Drexel Lesson Plan Format:

3rd Grade Author’s POV Lesson

Observation #1

I. Content and Standards:

CCSS.ELA-LITERACY.RI.3.6 Distinguish their own point of view from that of the

author of a text.

II. Prerequisites: Students will need prior knowledge on how to infer. They also will need

to know the difference between a fact and opinion, and how to decipher between the two.

III. Instructional Objective: Students will be able to distinguish their own point of view

from that of the author of a text. Students will be able to use key words to help infer the

author’s point of view of a text and accurately answer 5/8 questions on their collected

worksheet.

IV. Instructional Procedures:

 Introduction (5 minutes): Model a brief scenario for the class. Pretend to be

waking up in the morning. Dramatically act very grumpy and unhappy to be

waking up. Ask students to share their opinion about waking up early. Facilitate a

Think-Pair-Share by having students think about their opinions, then talk with a

partner before sharing with the whole group. Explain that authors have a certain

point of view, or viewpoint, as they are writing. They leave clues in the text in the

form of opinions and beliefs that tell us what they really think about the topic.

Since they do not come right out and tell us their thoughts most of the time, we
 have to infer by looking at the text evidence. Read aloud the learning objective

and have students repeat it.

 Teacher Modeling (10 minutes): Introduce the key terms for the lesson by

writing the word and a student-friendly definition on the board. Display this

information throughout the lesson for student reference.

 opinion: what you think about something or somebody

 point of view: a way of thinking about or looking at something

 viewpoint: an opinion

 infer: to make a guess based on facts and observations

Explain that author's viewpoint is the way an author looks at a topic or the ideas

that are in the text. The author chooses certain words as they write, and good

readers are able to recognize, or notice, the author's point of view by reading

closely. Give each student a copy of the worksheet The Author's Viewpoint vs.

My Viewpoint. Go over the information at the top to review the key terms. Guide

the class through the first example by reading the text about manatees aloud. Ask

students to talk about the author's viewpoint and the text evidence, and then call

on volunteers to share what their group discussed. Model writing down the

author's viewpoint and text evidence on the teacher copy of the worksheet and ask

students to record it on theirs. Instruct students to individually think about their

viewpoint on the topic and record it in the last column. Have the class share.

 Guided Practice (10 minutes): Give groups time to complete the sections on the

graphic organizer for the next two passages about soda and recess. Direct them to
 write down the author's viewpoint and text evidence together, but to

independently complete the box about their own viewpoint. Scramble the groups

and have students share what they wrote down in the graphic organizer. Allow

them to discuss, defend and refine answers as needed. Go over them as a class and

correct any misconceptions about the text or process.

 Independent Work (10 minutes): Ask students to go back to their seats and pass

out the Author’s point of view answer sheet. Explain to students that they will

quietly go around the room and read some short stories. They will use their

inferring skills along with the key terms in the text to help them decide the

author’s point of view/opinion of the topic on the task card.

V. Review and Closing (5 minutes): Ask students to work in small groups

(at the tables) to think about the types of clues that indicate an author's viewpoint. Have

them record ideas on whiteboards. Allow the groups to share out and add to student

answers as needed. Explain that understanding an author's viewpoint helps us better

understand the text because the author has specific information, they want us to know.

VI. Materials and Equipment:

 whiteboards

 marker

 Class set of Author’s point of view answer sheet

 Task cards

 Class set of The Author’s Viewpoint vs. My Viewpoint

 Projector
  Laptop

VI. Assessment/Evaluation: Assessments will be formal and informal. The formal

assessment will be the answer sheet from the task cards activity. Informal assessments

will be observations during activity. Rotate around the room as students are working in

groups and independently. Listen to student conversations and assess student's ability to

partake in dialogue. Ask yourself which students are struggling to collaborate and write

down any speaking and listening skills that would benefit them in the future.

VII. VII. Differentiation:

 Enrichment: Have students fill out the answer sheet that has a short response

instead of multiple choice. As an extra activity, encourage advanced students to

rewrite one of the task cards from a differing point of view.

 Support: Guide a small group of students through the Guided Practice task.

Provide sentence frames for students to use when sharing answers.

VIII. Technology: the projector and teacher laptop is needed for this activity

IX. Self-Assessment: Collect the worksheet to check student understanding and adjust

lesson/future lessons within the unit accordingly. Throughout the lesson, check for

students’ understanding and engagement by asking questions and monitoring their work.

After the lesson, as questions such as, “Was the class engaged? How was my pacing? Did

every student participate in some way? What can I make better next time?”