Learning Plan for Micro Teach #2

Title: What I spy isnt always what you spy.

Intern Name: Enoch Shin
Subject/Grade: Language Arts/8th grade
Type of teaching Model: Learning Plan: Indirect Teaching Focus
Goal/objective: Given a set of 10 pictures, sentences, and short paragraphs, TSW be able to use the
knowledge learned from this lesson correctly label and explain their answer for each given picture,
sentence, or paragraph getting 8 out of 10 correct.

Date Taught: 11/7/13

Modifications
The class as a whole would have
ample time to finish the worksheet.
This amount of time would be enough
to accommodate Ednas extended
time and thus not make her feel she is
having to have extra time compared
to the others in the class.

TEKS: Language Arts 8.6.C. 8th Grade Language Arts TEKS: Comprehension of Literary
Text/Fiction. Students understand, make inferences and draw conclusions about the structure and
elements of fiction and provide evidence from text to support their understanding. Students are
expected to:
(C) Analyze different forms of point of view, including limited versus omniscient, subjective
versus objective.
Background Information: The student must:
1. Read sentences and paragraphs proficiently
2. Understand that authors often have a purpose for their writing
3. Be able to analyze a text and make inferences and draw conclusions based on the information
provided
4. Know how to utilize evidence from the text or source provided to back up their answer
5. Understand how to properly use pronouns and how the function in a sentence/paragraph/story

Edna is expected to be on par or

above her students as she is about 3
grade levels above her peers in terms
of math and reading skills. A quick
check on this knowledge by asking
the whole class questions and
specifically engaging Edna to hear
her answers and finding how far
ahead she stands in regards to the
background information. When
engaging Edna, letting her know that
I will be asking her specific questions

ahead of time (not the answers to the

questions being asked) would be
implemented.
Materials:
Manila folder with slips of examples of varying points of view. Manila folder that has the different
categories of points of view divided.
Equipment:
Computer
Classroom Management/Environment:
Students will work in assigned pairs or groups of 3s for the duration of the lesson and answer
questions individually or in groups as I call on them. When assessment time comes, students will
have to work alone on the worksheet provided.

Engagement/focus:
Good morning! Were going to play a really quick game that will bring you back to your younger
days. Were going to do a speed round of I Spy (play a quick game of I Spy). Great! So when we
were playing I Spy did we all see exactly the same thing that the person spying saw from his/her
perspective? (answer is sometimes) Sometimes! Thats right! So from this we can get a small idea of

Letting Edna know ahead of time at

the beginning of the week that we
would be doing a group work day
would be vital. Constantly remind her
each day, even on the day of the
group work day that she would be
working with a partner or maybe 2.
This would be to prepare her for a
change in routine. This would also
provide her with a great opportunity
for peer interaction. I would make
sure I paired Edna with someone I
knew to be patient and easy going but
able to understand the material fairly
well. This would allow for the partner
to not have to constantly be catching
up with Edna, but would certainly be
able to work well with her.
Specifically have Edna participate in
the I Spy activity at least once by
asking her, what do you spy, or,
what do you think I (or the spier)
spy(s).

what point of view is. Eventually you guys will all be able to identify different points of view and
understand how important it is in much of literature as well as your own daily lives, especially in
understanding other people. However, by the end of this lesson you and your groups will discuss and
be able to at least identify different points of view by answering when I call on you.
Explanation/Procedures:
1) Lets start by looking at this quick clip I have for you. If you love adventure and thrilling things,
youll love this. Show them the clip from youtube http://www.youtube.com/watch?
v=W7XyB9RxT0g
ii)
Before we think about this clip I want to explain to you what point of view is. Point
of view is the vantage point from which the story is told.
a. This vantage point can take forms different ways. The first is First Person. First
Person is the subjective view in which the narrator is a character in the story and
describes the events or the view in which you see through the eyes of a certain
character. Some hints of this point of view include the pronouns, I and we,
etc.
b. The other main point of view is the Third Person point of view. This view is
hinted at by the use of pronouns such as, he, she, it, and they.
i. Now the Third Person point of view has two subcategories within it.
They are the Third Person Omniscient (all knowing and objective)
point of view in which the narrator is able to relate to everything about
the characters (their feelings, thoughts, and experiences), and the Third
Person Limited point of view in which the narrator chiefly presents the
perspective only one character.
2) Now Im going to reshow the clip and I want you guys to tell me which parts of the clip can we
determine to be first or third person and if third person, omniscient or lmited? Focus on first
getting 1st vs. 3rd person down and then 3rd person omniscient vs. limited.
3) Great job! Take a look at some of these examples on your table in the manila folder. Show them
the examples and have them work together in teams to come up with answers and put them into
the right categories. If they get it wrong as you walk by, ask them why they put the answer where
they did and then work with them in a way in which they figure it out on their own with some

During the direct portion of teaching,

continually make eye contact or look
at Edna to see if she understands via
her nonverbal expressions. When she
seems to express confusion, work
with her through questioning. Make
sure to ask her and her group various
specific questions. Let all the students
know that patience will be required of
everyone in dealing with each other
and working with each other. This
would be sure to allow for Ednas
partner(s) to know to be patient in
general. Allow enough time to come
up with answers in the folders before
asking questions. Walk around near
Edna more often to be a resource of
help as soon as possible.

helping questions.
Extension/Elaboration:
Extension:
Students will read through the two short stories about The Three Little Pigs, and follow the
instructions provided on the sheets. They will, on the Venn diagram, label what point of view the
story was told from. The fill out the Venn diagram for differences and similarities, focusing on point
of view, and discuss with your peers how the points of view impact the stories told.

Edna will have the option of orally

completely the Venn diagram in the
extension by discussing with a fellow
classmate working on the extension.

Elaboration:
In an indirect group (as they are already in groups) I would work specifically with the student who is
having trouble by using questions that are leading in the direction of the answer as much as possible
with usage of hints from the partner(s). This would allow for the students giving hints to essentially
be working on a higher level of Blooms Taxonomy while aiding a fellow peer. I would also utilize a
lot of the hint words i.e. I, we vs. he, she, it, they, etc. and categorize them according to first vs. third
person point of view and have them reread/observe slowly what the examples points of view are.
Use the manila folder activity and elaborate on the activity rather than provide a whole new one to
accomplish.
Closure: Now listen up, here we go with a speed round of questions to close this out!
What are indicators of First Person point of view? I, we, etc.
What are indicators of Third Person point of view? He, she, it, they, etc.
What are the two types of Third Person point of view? Omniscient and Limited
What is the difference between Third Person Omniscient and Limited points of view? All knowing
and all characters vs. just one characters perspective
What is the difference between First and Third Person points of view? First = subjective and Third =
objective
Alright students, now that weve mastered the concept of different points of views and done an
extremely awesome job, we can move on to utilizing our new knowledge in the various short stories
and books we will be reading this year. Today was a monumental step towards understanding
perspective in our readings and your future readings as you progress through school, but it is also a
pretty neat skill to have in your own everyday lives. So think about how this applies to your life

Ask Edna at least one question and

have her answer. Tell her which
question(s) you will possibly ask her.
This will help her prepare and also
keep her on her toes. It wont hurt if
you dont get to asking her a
question.

outside of school and see what you come up with!

Assessment:
Worksheet of a variety of 10 pictures, sentences, or short paragraphs in which students label each as
either 1st person point of view, 3rd person omniscient point of view, or 3rd person limited point of view
getting at least 8 out of 10 correct.

Resources:
McDougal, H. (2010). Literature. (Teachers ed., pp. 170-171). Evanston: Houghton Mifflin Harcout
Publishing Company.
Owens, B. (2009). Mirror windows connecting with literature. (Teachers ed., Vol. 3, p. 144). St.
Paul: EMC Publishing.

Edna would be given time to

complete this worksheet as expressed
earlier in the objectives portion.
Everyone would have the same
amount of time but the given time
would encompass the amount Edna
would need to finish the worksheet at
the same time everyone. Thus
everyone would turn their sheet in at
the same time so no one would feel
pressured to work faster, including
Edna.