Lesson Plan for Day 2

Goals/Objectives:
StudentswillbeabletoeditatextandshiftPOVbetweenfirstperson,secondperson,
andthirdpersonperspectivetodemonstrateknowledgeofsubjectchoiceinnarration.
StudentswillthenbeabletodetermineprosandconsofeachtypeofPOVinnarrative
writingandhowthatmightcontributetotheoveralltoneandpurposeofthetext.

Standards:
CommonCore:
Themainstandardwewilladdressthroughthislessonis:
CCSS.ELALITERACY.RL.6.6:Explainhowanauthordevelopsthepointofviewofthe
narratororspeakerinatext.
Materials and Preparation:
o

Whiteboard

Smart board

5 Index cards, prewritten for Act it Out!

o PPTslidewithYouTubevideoembeddedinit(toeliminatetheads)
o StudentcopiesofOnFlyingtwosidedsheet(firstperson,secondperson)
o StudentcopiesofOnFlying(thirdpersonversion)
o StudentcopiesofanchorchartofPOVprosandcons
o ExitslipsaboutPOV
o ExtraPencilswitherasers

Classroom Arrangement and Management Issues

I will be teaching this lesson to two different classes 313 and 308. Both of these groups
have a history of side talking and distracting each other during instruction or modeling. A
few days in advance of my two-week takeover, I will be reinforcing classroom norms and
building a classroom contract with the students in each class. Therefore, each morning
before announcements, I will remind students of the classroom norms. Before this lesson,
specifically, I will mention that reading poetry is like watching a movie. You cant fully
experience it if others around you are talking. The way we analyze a poem is also not
going to work if you do not raise your hands. Its important that we collect everybodys
thoughts and ideas and reflect on it the only way to do this is to take turns.

The desks should be arranged in a U shape for this, because I want students to be able to
actively discuss the poems while keeping up with the Smartboard and my guidance. The
room is not big enough for one large U shape formation, so we will do two layers of Us.
If necessary, we can call this the Poetry Half-Circle. My students seem to like when there
are nicknames / labels for strategies.

In 308, there is a student who has severe ADHD/ODD and frequently distracts his
classmates from instruction. I will speak to him individually before class to check in and
see how he is doing. I will note down what he says to me. During instruction, I will
remind him of the classroom norms each time he misbehaves. If he seems very fidgety
and walks around the classroom, switching seats (which sometimes occurs), I will ask
him to help me with something like passing out papers. If he misbehaves 3 times, I will
politely ask my classroom mentor to take him for a walk before he can come back.

Plan 160 minutes

1) The Hook: Review 10 minutes

a. (5 minutes) Do one run of Act it Out! Students will have already learned
this activity the day before this lesson. Performing Act it Out! will serve as
a review of first-person, second-person, and third-person POVs and a first
time thing for students who were absent from the day before. For this Act
it Out! I would get 5 student volunteers. I would give them all their oneliners on index cards. Theyd all have one minute to read and mentally

rehearse. The 5 volunteers would then get up and perform these one-liners
for the class, while peers guess what POV is being used in each case.

2) Body of the Lesson: Shifting POV Part 1 45 minutes

a. (2 minutes) Transition to the body of the lesson by asking the volunteers,
Now, if we asked you to switch your sentence to a different Point of
View, would you be able to do it? One student can volunteer to do this,
and then we can move on to the activity. If nobody volunteers, its okay. I
will conclude that shifting POV is a matter of changing the pronouns the
main indicator of who the speaker is.
b. (15 minutes) I will display the poem On Flying (author is anonymous)
on the Smartboard. We will read it aloud. We will discuss whole-class, the
topic and the POV. Students will write the answers to these on their
papers. I will then ask students how they knew this was a first-person
POV. On the Smartboard, I will highlight each of the examples we discuss
so that students can see each instance of first-person POV (students should
emulate these highlights on their own copies of the poem). I will then ask
students to talk about how this makes them feel Do you feel like you
know whats going on? Do you still have questions about something the
narrator wrote? Do you feel connected to whats happening or far away
from it, like youre watching? Do you believe the narrator, why or why
not?
c. (15 minutes) As a class, we will then shift the POV of this poem to
second-person. How should we do this? Lets go line by line. I would
change it right on the Smartboard and students would fill in the pronouns
in the blank spaces on their worksheet as we go along (back side of firstperson poem will have the same poem, but with blank lines where the
pronouns should be). We will read the poem aloud now and discuss how
this makes us feel. Do you feel like you know whats going on? Do you
still have questions about something the narrator wrote? Do you feel
connected to whats happening or far away from it, like youre watching?
Do you believe the narrator, why or why not?
d. (10 minutes) We will create an anchor chart about this. What indicates
first person POV or second person POV? What are the pros and cons?

BREAK Students go to Elective.

3) Body of the Lesson: Shifting POV Part 2 60 minutes

a. (10 minutes) Transition by watching a fun video about POV:
https://www.youtube.com/watch?v=sOVMM60Sm2c
b. (20 minutes) I will pass out another copy of this poem with blank spaces
instead of pronouns. Students will break into their cooperative pairs and
transform this into a third-person POV. As students finish the task, they
should also answer at the bottom of the paper, the same questions weve
been asking about each POV. During this time, I will work in a small
group with students who were absent from the previous day.
c. (10 minutes) Come back whole-class and ask them to put yourself in the
shoes of a writer. Looking at our existing anchor chart, turn and talk:
Why would you choose first person narration? Why would you choose
second person narration? Why would you choose third-person narration?
What if you were shooting a movie? Share with the class. Now, turn and
talk with your partner about why you would not choosefirstperson,
secondperson,orthirdperson,withdifferentreasonsforeach.

4) Wrap up and Closure20 minutes

a. (20minutes)Handouthandyanchorchartfornotebookabout
characteristicsofeachPOV.Studentsshouldcleartheirdesksandtakethe
exitslip:WhatisyourfavoritePOVtousewhenyouarewriting,and
why?Thiswillbecollected.Studentswhofinishearlycandothe
challenge,whichistodrawapictureinfirstperson,secondperson,or
thirdperson!
b. Homework:Onesidedworksheetwith2smallparagraphs(infirstand
thirdpersonPOVs).Studentsshouldhighlightonesentenceineach
paragraphthatdemonstratesthePOVandanswerthequestions,Analyze
thepassage.Whyistheauthorwritingthispiece?Supportyouranswer
withatleastonepieceofevidencefromthetext.(2sentenceresponse).

Assessmentofthegoals/objectiveslistedabove
ThestudentsabilitytoshiftthePOVfromsecondpersontothirdpersonon
theirindividualworksheetswiththeircooperativepair,isthefirstinformalassessment.
Thiswoulddemonstratetheirunderstandingthatsubjects(I,you,we)arespecific

indicatorsofnarrationandPOV,byeditingpassagesandshiftingthenarrationinthis
way.Asistypicalofmylessons,turnandtalkandclassroomdiscussionwillbean
indicatorformyselftogaugetheirunderstandingofPOVinbothreadingandwriting,
mainlyfromtheauthorsperspective.Lastly,theexitslipwillprovetheirunderstanding
oftheprosandconsofeachtypeofPOV,allowingforreviewandreflectionofwhyan
authormaychooseacertainPOVforacertainpurpose.Thisexitslipandthehomework
willalsoserveasatransitiontothenextlessonaboutAuthorsPurpose.

AnticipationStudentsResponses:

There is a chance that students might feel like we are trying to accomplish too much in
one day, due to the prolonged instruction time on Tuesdays. If this happens, I would
indicate that this is the last day were working on foundations of POV and were moving
on to a new subject tomorrow. Something like this usually re-motivates them to keep
going with the assignments. If they seem like they have already grasped the material
pretty well and we have extra time left, I will start a backup discussion that is more
interesting to them What POV have you used in video games? What POV is your
favorite book written in? What about movie? Think about why and how the POV affects
how much you like the game or movie or book?

Accommodations:
Both 313 and 308 have students who are English Language Learners and students with
behavioral and intellectual IEPs. To differentiate, I will provide the ELLs with a separate
packet about POV. I will give them all the notes and worksheets beforehand (not one by
one like I am doing for the rest of the students) so that they can work on their own pace.
Their packets will be abridged. The anchor chart notes will include pictures, for
everyone, especially my students who are more visual learners and ELLs. For the IEP
students, if anyone is struggling, I will consult with my classroom mentor and adjust the
assignment for them. For general differentiation, Ive chosen to record everything up on
the Smartboard in order to add a visual element and model. The video serves as another
form of multimedia for the visual and auditory learners.
If most students are struggling with the idea of shifting narration in the passage, we will
do the third person shift, together, instead of in pairs. I will create a compilation of
passages for practice students will be asked to identify POV and then shift it by
changing pronouns and perspective. I would use this worksheet as a check for
understanding, depending on where the students stand in terms of the concept. I may

incorporate choice in this worksheet, by asking students to choose one out of three
passages to change, or three consecutive sentences out of a full passage to change.