EDR 317/318 LESSON PLAN

Lesson Plan- Observation #2

Lauren Russell

Name: Lauren Russell

Lesson Day Date: 05/02/2018
Grade: Third Grade
Topic: Point of View
Grouping: Whole Class
Time: ~40 minutes

 What is the character’s point of view in this text?

Goal Statement  How can we use context clues to make inferences about the text?
A description of the enduring understanding or big ideas that
students will possess at the end of the Learning plan based on
grade level content standards and curriculum.

How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
This lesson reviews the strategy of identifying and discussing Point of View in
realistic fiction text characters. The students will be listening to a read aloud in
which the teacher will ask questions at stopping points regarding the characters point
of view about a certain event. The students will use both context clues and
illustrations to make inferences. Students will apply their knowledge about point of
view in a writing prompt in the independent practice.

PA Standards Standard - CC.1.3.3.B

List the Pennsylvania Standard(s) relevant for this lesson. Ask and answer questions about the text and make inferences from text; refer to text
to support responses.

Standard - CC.1.3.3.C
Describe characters in a story and explain how their actions contribute to the
sequence of events.
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Academic Language
What language will students be expected to utilize by the end
of the lesson? Consider Language function and language
demands (see Lesson Plan User Guide).
What key terms are essential?
What key terms are essential to develop and extend students’
academic language?
What opportunities will you provide for students to practice
the new language and develop fluency, both written and oral?
Objective(s)
(1c: Setting Instructional Outcomes)
Taking into consideration the learning goal what is the
objective(s) of this lesson that will support the progress
toward the learning goal?
The statement should be directly observable (use verbs that
can be measured).
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning
objective/outcomes? If appropriate, what educational
technology will be used to support the learning outcomes of
this lesson? How do the resources support the learning
objectives?
Cite publications and any web resources.
 Plot
 Point of View
 Figurative Language
 Character
 Supporting Details
 Realistic Fiction
 Text Features/Illustration
Throughout the read aloud there will be check points (labeled in picture book) where
teacher will ask students questions about the above vocabulary terms/phrases. The
students will use them in the whole group discussion, turn and talks, and in written
form on the writing prompt.
1. Students will be able to identify character point of view throughout the
reading of Bravo, Tavo!
2. Students will be able to make inferences about the plot throughout the
reading of Bravo, Tavo!
3. In a writing prompt, students will be able to use text evidence to identify and
discuss the change in point of view throughout the events in Bravo, Tavo!
 Bravo, Tavo! Written by Brian Meunier. Illustrated by Perky Edgerton
Meunier, B., & Edgerton, P. (2007). Bravo, Tavo! New York, NY: Dutton
Children’s Books.
o I will read the book aloud to the class (seated on the rug).
o Book is prepared with sticky notes on each page with reminders for
discussion points, questions, and tricky words.
 Audio book of Bravo Tavo!
o https://screencast-o-matic.com/watch/c2n0bxno1K
o Audio version will be available for students with hearing difficulties
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Before Reading:
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
____ minutes
How will you set the purpose and help students learn why
today’s lesson is important to them as learners?
How will you pique the interest or curiosity regarding the
lesson topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or
skill?
Provide detailed steps.
or students with ADHD who would prefer to follow along at their
own pace.
 Writing Activity Sheet
o Students will receive a lined piece of paper with the writing prompt
on it. “In the beginning of the story, the mayor had a specific point of
view about Gustavo’s plan to fix the village’s problem. How does his
point of view change by the end of the story? Use text evidence to
support your answer.”
1. Over the past week or so, the main topic we have been focusing on is the
point of view of characters in stories. Who can raise their hand and share
with us what a character’s point of view means? Anticipate students to say
things like first/second/third person. Remind them that is a different type of
point of view, and that this type is a character’s opinion or standpoint on
something that is happening.
2. Today we are going to be reading Bravo, Tavo! By Brian Meunier and this is
a realistic fiction story. Turn and talk with your partner for a moment and
discuss how you can tell if a story is realistic fiction.
3. Allow a pair to share their response- then ask if anyone has anything
different to add.
4. Great, I am going to read this book up here on the rug, and I need everyone
to find a space where they can sit comfortably so that we do not need to stop
and move people around.
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During Reading:
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
Exploration (Model): How will students explore the new
concepts? How will you model or provide explicit
instruction?
Guided Practice: How will you provide support to students as
they apply the new concept? How will you allow them to
practice (with teacher support)?
Independent practice: How will students review and solidify
these concepts to be able to use this new knowledge? How
will you monitor and provide feedback?
Provide detailed steps.
5. While I am reading, pay close attention to the plot and the illustrations,
because they are going to help you identify the points of view in the
characters.
1. Hold up book so that students can see the text. Students also have a copy of
the book in their Reading Wonders text book if they would like their own
copy to read from.
2. Begin Reading
3. After reading page 1, ask students “What inference can you make about
Tavo’s basketball abilities? What does it say in this first page that proves
that?” Anticipate responses such as “Tavo is not good at basketball. I know
this because it says that Tavo missed again which means he must miss shots a
lot.”
4. After reading through page 3, ask students “What do you think Tavo’s point
of view about the problem with his basketball playing. Do you agree or
disagree? Turn and Talk” Anticipate answers such as, “If he had new
sneakers, he would be good at basketball. Agree because his shoes are falling
apart. Disagree because shoes don’t make you good at a sport”
5. After reading through page 5, ask students, “From reading this page, what
can you infer about Gustavo’s abilities? How might this impact the events in
the story? Anticipate answers such as, “He is a handy man, he will fix Tavo’s
shoes, he will help people in the story”
6. Great, we will have to keep reading to see what kind of impact Gustavo has
on the plot of the story.
7. After reading through page 8, ask students, “On this page, the author uses
some figurative language to describe the clouds. He says they are breaking
apart like a bursting piñata. As a reader, what do you visualize when you
hear that the clouds broke apart like a bursting piñata?” Turn and Talk and
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Allow a few pairs to share their thoughts. Anticipate students to say they
visualizes the clouds moving really fast and going all over the sky.
8. After reading through page 9, ask students “What is Gustavo’s solution to
the village’s problem? What is the Mayor’s point of view about this plan?
What does it say in the text that proves that?” Allow a few students to share
what they think. Answers should include text evidence.
9. At this point in the lesson, teacher should have an idea if the same students
are raising their hands for each question. Encourage more turn and talks to
incorporate everyone, and also remind the whole class that they should be
participating.
10. After reading through page 12 ask students, “What do you think Tavo’s point
of view is about getting up to help his father? Use the text and illustration as
evidence.” Allow 1-2 students to share. Anticipate responses such as “he
didn’t want to go because he said it was still dark outside, also he only had
one eye open in the picture so he looks tired.”
11. After reading through page 15 ask students, “What does Tavo think about
Senora Rosa? What does Gustavo think about her?” Turn and Talk Allow a
few pairs to share out. Anticipate answers such as Tavo thought she was a
witch and Gustavo told him he shouldn’t believe what others say just because
she is different.
12. After reading through page 17 ask students, “even if you hadn’t heard any of
this page and you didn’t know that Tavo and Gustavo found water, how
could you use the illustrations to help you figure out what is happening and
how they are feeling?” Anticipate answers such as “they were jumping
around in water and both are smiling so I can see that they found water and
are happy.
13. After reading through page 20 ask students, “What is Tavo’s point of view
about his father’s idea? How do you know? Anticipate students to say that
other people should be talking about his great idea because he says that they
can see it.
14. After reading through page 22, ask students to turn and talk with a partner.
“What do you notice about Tavo’s shoes? Think back to the first time Senora
Rosa was in the story” Students should identify that the blanket of fabric was
the same fabric used to fix the shoes.
15. After reading through page 27, ask students, “Why does Tavo think that Tavo
is a great basketball name?” Anticipate students to say that it rhymes with
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Bravo! which sounds cool when people cheer for him.

After Reading
1. Boys and Girls, thank you for your great responses and wonderful
listening skills while we were reading!
2. I would like for you to think about why this book is realistic fiction. We
have learned that realistic fiction means that the story isn’t true, but it
has events that could definitely happen in real life. Can you turn to a
partner and make a list of all the things that happened in this book that
could possibly make it realistic? Give about a minute and then generate a
class list.
3. Great! While we were reading, we got many different opportunities to
work together to identify the point of view of some of the characters
during the different events.
4. To further our practice of identifying point of view, we are going to head
back to our desks in a moment, wait until I say, and complete a writing
prompt about the mayor in this story.
5. Can I have the paper passers come up and grab these writing prompts
while the rest of you quietly go back to your seats.
6. The question says, “In the beginning of the story, the mayor had a
specific point of view about Gustavo’s plan to fix the village’s problem.
How does his point of view change by the end of the story? Use text
evidence to support your answer.”
7. For this writing prompt, you are more than welcome to use your RACES
bookmarks so make sure that you include all of the information you need!
8. Give students 10-15 minutes to complete the writing prompt.
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Closure
(1e: Designing Coherent Instruction)
___ minutes
How will students share or show what they have learned in
this lesson?
How will you restate the teaching point and clarify key
concepts?
How will you provide opportunities to extend ideas and check
for understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
What differentiated support will you provide for students
whose academic development is below or above the current
grade level?
What specific differentiation of content, process, products,
and/or learning environment do you plan to employ to meet
the needs of all of your students?
How does your lesson support student differences with regard
1. How did the point of view of the Mayor change in this story? Turn and Talk
and summarize response to writing prompt.
2. Have you ever had a point of view about something, and then your point of
view changed maybe because of an event?
3. Great, sometimes when someone has a specific point of view or opinion
about something, it can change and they may have a different point of view
about it.
1. During the read aloud, the teacher asked different leveled questions and
worded them differently to access the range of learners in the classroom. The
questions assessed point of view identification, figurative language, and
context clues. The questions were both inferential and literal which allowed
for recall and higher order thinking.
2. The activity was taught in a Gradual Release of Responsibility model. The
teacher led the read aloud and discussion questions, but the students were
working either independent or with a partner to discuss the questions and the
writing prompt.
3. Students who struggle with point of view and inferencing will be given a
graphic organizer with which they can follow along to organize their
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to linguistic, academic, and cultural diversity?
How will your lesson actively build upon the resources that
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students,
including English Language Learners, and build upon the
linguistic, cultural, and experiential resources that they bring
to their learning?
How will your lesson is designed to promote creative and
critical thinking and inventiveness?
Accommodations
(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).
Modifications
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in
performance standards, if any, do you plan to employ to
facilitate the participation of students identified with special
education needs?
thoughts. The graphic organizer will provide students with pointers on where
to look in the text for the point of view, and where it changes. To organize
their thoughts, the student will write down the character’s initial POV, and
then write their changed view.
4. English Language Learners will be given a list of the questions being asked
for each stop point in the read aloud. This will give the students an idea of
what to listen for. On the back of this paper will be a list of the key
vocabulary and any difficult or unfamiliar words with definitions.
5. Students who are advanced in inferencing and point of view will be given the
choice of reading the book independently and answering the questions on a
sheet of paper.
Although there are no students in this class who currently have a 504, there are ways
in which the lesson could be adapted to suit the student.
 Verbal, visual, and auditory aids could be used in this lesson if needed by a
student with a specific learning impairment. For example, the student could
sit with an iPad and headphones and listen to the read-aloud with the link
listed in materials. They can also be provided with a larger printed text.
 Students with ADHD will be seated in close proximity to the teacher for easy
redirection. They will be given opportunities to “take breaks” throughout the
lesson at checkpoint questions when they can stand up and stretch.
 Students who struggle with fine motor skills may verbally complete the
writing prompt or work on a computer or iPad.
Although there are no students in the class who currently have an IEP, there are
ways in which the standards and expectations could be adapted to suit the student.
 Student can make an outline for writing prompt rather than writing a full
paragraph.
 For checkpoints in read-aloud, student will work one-on-one with a teacher
and choose from a number of answers for each question. Chosen verbally or
by pointing.
 Questions can be restated in simple and clear language for the student.
 Text can be highlighted so that student knows where exactly to look for
answer to questions/writing prompt.
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Assessment (Formal or Informal).
(1f: Assessing Student Learning)
How will you and the students assess where the learning
objectives, listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
 Student will be graded on a Complete/Not Complete rubric rather than points
and reduced points rubric.
Formative: Students will be assessed during the read aloud as the teacher will be
taking note of which students are responding to checkpoint questions. The teacher
will be looking for the students’ ability to respond to questions about the character’s
point of view and using text evidence to make inference about events and characters.
Objectives being assessed:
-Students will be able to identify character point of view throughout the reading of
Bravo, Tavo!
-Students will be able to make inferences about the plot throughout the reading of
Bravo, Tavo!
Summative: Students will be assessed at the end of the lesson when given the
writing prompt to complete. This will be turned in at the very end of the lesson and
will be evaluated using a rubric. Students will receive points for accurately
identifying the initial point of view, and how it changed in the story.
Objective being assessed:
-In a writing prompt, students will be able to use text evidence to identify and
discuss the change in point of view throughout the events in Bravo, Tavo!
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Reflection on Instruction
What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcome?
What changes or adjustments had to be made during the
lesson (justify those changes) to ensure students make
adequate progress in meeting the learning objective?
What changes will have to be made to the next lesson in order
for students to be on pace in meeting the overall goal of the
Lesson or Unit?
Taking good notes about each lesson will help as you develop
a formal reflective narrative at the end of the SLO.
Overall, I believe my lesson went very well, and I am pleased with the way my
students participated in both the read aloud and writing prompt activity. One of the
things I feel that I did well was ask higher level thinking questions during stopping
points in the reading aloud. This allowed me to see whether my students were not
only listening, but comprehending what they were listening to and thinking further
than the text itself. I think that by the end of my read aloud, the students were getting
a bit fidgety, but not to the extent that my lesson was disrupted in any way. This
group of students is very well behaved and also are held to high expectations by my
mentor teacher, so they were aware of the appropriate behaviors to be shown in a
read aloud such as this. I decided to use a read aloud rather than have the students
read the book right out of the text book. I thought it would add more engagement
and also be a change from their usual Wonders routine, which my mentor teacher
usually follows to a tee.
There are a few things which I decided to add/change in the moment during my
lesson such as rewording questions, and having students make personal connections
with the text. Some students were having trouble getting to the answer for the more
critical thinking questions, so I felt that rewording and scaffolding them to the
answer helped. Making personal connections also added some engagement to the
group.
As the students were working on the independent writing prompt, I walked around
the classroom and provided guidance to the few students who needed help getting
stated. The RACES strategy has worked well with this group of students and helps
keep them accountable for all of the information they need to include in their
answers. As I walked around and read over students’ shoulders, I was extremely
pleased with their ability to go back into the text and pull out the evidence I had
hoped they would.
If I were to redo this lesson, there are a few things I would do differently. First, I
would spend more time reading over the book before reading it to the class. I did go
over it a few times, but reading it out loud to practice fluency would have helped me
in the beginning of my read aloud. I also would remove some of the questions in the
read aloud to shorten the time and take less time away from the reading of the book
itself. The students seemed to have a good understanding of point of view by the
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third question, so I really didn’t need to keep stopping. I also would have allowed
the students to bring their text books up to the rug to read along with the story so that
if they couldn’t quite see the book, they could read along in their own.
Overall, I think that my lesson went well and I received very good feedback and tips
from my mentor teacher for future lessons. I have become much more confident as a
teacher and feel very comfortable around this group of students, and I think that this
lesson gave me valuable teaching lessons which I will carry over into future field
classes and lessons.