You are on page 1of 15

Summer Beckley and Meg Klingelhofer Literacy Lesson Design: Point of View Third Grade & Fifth Grade

WHAT will you teach? We will teach a literacy lesson about point of view. This lesson will address CCSS RL3.6, which states that students should be able to “Distinguish their own point of view from that of the narrator or those of the characters” and CCSS RL5.6, “Describe how a narrator‟s or speaker‟s point of view influences how events are described.” Because we are teaching this lesson in two different grades, the focus changes slightly between classes. For the third grade, this lesson will build on prior knowledge that the students have of characters and character traits, and will go deeper by learning how the character traits of the narrator affect the way a story is told. For the fifth grade, this lesson will activate prior knowledge about point of view and build on it by addressing how changing the point of view changes the story. The goal of both lessons will be for students to be able to distinguish between points of view in order to see how events change depending on the narrator. They will strengthen the strategy of using textual evidence to support a claim.

HOW will you teach this lesson? We will use a variety of strategies in order to engage student learning in numerous ways. We will begin with a discussion, with the purpose of activating prior knowledge and assessing students‟ understanding of the topic. We will conduct a read aloud to give students a concrete example of the way that good writers use different points of view. In third grade, the guided practice will include teacher modeling what to look for in the text when identifying the narrator‟s point of view. In fifth grade, the guided practice will include modeling and implementing the use of a hand signal to pick out instances when a different point of view changes the story. Students will actively engage with the text through independent work of identifying, summarizing, and (in fifth grade) creating different points of view. We will end the lesson with sharing out and a wrap-up discussion to solidify content and assess comprehension.

WHY did you make each of these decisions?

Our choice of content was based on a standard that was shared between third and fifth grade. In our lesson, we incorporated a variety of opportunities for student response (wholegroup discussion, turn and talk, written response) in order to elicit participation from all students, even those who tend to be quieter. The content is built off of the levels of our students‟ knowledge and the topics that we know they have already covered in class. We are connecting what is already known to an element that pushes them to a deeper level of comprehension. We include little direct instruction, believing that students will gain more understanding by participating actively in the process of acquiring knowledge.

Summer Beckley Literacy Lesson Plan: Point of View Grade Level: Third Grade

Date Implemented: November 14, 2013 Anticipated Time: 8:45-9:20 (35 minutes)

Goals/Objectives - SWBAT distinguish between points of view IOT see how the perspective of events can change depending on narrator. - SWBAT provide textual evidence about a character‟s traits IOT demonstrate an understanding of point of view. Standards (and Assessment Anchors, if applicable) CCSS RL3.6: Distinguish their own point of view from that of the narrator or those of the characters Materials and preparation - Copy of Voices in the Park by Anthony Browne - Three copies of first seven page spreads - Five copies of handout - Eight pencils Classroom arrangement and management issues Classroom arrangement - Four students in pod space outside of classroom, seated around small, circular table - Nat, Maimoonah, Claudia, Lily, Management issues: - Concern: getting all students to participate. Strategy: use wait time; have varied ways to respond (verbally to whole group, turn and talk, writing). - Concern: distractions from being in pod (movement in hallway, from other classes, etc.). Strategy: use proximity and line of sight (positioning myself away from hallway, so that students face away from distractions; establish norms and expectations (thinking faces, showing me with their body language that they‟re paying attention). Plan Step Description Time 1. 3 minutes The “Hook” - Tell students expectations: “I expect for you to show me with your bodies that you‟re paying attention; I expect to see thinking faces.” - Explain to students that they will be learning about point of view as an important element as a reader and as a writer. - Assess prior knowledge of point of view: “What do you think „point of

Assessment - Observe student engagement. - Look for “thinking faces.” - Note who participates, responds to questions.


view‟ means? Why is it important?” - State objective for students: “By the end of this lesson, you will be able to think about your own point of view, the narrator‟s point of view, and how that can change the way you see a story.” - Introduce Anthony Browne‟s Voices in the Park. Explain that it tells a about the same event happening from the point of view of four different characters. - Connect to prior knowledge: “We‟ve talked a lot in writers‟ workshop about characters and character traits.” Make connection to father in The Miraculous Journey of Edward Tulane (current class read aloud text): we don‟t ever see the story from his point of view. Ask for example of how the story might be different if it was told from his perspective. - Provide expectations for read aloud: “While you listen to the story, be thinking about the character (who they are, what they‟re feeling).” Body of the Lesson - Begin read aloud Voices in the Park (the first two characters‟ stories). - Model identification of point of view: on first page, explain definition of word “pedigree,” note illustration of house (wonder aloud about what these clues could be telling us about the character). - Model finding textual evidence: using second page spread, ask students what they are learning about how this character feels. Ask for words/lines from text that help them know that (character sees things negatively: “scruffy

28 minutes




Note body language of students to assess engagement. Observe who gives silent thumbs up and if their noticing is on task. Character Analysis Chart Assessment


mongrel,” “shooed it off,” “horrible thing”). - Introduce second narrator: at end of first story, tell students to think carefully about what is different about the next narrator. - Elicit participation: tell them to give me a silent thumbs up as soon as they notice a different characteristic. - End read aloud at seventh page spread. Explain that we do not have time to read the whole story, but that students are welcome to borrow book during readers‟ workshop later in the day. - Introduction to handout: break students in pairs (Nat/Claudia, Lily/Maimoonah). Assign one pair the first character, one pair the second character. - Give instructions on how to fill out sheet: students must come with at least two facts and two traits, each one with evidence from either text or illustrations. - Remind students of expectations for group: focused, thinking, on task, body language - Modeling: give example of one fact/trait for each character - Extension activities: if either group finishes early, encourage them to come up with more than two facts/traits or to look for more textual/pictorial evidence. 5 minutes Closure - Have groups share out what they wrote. - Discuss how point of view affects them as readers and writers. - Connect to real life: “We discussed how point of view affect the story of Edward Tulane and how it affected the telling of this story. This isn‟t just important in reading


Note students‟ movement and noise level as they enter the classroom.

and writing, but also in real life. Nat might see something one way, but it might seem very different from Maimoonah‟s perspective.” - Discuss expectations for entering classroom: move quietly, gather materials for science, listen for Mrs. Johnson‟s directions. Resources Children‟s Literature Book Reviews: Podolski, J. “Teaching Voice with Anthony Browne‟s Voices in the Park.” ReadWriteThink. Assessment of the goals/objectives listed above - Ongoing assessment of student engagement through observation of body language - Note who gives silent thumbs up - Note who participates, who volunteers answers to questions - Complete Character Analysis Chart Assessment to determine students‟ understanding of character and point of view Anticipating students’ responses and your possible responses - Point of view is a complex and somewhat abstract notion. Students may not understand what “point of view is.” Need to have a prepared definition: “the attitude or outlook of a narrator or character.” - Students may have trouble with the worksheet of identifying characters‟ facts and traits. I will be on hand during their group work to provide more modeling of this. Accommodations 1) Accommodations for students who may find the material too challenging: change partners for group work depending on which students seem to be struggling with concept; trying to partner with a student who understands it. Provide extra modeling and work with me for those students as well. 2) Accommodations for students who may need greater challenge and/or finish early: have them come up with more than two facts and two traits on worksheet. Have them begin work on the next characters‟ story.

Names: __________________________________________________________________________________ CHARACTER ANALYSIS CHART: Directions: Use the chart below to explain what the text and the pictures of the story tell you about your character. How do you know (text)? How do you know (pictures)? Facts (What is the character‟s age and income?)

Character Traits (What is the character like? What is he or she feeling?)

CHARACTER ANALYSIS CHART ASSESSMENT Names of students: ________________________________ Teacher: ____________________ Character analyzed: ________________________________ Date: ______________________ 1 Students will identify factual aspects of character‟s life (age, income, etc.) Student will identify character traits and feelings Students will support all listed qualities with evidence from the text and illustrations Teacher comments: 2 3 Two factual qualities identified 4 Three or more factual qualities identified

No factual One factual quality identified quality identified

No quality of personality identified

One quality of personality identified Qualities supported mostly by evidence from illustrations with little textual support

Two qualities of personality identified Qualities adequately supported by a combination of textual and pictorial evidence

Three or more qualities of personality Detailed evidence from both the illustrations and the text used to support chose qualities

Little to no support offered from either text or illustrations

Comments/Observations Note student engagement, body language, who participates, who answers questions, etc.

Student name: ______________________________ Notes:

Student name: ______________________________ Notes:

Student name: ______________________________ Notes:

Student name: ______________________________ Notes:

Meghan Klingelhofer Grade Level: Fifth Grade Lesson Plan Goals/Objectives SWBAT distinguish between points of view IOT see how events change depending on narrator Standards RL5.6 Describe how a narrator‟s or speaker‟s point of view influences how events are described. Materials and preparations  The True Story of the Three Little Pigs  Print-outs of the fairy tales that they will use to complete the independent assignment o Little Red Riding Hood o Rumpelstiltskin o Goldilocks and the Three Bears o Billy Goat’s Gruff o Jack and the Bean Stalk  Chart paper  Handouts (see Appendix A)  Pencils  Marker Classroom arrangement and management issues The lesson will take place in the pod outside the classroom. The group of five students will sit at a round table. They will have brought a pencil with them, but I will provide the other materials. This will reduce the possibility for the students to become distracted with materials that they have in their possession while we have our discussion and read aloud. I will assign the seating around the table so that the students do not have the urge to talk to their friends, as they might if they sat next to each other. There are several potential management issues that could come up during the lesson. First, it could be a challenge to make sure that everyone, especially the quieter students, participates. I will try to encourage broad participation by using wait time, as well as by allowing for varied ways of response. These include verbal responses to the whole group, turn and talk responses, and written responses. Additionally, it is a concern of mine, and is my focusing question, to make a safe space where everyone feels comfortable sharing opinions and responses. I plan to tackle this concern by discussing my expectations at the beginning of the lesson reinforcing them throughout the

lesson. My expectations on this subject are that all students will respect each other and will welcome others‟ answers and opinions, even if they may not agree with everything that is said. Finally, a problem that arises often when I work with students in the pod is that there are many distractions that arise when working at tables in the pod. For instance, the special education class is right next to the pod table, and the classes that take place there involve a lot of discussion. Because the door to that classroom is generally open, students sitting in the pod can become distracted if they listen to the class occurring in the special education room. Also, the water fountain and bathrooms are located in the pod, so students in the other classes can distract students working in the pod by trying to talk to them, or even just by walking by. I will combat these possible distracters by using proximity and positioning myself away from the water fountain and special education classroom so that the students are directed away from distraction by maintaining eye contact with me. Plan 1) Launch (20 minutes) I will begin the lesson by drawing on students‟ prior knowledge of point of view. I will ask them for a definition of point of view and request that they give examples of each type of point of view. If they do not have a clear idea about the definition of point of view, I will have one ready. After reviewing point of view, I will ask the students to summarize the story of the Three Little Pigs. With this summary, we will discuss that this story is told from the point of view of the pigs, and I will ask them to think about and then turn and talk about how having the story from that perspective could affect the story‟s telling. This discussion should take about five minutes. After activating prior knowledge in this way, I will read to them aloud from The True Story of the Three Little Pigs, which should take about 15 minutes. While I read, I will have them hold up a Sign Language letter “d” whenever they hear something in the story that changed because of the different perspective. I will model use of this hand signal with the first example of a difference in the story by pausing in my reading to show them an example early in the book. 2) Work and explore (15 minutes) After the read aloud, we will talk about the differences that perspective makes between the two versions of the story. I will remind them of instances when they made the hand signal during the read aloud and ask them why they made the hand signal when they did. This

discussion will serve as a guided example for the activity that they will do independently. It will serve as the guided practice because I will set up a large version of the graphic organizer handout on a piece of chart paper, and we will fill out an example handout on the chart paper, using the two versions of the Three Little Pigs. I will give them the handouts that I have prepared and explain the directions of the assignment. I will have them pick a fairy tale at random and give them the original story that each of them has picked. They can switch stories if they want. The story choices will include Red Riding Hood, Rumpelstiltskin, Goldilocks, Billy Goat‟s Gruff, and Jack and the Bean Stalk. With the story and the handout, the students will study their fairy tales and fill out the handout, starting with the point of view of the original story. After finding this and writing a short summary of the original story, they will pick another character whose point of view will be central and write changes to the story that would occur if told from this other character‟s perspective. I will be available to assist if they need clarification and become stuck while working on the graphic organizer. The discussion of the read aloud and the independent work should take about 15 minutes. 3) Debrief and wrap-up (10 minutes) Once the students have completed the handout, we will bring the group back together to share the new stories that the students have effectively written by taking a new perspective on a classic fairy tale. After sharing, we will have a general discussion about how changing the point of view of a story changes the events of the story in order to check that the students have understood this reading technique. This wrap-up should take about ten minutes. Anticipating responses and your possible responses The students might not be able to give a clear definition of point of view when I try to activate the prior knowledge of their learning about it in the past. In case they do not remember what point of view is, I will have a definition prepared. This prepared definition is “the attitude or outlook of a narrator or character.” Another challenge that may arise is that the students might not like the fairy tale that they pick. I will therefore allow them to switch if absolutely necessary, but I will do this in a fair way. This means that students cannot force others to switch with them. The only options available for students who want to switch stories are the stories that other students are willing to give up. Finally, it is possible that the students may not be familiar with the story that they pick. For this reason, I will have copies of each story with me and will give

these to the students. This is to help familiarize them with the story, as well as so that they must pull out specific parts of the story to change when they change the story‟s point of view. Assessment of the goals/objectives The objective of the lesson is for students to understand how point of view changes how they see characters and interpret the events of the story. This is assessed through the handout that the students will complete, discuss, and turn in, as well as more informally through talking generally about the effects of changing the story‟s point of view. Accommodations 1) Accommodations for students who may find the material too challenging For students who could find the assignment too challenging, I plan to have them focus on identifying the main characters and events of the story. Once they have named the main characters, they can determine the point of view from which the original story is told and then think of some alternative perspectives that the story could take. These students will receive a handout that is slightly different from the other handout but that looks the same at a glance. 2) Accommodations for students who may need greater challenge and/or finish early I will allow students who finish early to use the back of the handout to choose a fairy tale of their own and twist this tale by changing the perspective of it. Before I let them do this, however, I will encourage them to go back to their handout and add some details, reflecting on if there are any other changes that could occur due to the change in perspective. This way, I can get a closer glimpse into their thinking and their personality because of their choice of story to twist.

Handout 1: Original Point of View

Summary of Original Story 

New Point of View

Changes to the Story Due to New Point of View

Handout 2:

Main Characters

Summary of Original Story

Original Point of View

Other (Alternative) Points of View