Short Story Point of View/Theme Based Lesson Plan

I. Benchmark/Standard - CCSS.ELA-LITERACY.RL.8.6
Analyze how differences in the points of view of the characters and the audience or
reader (e.g., created through the use of dramatic irony) create such effects as
suspense or humor.
CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
II. Behavioral/Objective Students will understand the concept of point of view, and
theme. They will be able to not only give a definition of each term but will also be
able to then apply their knowledge of these terms to better understand the short
stories we have read. They will show this understanding by completing the
worksheet about point of view and theme, and by providing a visual definition of
these terms in groups at the beginning of the hour.
A. I want to reinforce their learning in terms of point of view and theme, to
make sure they both understand the concepts themselves and their importance in
terms of understanding a text.
B. By the end of the lesson they will understand the concept of point of view,
and theme. They will then be able to apply that understanding towards the texts we
have already hope, therefore giving them new insight on these texts.
C. I will be able to assess their understanding of the terms after the group
work at the beginning of the lesson and with the worksheets that are turned in at
the end of the hour.
III. Anticipatory Set: The class will be given instruction before being broken into
groups of 4-5. Once in these groups students will work together to define point of
view and theme in a visual way using a marker board. They will then make/draw
their visuals. After 3-5 minutes depending on how long it will take them to create
the pictures, we will reconvene and the students will then nominate one person
from each group to share what they drew and why.
A. A lot of the time the students are given worksheets to complete so this
kind of anticipatory set will generate interest in the topics at hand while also giving
them collaborative work that should help foster communication about the concepts
and reinforce their understanding of the concepts.
V. Input
A. Task Analysis
1. The first 10 minutes of the hour will be used for reading as this is
something that will have to happen in each hour of the day as outlined by new
school policy.
2. We will then do our daily grammar lesson as laid out by my CT and
done everyday to increase their grammatical understanding of English. Made
evident every 10 days in a summative grammar assessment.

3. Once these are complete I will give directions to the class about the
Anticipatory Set and how I want them to go about getting into groups and
completing the first part of the lesson. Once they have created their group work we
will reconvene and share ideas about point of view, theme and their importance
within a text.
4. After we have shared about the work from the anticipatory set,
student will then be given worksheets to complete about theme and point of view.
They will be expected to complete as much as possible within the hour if not the
entire worksheet.
B. Thinking Levels Knowledge, comprehension, application, analysis,
synthesis.
C. Learning Styles/Accommodations
1. For a slower learner/group they could choose to visually
demonstrate one of the terms as opposed to both.
2. For the students that are advanced I could have them contrast how
various vantage points would be demonstrated visually in the anticipatory set.
D. Methods/Strategies: collaboration,, lecture, discussion, group work,
discussion, and then the worksheet.
1. Materials. One sheet of scrap paper for each group, the worksheet,
the document camera for grammar lesson and any necessary modeling
VI. Modeling
1. Before the groups convene I can model on the document camera what I
would like each of their visual definition sheets to look like.
2. Likewise on the document camera I can model what a completed
worksheet will look like for the corresponding texts.
VII. Checks for Understanding
1. The visual definitions of point-of-view and theme that each group
presents as well as our discussion thereafter about these concepts.
2. The formal assessment of their worksheets that are turned with 5
minutes left in class.
VIII. Closure I then wrap up with some closing lecture about how their initial
visual definitions helped inform their work on the worksheets and how they might
use this understanding in the upcoming texts.