Katherine Fitzgerald 3/15/14 Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th/Reading Central Focus: Point of view

Essential Standard/Common Core Objective: RL.5.6 Describe how a narrators or speakers point of view influences how Date submitted: Date taught: events are described. Daily Lesson Objective: While independently reading, students will record their thoughts on sticky notes and describe how the narrator of their storys point of view influences how the story is told. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Describe: students will have to describe how the point of view of the narrator of their books affects how the narrator tells the story. Vocabulary: none Prior Knowledge: Students should be able to distinguish their own point of view from that of the narrator or those of the characters and should be able to compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Activity 1. Focus and Review 2. Statement of Objective for Student Description of Activities and Setting Have you ever noticed that sometimes when different people tell the same story, they sometimes tell the story in a different way? Today we will continue to become great readers by learning about how the point of view of a character impacts how the evens in the story are described. Time 1 min 1 min

3. Teacher Input

4. Guided Practice

5. Independent Practice

6. Assessment Methods of all objectives/skills:

Tell the students that today we will be reading a book that is told from 4 different viewpoints (for this lesson we will only read the first 2 voices). Read voice 1 from the book Voices in the Park. Try to read the story in character so that the students can get a good understanding of what kind of character is narrating the story and tell the students that while you are reading, 15 min they should be thinking about the character and their traits. After you have read the first voice, have the students turn and talk to a partner about the character and their traits. After they have talked to their partners, read voice 2. After you have read voice 2 have the students turn and talk to their partners again about the character and their traits. On the smartboard, write Voice 1 and Voice 2 in columns. Ask the students to raise their hand to tell you the different character traits for voice 1 and write them in the first column. Possible response will include: bossy, rich, judgmental, rude, classy, worried, etc. Do the same for voice 2 in the 15 min second column. Possible responses: hopeful, poor, tired, old, etc. After you have written down the responses ask the students how they think the first voices point of view affected how she told the story. Begin a discussion and compare and contrast the 2 voices. Have the students go off to read their own books independently. Tell them that as they are reading, they should think about the narrator of their storys point of view and how it influences how their story is told. Give each student 40 min 2 sticky notes and have them write their thoughts about their character and their traits and how they affect how the story is told. The students sticky notes will be used as the assessment for this lesson. If the student has identified a point of view and described how that point of view affects how the story is told, the student has mastered the objective. If the student has identified a point of view and listed some character traits, but not given a good description of how that point of view

affects how the story is told, they have partially mastered the objective. If a student has not identified a point of view at all, they have not mastered the objective. Bring all the students back together and have a few share what they wrote down while they were reading their books. Tell the students to remember to use what they know about point of view whenever they are reading in the future to help them understand the story better.

7. Closure

10 min

8. Assessment Results of all objectives/skills: Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations: Struggling students and ELLs will read books at their level independently and will be instructed to write about their characters on their sticky notes, whatever they think is important about how they tell the story. ELLs can also read stories in their own language if they have it, but they will have to write in English. Early finishers: If a student has finished reading before the independent reading time is up, have them write down how their own point of view might change some aspects of their story if they were the one narrating it.

Materials/Technology: a copy of Voices in the Park by Anthony Browne, smartboard, sticky notes
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

References: One of the teachers at the school I was assigned to.

Reflection on lesson: What evidence do you have that students mastered or did not master the lesson objective? Based on your evaluation of their work, how many students mastered the lesson objective? The sticky notes that the students used during their independent reading is what I used to assess the students understanding and mastery of the lesson objective. After the students read independently, they gave their sticky notes to me. All 17 students were able to identify a point of view and list some of their character traits, but some of the students seemed to struggle with describing how that point of view affected how the narrator told the story. Overall, the number of students who mastered the objective was 11. Those students, though their descriptions varied in detail and substance, were able to clearly tell how and why the point of view of their storys narrator influenced how the story was told. What did your students learn as a result of your teaching? Was that your intention? They learned that based on the particular point of view of the narrator of a story, the story can be told in different ways. Everybody has their own opinions, thoughts, and character traits, and those will influence how we tell stories. I wanted them to learn that just because a story is told a certain way, it does not mean that that is necessarily the only way to tell the story, or even what necessarily happened. This can be seen primarily with historical texts and stories, the way a story

is told will vary based on who is telling it. Name at least 1 aspect of the lesson that was successful. What caused it to be successful? How did you contribute to this success? I think the most successful part of this lesson was the guided practice when the students had to come up with character traits for the different voices and think about how those traits made each character different. They did a great job comparing the two characters and offered a lot of great answers. They were able to clearly see that because of the point of view of voice 1, she described the events in an annoyed way, focusing on only the negative things. She did not have fun at the park because she was so worried about her son getting into trouble or her dog playing with the mongrel. They could also see that in contrast, voice 2 had a better time at the park because he was a little more optimistic and hopeful. Even though he did not have a job and seemed to be worn down, he still looked for a job in the newspaper stating that you have to have hope. He was not as concerned about the other people there, so he did not worry as much. He viewed his trip to the park as an escape or relaxation, rather than another chore like voice 1. I helped the students make connections, and offered my ideas whenever they seemed to have difficulty getting their ideas into words. Name at least 1 aspect of the lesson that was less successful. What caused it to be less successful? How did you contribute to this? I think one aspect of the lesson that did not go as well as I had hoped was the independent practice. Although all the students were able to identify a point of view and list some character traits, many of them struggled with describing how that point of view influenced how their story was told. I think the reason for this was that I had not read each of their independent reading books, so I myself did not know much about the points of view in their stories. The books they were reading were books they had been reading during independent reading for the past few weeks, so I did not have a lot of background knowledge to offer them much support when they were confused about something. Also, many of their books might have been written in such a way that an obvious point of view was not established. Often in books from third-person narrative might make it hard for a student to identify character traits and point of view. What changes might make this lesson more successful? Why might these changes help improve the activity? I think this lesson might be more successful if all the students were reading the same, pre-chosen book. That way, I would know the point of view of the narrator and be able to offer more help if the students needed it while reading. It would also give students the chance to discuss their thoughts with their classmates more so they could get different opinions on things. It might also help to have the students write their thoughts in a writers journal, rather than on sticky

notes, because sticky notes limit the amount students can write and are easily lost.