Iona College Lesson Plan

Preliminary Information
Lesson 1 of 4
Grade 2
Number of Students:
Central Focus of the Learning
Segment: Point of View
Where in the Learning Segment
does this lesson occur?
Beginning of the unit +
Middle of the unit
End of the unit

Date:
Course/subject: English/ Reading
Comprehension
Period or block of time
Estimated duration:
Structure(s) or grouping for the
lesson (check any that apply).
Whole class +
Small group +
One-to-one
Other (please specify)

1. What are your goals for student learning and why are
they appropriate for these students at this time?
Big idea or concepts being taught
The main concept being taught is to understand how differences in points of
view shape the content of a story and style of the text.

Prior knowledge and conceptions

(What knowledge, skills and/or academic language must students
already know to be successful with this lesson?)
Prior knowledge

Prior skills
Ability to read

Prior academic language

Characters- People, Animals, and other objects that are used to tell the
story

Student learning goal (s)/objectives (s)

(Identify 1 or 2 goals for students. How you will communicate the
goals to your students.)
Students will be able to determine the point of view the story is being told
from and why.
Students will be able view the story from the perspective of multiple
characters from the story.

Standards
(List the (Core) Standards that connect to your goals.)
Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.

Academic Language Demands

(Identify academic language: particular words/phrases that are
essential to understanding
the content of this lesson.)
Point of View- Who is telling the story ad how they see what is happening
First Person- The story is told from a specific characters eyes; use of I,
me, and we.

Third Person- The story is told from an all knowing outside source.

2. How will you know and document the extent to which

students make progress towards or meet your goals?
Expectations for student learning
(What are your expectations for performance? Specifically
describe expectations for each
of the following types of performance: exceeds expectations,
meets expectations, and
below expectation performance.)
Exceeds expectations: Student is able to establish a connection with the
narrator of the story and understand how and why it is told in that point of
view. Student is also able to see the story from multiple points of view, other
characters in the story, and explain why their point of view was not the main
point of view.
Meets Expectations: Student is able to tell what point of view the story is
being told from but cannot explain why the author chose that point of view
or narrator. Student can see the story from multiple points of view, but
cannot fully explain why their point of view was not the main point of view.
Below Expectations: Student is unable to identify what point of view the
story is being told from. Student cannot see the story from multiple points of
view.

Evidence and Assessment of Student Learning

(How will you know whether students are making progress
toward your learning goal(s)
for each of the following types of performance: exceeds
expectations, meets expectations,
and below expectations?)

Answer a few questions to gather knowledge of the lesson and in teams of

two write a dialogue between the narrator and his brother to show the
difference in their points of view.

Student feedback
(How will your provide students with feedback?)
Exit Slip: Is there anything about points of view that confused you?

3. How will you support students to meet their goals?

Launch/Hook
(How will you get the lesson started? What questions, texts,
modeling and/or other techniques will you use to engage
students?)

Speak in Third person and then First person to explain the differences in
point of view and how to determine which is being used.

Explore
(How will students engage with ideas/texts to develop
understandings; what questions will

you ask; how will you promote student questioning/generation of

discussion; how will you
address the academic language demands? Detail your plan.

Closure
(How will you bring closure to the lesson?)

Differentiation/Extension
(How will you provide successful access to the key concepts for all
students at their ability
levels?)

Extension

What ifs?
(Be proactive. Consider what might not go as planned with the
lesson. What will you do
about it?)

Research/Resources and Materials:

Lesson Plan Template, Updated July 2015

edTPA