Indiana Wesleyan University

Elementary Education Lesson Plan Template

Reading, Writing, and Oral Language
2007 ACEI Standards

Thank You, Mr. Falker, Patricia Polacco

Problem Confronted: Different Perspectives
Name: Kristen Morris

READINESS
I. Goals/Objectives/Standard(s)
A. Goal The students will learn about the importance of seeing others perspectives when dealing with situations.
B. Objective(s)
Given an image, students will determine what they see in the image regardless of what their classmates see.
Given a story, students will identify the characters perspectives and explore the importance of empathizing
with others perspectives in order to understand them.
C. Standard(s):
a. 5.RL.3.2 Describe how a narrators or speakers point of view influences how events are portrayed.
b. 5.RL.2.1 Quote accurately from a text when explaining what a text says explicitly and when drawing
inferences from the text.
II. Materials
a. Optical Illusion images
b. Thank You, Mr. Falker
c. Paper
d. Pencils
III. Anticipatory Set

Students will number their paper from 1-10. I am going to show the students some images and I would like them to
write down whatever they see on the image. They will not have much time to do this so they must write it quickly. Also,
another catch and is that there will be absolutely no talking.

Students will be shown different images that potentially show many different objects. Students will look at the images and
write down what they see. Each student will see something different because that is how the images are designed.

I am going to call on students who I noticed were being very studious and I am going to ask them what they saw in these
images.

I will call on students for each image. When the student says what they see, I will ask other students to raise their hands if they
saw the same thing. My hope is that students whose hands are not raised will feel a little disturbed or troubled.

Why did some people see ____ while others saw ______? Is there a correct way to see the picture? What did you feel toward
those who saw the same/different thing than you? What did you feel when someone answered the question differently than
you? What did you feel when you discovered the other aspect of the picture? This is because we all have different perspectives.

Purpose: Today we are going to read a story about a girl who, in an entire class of students saw the world very
differently than the rest of her peers. We are going to figure out exactly what her perspective is and explore how
this could impact our everyday lives.

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that support students development,
acquisition of knowledge, and motivation.
(ACEI 1.0)

Foundational Theory: Reader-response criticism is a school of literary theory that focuses on the reader (or
audience) and their experience of a literary work, in contrast to other schools and theories that focus attention
primarily on the author or the content and form of the work.

IV. Adaptation to Diverse StudentsOne of my students has a very hard time staying on task when given an activity.
I will put this student in a group with other students who may not be the highest achieving in the class, but follow
directions well and can lead themselves through their work. Putting this student with peers who can stay on task,

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 will help to keep him on task. I will spend extra time working with him while I wander around the room during
their group work.

(ACEI 3.2)
V. Lesson Presentation (Input/Output)

I will read the story in the front of the classroom. In this classroom there is not a good location for students to come
and gather on the floor so I will do my best to make sure they can all see the illustrations.
I will read the story aloud and use different voices and tones to emphasize the details of the story.

Read story, Thank You, Mr. Falker.

(ACEI 2.1)
(ACEI 3.3)

VI. Check for understanding.

When I am finished reading the story, I will ask questions such as:

How did this story make you feel?

I will give students a significant amount of time to answer this question.

What did you notice about how she was feeling? How would you feel if you were in her shoes? Have you ever felt like you were
in her shoes? How do you feel when this happens to you? In the same way that it was frustrating when others didnt see the
photo the same as us, how does that compare to how she was feeling in the story?

In the same way that two people can look at a picture and see two different things but still be right, so the two characters in the
story saw things differently.

VII. Review learning outcomes / Closure

The students will work together to list the characteristics of some of the characters. They will work together to create a Venn
Diagram. The Venn Diagram will be designed to look like glasses so that students can keep in mind that we are talking about
their perspectives. The extension activity will have the students pair up with one another and they will learn about each others
perspectives. They will create a Venn Diagram for their different perspectives.

PLAN FOR ASSESSMENT

I will ask students to share their Venn Diagrams when they are completed. Students will explain their reasoning behind
choosing their characters and listing the characteristics as they did. They will also be asked to share proof of their thinking using
the text.

(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did I prompt the students too much in leading to the theme?
8. Did I prompt them enough?
9. If I were to teach about this social issue again, would I be more specific? Would I use a different book?

Revision Date: September 12, 2016

2007 ACEI Standard

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