Before beginning Lesson 1: Students will finish reading Charlotte’s Web.

Then,
students will free write for 5 minutes regarding their emotion to the death of
Charlotte followed by an additional 5 minutes regarding their feelings about the
ending of the story. Then, students will pair up to talk about their thoughts before
sharing out as a class.

Lesson Plan 1
Objective: After reading The Pencil on https://www.getepic.com/ independently,
discussing point of view, and answering questions about a video regarding point of
view, the third-grade students will demonstrate their ability to identify point of
view in pairs by listening to mini passages and determining whether it is told in
first, second, or third person with 80% accuracy.

West Virginia State Standards:

ELA.3.1: Ask and answer questions to demonstrate understanding of a literary text, referring explicitly to
the text as the basis for the answers.
ELA.3.3: Describe characters in a literary story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
ELA.3.13: Explain how specific aspects of a literary text’s illustrations contribute to what is conveyed by
the words in a story (e.g., create mood or emphasize aspects of a character or setting).
ELA.3.22: Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
ELA.3.23: With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose. (Grade-specific expectations for writing types are
defined in Text Types and Purposes.)
ELA.3.24: With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language
standards up to and including grade 3).
ELA.3.29: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
ELA.3.30: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing ideas
clearly.
ELA.3.35: Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
ELA.3.36: Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
ELA.3.37: Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
ELA.3.38: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Lesson Introduction:
Students will read their assigned book, The Pencil, on www.getepic.com. Students
will think, pair, share who was narrating the story, which will lead into a
discussion about point of view.
*Think, pair, share strategy: Students first think about the question or task
being asked. Then, students pair up with a partner to talk about what they think.
Finally, students are encouraged to share their thoughts regarding the
question/task.

Lesson Procedures:
Independently, students will watch this video on EdPuzzle about point of
view and answer the questions throughout the video as a check for understanding:
https://edpuzzle.com/media/5f526c445bfbb43f08f28554

As a class, students will watch advertisements from

https://www.ispot.tv/topic/character/7W/kids and https://www.adforum.com/creative-work/best-
of/15361/best-ads-directed-towards-children/play , discussing what the point of view is of
each ad after viewing it.

Evaluation:
The teacher will read 10 sentences to students. They will identify the point
of view by writing “first” “second” or “third” on dry erase boards. The teacher will
record on a checklist who DID NOT get the answer correctly with an X, leaving
the other boxes blank.
Assessment Plan
Exceeds Expectations:
The student has correctly identified the point of view of more than 8
sentences.

Meets Expectations:
The student has correctly identified the point of view of at least 8 sentences.

Approaching Expectations:
The student has correctly identified the point of view of less than 8
sentences.

Far Below Expectations:

The student has correctly identified the point of view of 6 or less sentences

Sentences:
1. I love reading about animals! (first)
2. He is going to the movies. (third)
3. They are playing on the playground. (third)
4. You are doing a great job! (second)
5. We need to get pencil and paper from the table. (first)
6. You have the cutest puppy! (second)
7. I wish it wasn’t raining outside today. (first)
8. She asked me to get her a glass of water. (third)
9. They swam from one side of the pool to the other. (third)
10.We left for dinner at 5:00 in the evening. (first)
 Checklist
1 2 3 4 5 6 7 8 9 10
Student
Student
Student
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Student
Student
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Student