Bluefield State College

LESSON PLAN

Name: Kelly Bennett Date: September 12, 2022

Subject: Reading Topic: POV

Grade: Third Length of Lesson: 45 minutes/1 day

Big Idea (Essential Question): Which POV was the story written in?
Domain: Literacy Foundations

Standard: ELA.3.3

Describe characters in a literary story and explain how their actions contribute to the
sequence of events.

Cluster: Key Ideas and Details

*Specific Objective:
Students will demonstrate understanding by participating and giving answers to what makes a
character interesting, first person POV clue pronouns with 85% accuracy, as assessed by
verbal student answers and individual work.

Introduction:
Teacher will begin lesson by introducing that they will be discussing characters. Teacher will
tell the students that they will be discussing what makes characters interesting. Teacher will tell
the students that they will be watching a video called Calamity Jane. Teacher will hand out a
paper with 3 questions on it. The teacher will read the questions with the students. Teacher will
explain that when they are watching the video they should be thinking about these questions.
Students will watch the video called, “Calamity Jane.”

Method(s):
Students will be watching videos, doing a think-pair-share, using a graphic organizer, anchor
chart.

Materials:
 Smart board
 Question paper
 pencils
 white board
 dry erase marker
  POV chart

Direct Instruction:
Teacher will tell the students that they will be reading a Realistic Fiction. The teacher will
discuss what a realistic fiction is as well as write it on the board. Teacher will display an anchor
chart of POV that discusses first person and second person POV. Teacher will point out the two
types of POV: First-person and third person. Teacher will write the pronouns on the board that
are associated with first person and third person. Teacher will show the knowledge map on pg 12
of reading book. The teacher will tell the students that they will be reading about these
characters. Teacher will tell the students that during this story they will need to think about what
makes Zach interesting. Teacher will read the story, “Zach Jumps in.”

Guided Practice:
Students will do a think-pair-share of the questions that were given to them. The teacher and
students will then have a discussion and discuss the students answers to the questions
Teacher will ask students what some of their favorite characters are that they have read about.
Students will share their ideas of what was interesting and memorable those characters.
Teacher will ask the question: What makes a character interesting? Teacher will write students’
answers on the board. Teacher will ask the students questions from teaching Pal 1 after the
reading of “Zach jumps in.” Teacher will ask students for their ideas on what made Zach
interesting. The teacher will use the bubble graphic organizer. Teacher will write their ideas on
the whiteboard of what they felt made Zach interesting.

Independent Practice:
Teacher will tell the students to highlight the words that show them which POV it is written in.
Students will need to write these words into their reading notebooks under the heading First
person POV.

Differentiation:
The story will be read verbally, anchor charts will be hung on the wall, whole group discussions,
small group discussions, a reading notebook for future reference.

Formative Assessments:
Teacher will assess students by observing by their answers given in the discussions, during small
group discussions, and their list of first person POV highlights and reading first person notebook
pronoun list.

Lesson Closure:
Teacher will have students write on a sticky note a pronoun that is a clue to finding if the story is
written in first person POV. The student will write on a second sticky note one thing that makes
a character interesting. Teacher and students will discuss the answers.

Time & Resources:

Students will complete this lesson in 1 day 45 minutes.

All resources came from: HMH