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Reading/Writing Lesson Plan

Common Lesson Plan


Teacher: Lauren McCafferty

Grade Level: 3rd Grade
Subject: Language Arts
Common Core/State Standard(s):
RL.3.6. Distinguish their own point of view from that of the narrator or those of the
Learning Objective(s): Students will be able to be able to determine who is telling the
story, and if a story is written in first person or not.
Describe how this lesson is developmentally appropriate:
Students will need prior knowledge of point of view. The teacher will review with
the students at the very beginning of the lesson as the pre-assessment to remind
students what point of view is.
The objective is relative to students lives and the real world, because they will be
able to understand readings, such as the newspaper or books, much better with
the understanding of what view its being told from and whos writing and telling
the story.
The teacher is going to use books as mentor texts to model to the students what
a text written in first person looks like, and what a text that is not written in first
person looks like. This will help students identify what type of view the story is
being told from. Also, the independent study instructional strategy will be used to
get students thinking about the components of first person writing.
Students in 3rd grade are going through Eriksons industry vs. inferiority stage. In
this lesson, the teacher will work with this by making are students are seeing
success and having them know that they can make something well and get
commended by it.
To remind students what point of view exactly is, the teacher will create a KWL
chart of what the students already know and what they want to know about point
of view. At the end of the lesson the class will fill out the Learned part of the
Students will complete a worksheet with sentences that are written in first person
and some that are not.
Students will also write their own sentences written in first person narrative.
Key Vocabulary:
Point of view
First person

Technology needed:
Other required materials:
The Three Pigs by David Wiesner
The True Story of the Three Little
Pigs by Jon Scieszka and Lane Smith
Anchor chart

Reading/Writing Lesson Plan

Paper and Pencils


We Do

I Do

Lesson Opening:
How will you
First, the teacher will review with the students what point of view is by making a
KWL chart, and explain that the class is going to learn about a special type of
point of view followed by stating the objective to the class.
The teacher will then
activate student interest?
present the learning objective(s) in an engaging and student-friendly way?
make connections to past learning?
convey the importance of the learning objective and make it relevant to
your students lives?
explain to students the sequence of instruction? (preview the activities for
the period)
communicate what knowledge or skills students will be expected to
produce by the close of the lesson?
Instructional Input
The teacher will go over the anchor chart with the students, explaining the
definition of first person and what pronouns to look for (i.e. I, me, we, our).
The teacher will then introduce two books, The Three Little Pigs and The True
of the Three Little Pigs. The teacher will ask the class to pay attention
The teacher will then show some sentences on the smartboard reading the
first few out loud and then asking for volunteers to read the sentences out
loud to the class
The classPractice
will determine if the sentence is written in first person or not. The
The teacher will pass out a worksheet with sentence examples, just like on
the smartboard, and the students will each get their own chance to identify
those sentences and create new ones. (The teacher will be walking around
to provide help during this time)
Lesson Closing
You Do

Lesson Plan Implementation

The teacher will make accommodations based on the students IEP.

To review the skills taught in the lesson, the class will complete the last part of
the KWL chart; what they learned.
The teacher will state why the lesson is important and how it can relate to the
students lives, and how they can use the information learned outside of the
Refect on your effectiveness as a teacher based on the analysis of students
List two things you feel you did well to plan, implement, or assess instruction.
1. I created an anchor chart with the definition and examples of sentences to go
over with the class, which is a good way of modeling what first person is.