see how it plays out.

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This activity would be good to use with movies or pictures. It would really help students think deeper. It could also help them with a creative writing assignment. The teacher shows a silent video or shows a pictures and asks the questions. What do they perceive? What do you think they know? What do you think they care about? This would also help with inferences.

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Implementing this with the big lens concept would benefit the students in their reading and writing. This would help a variety of learners similar to read talk read write.

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I would implement this in socractic seminar styled lessons. This could also be used in a "talk show" discussion of the text. The students would have to use the view point and text evidence to relate to the text and defend their perceptions.

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This would also work with seminar and talk shows where students would take on the role of characters. This would allow the students to use their prior knowledge and readings to answer authentic questioning about the character and narratives.

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This strategy would work when looking at current events and persuasive pieces. As students are looking at the pieces they would have to identify areas within the piece and dig deeper.

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This would work with students in developing their ability to support decisions within pieces. For example, if students were to read an expository piece and needed to look supporting their opinion of the claim.

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Students could use the routine to have classroom debates.

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This would be a great activity to use with any piece of literature the students will be studying in relation to pulling out themes. I can imagine using some images related to themes with this activity before they study in a novel in order to connect with important ideas or historical context.

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This would work well in 7th grade with Rikki Tikki Tavi.  Students can consider the protagonist/antagonist and why they both are protecting their families.  A Two-Voice poem would be good follow up activity to their Step-Inside observations.

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This could be very effective with The Boy on the Wooden Box. When Leon Leyson arrives in Krakow for the first time, he becomes very aware that he is treated differently for being Jewish. Students could use this to analyze the various people in Krakow, the cultures, fears, and actions prior to the Nazi regime taking over the city.

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Students could use this with non-fiction articles and literature to support their point of view. We also read "Exploring the Titanic." We discuss who was at fault. I think this would work well in that context.

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I have used the Tug of War strategy before to work on argumentative writing. I pose a question and have students place sticky notes on both sides of the argument to help facilitate the concept of concession refutation. - Megan Villarreal

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This strategy would be great for analyzing visual media. Once students grasp the concept in this form, the next step would be to transfer these skills into a piece of literature.
Megan Villarreal

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This could be useful when doing character analysis, especially when characters do seemingly controversial acts. - Megan Villarreal

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This could be helpful in aiding students with purposeful literary analysis. -Megan Villarreal