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Name: Rebecca Williams

Date: 10/11

Grade Level/Subject: 3rd Grade Reading Small Group Instruction Approximate Time: about 25-30 minutes per day for 4 days Student Objectives/Student Outcomes: Students will: -recognize and describe point of view (Days 1-4) -locate new vocabulary words within the text (Days 1-4) -restate in their own words meanings of new vocabulary words (Days 1-4) -classify this book into the proper genre based on clues from the title and illustrations (Day 1) -demonstrate comprehension of the text by answering questions throughout the story (Days 1-4) -recognize different possible points of view (first person or third person) and (Days 2-3) -explain the differences between the different points of view (Days 3-4) -give their opinion on why point of view is important (Day 4) -justify their opinion by writing 2 small parts of the story from a different point of view (Day 4) Content Standards: CC.3.R.L.6 Craft and Structure: Distinguish their own point of view from that of the narrator or those of the characters CC.3.R.L.7 Integration of Knowledge and Ideas: Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). CC.3.R.I.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.4.R.L.6 Craft and Structure: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations Materials: How Mother Nature Got Her Job by Suzanne Weyn, illustrated by Wendy Rasmussen Context: These are 3rd grade gifted students. This group is at a DRA2 Level 40, but this particular book used was a DRA2 Level 38. There were six students in my small group, all of whom speak, read, and understand English. Three students speak and read only English, one can read Hebrew, one can read and speak Korean, and one speaks English but hears Spanish spoken at home. We will meet in the hallway where it is quiet for approximately 30 minutes on each of the four days. Definition and purpose of skill being demonstrated: What: The skill we will be focusing on is recognizing point of view. Why: This skill is very important to have as a reader. Students need to be able to recognize who is talking or speaking in a story. If they do not recognize that a certain character is speaking, the story will most likely not make sense. Also, when understanding that a specific character is speaking, a reader can then begin to hear the characters voice in their head and understand that character better. When: This skill should be used right away in the reading process. The sooner a reader can figure out what point of view the story is being told from, the sooner they will gain an understanding of the story. As soon as we see the word I in the story, we will begin to recognize that this story (How Mother Nature Got Her Job) is told in first-person point of view.

Day 1:
Opening: -Tell students that we will be starting a small group time with the book How Mother Nature Got Her Job. Hand out the books but ask students not to open them yet, just look at the cover. -Read aloud the title and authors name. -Ask students whether they think that this book is fantasy or realistic fiction and why. If necessary, explain that since Mother Nature is not real, a book about how she gets a job is probably a fantasy. -Have students preview the book, including the contents page. During (including modeling): -Review with students that sometimes a character in a story tells the story; other times a narrator tells it. -Tell students that when a character uses the word I to tell a story, it is told in the first-person point of view; when the narrator tells the story, it is told in the third-person point of view. -Read aloud page 5, then discuss point of view. -Model your thought process: I see that the very first word in the story is I. That tells me that a character in the story is telling the story. Therefore, I know that this story is told in the firstperson point of view. I think that the character telling the story is the boy in the picture. In the second paragraph, I find out that the boys name is Sam. I like it when a character tells the story. It makes me feel as if the character is speaking to me. Sometimes when Im reading a story in the first-person point of view, I can hear the characters voice in my head. That helps me understand the character better. -Have students begin reading the book while thinking about how recognizing the point of view helps them better understand the story. -When appropriate in the story, as students these questions: -How do the illustrations add to the story? -What do you think Rae means when she says to expect the unexpected? What does that tell you about Demeter Dunn? Closing: -Once students finish reading the first 2 chapters (pages 5-14), have them go back and reread the third paragraph on page 12 and first paragraph on page 13. Discuss the use of quotation marks and the words that tell who is speaking. Make sure students recognize who is talking. -Ask students to explain the difference between fantasy and reality in stories. Have them tell whether the events that have happened so far are realistic or fantasy and why. Assessment: Verbal checkpoints: -Are students able to identify Sams problem and how he feels about it? -Do the students understand that the story is told in the first person and why? Evaluation: Hopefully, students will participate fully in reading the story and be willing to answer questions. I worry that students will not understand why point of view is important. I will work to make my example show students why this knowledge can help them as readers.

Day 2:
Opening: -Ask students to remind you of what they read and learned in yesterdays lesson. -Have students preview the chapter titles and illustrations in Chapters 3 and 4 (pages 15-31) to predict whether these chapters have elements of fantasy in them. -Ask students who they think is in the car and why they think she visits Demeter. -Ask students to read to confirm their predictions. -Look at the word astonished on page 30 and explain that it means very surprised. -Have students find pictures in Chapters 3 and 4 when Rae and Same look astonished. During (including modeling): -Begin reading Chapters 3 and 4 (pages 15-31). -When appropriate, ask students for synonyms of the word astonished with helpful illustrations. -Ask students how Demeter feels about her new job. -Continue this discussion until each student gets the chance to give an answer with detailed support. Activity: -Discuss the point of view in Chapters 3 and 4. -Ask why students think the author has Sam tell the story instead of Rae or Demeter. -Have students imagine that Demeter is telling the story. -Ask students to retell Closing: -Discuss with students elements of fantasy from Chapters 3 and 4. -Have them make a list of the things that could not happen in real life and explain why. -Explain that we will continue this activity next week. Assessment: Verbal checkpoints: -Do students understand what makes How Mother Nature Got Her Job a fantasy? -Are students able to discuss Demeters problem and tell how she might solve it? Evaluation: I hope that students will fully participate in the lesson. I worry that students wont recognize why it is important that Sam is telling the story. Hopefully, with prompting, students will make their own judgments about why he is telling the story and not a different character or narrator.

Day 3:
Opening: -Have students read the title of Chapter 5 and preview the illustrations. -Ask how the illustrations help them understand the meaning of a world gone plaid. -Have a discussion where each student has the opportunity to add their own thoughts about the plaid pictures and world. Encourage a variety of answers. -Have students find the word powers on page 39. -Explain that powers can make unusual or magical things happen. -Read aloud the title of Chapter 6 and ask students what powers Demeter might have. During (including modeling): -Have students read Chapters 5 and 6 to find out why everything is plaid and what other strange things have happened. -To prompt discussion, ask students: -What are some signs that Demeter has special powers as Mother Nature? -Why is Sam so surprised when he wakes up? What does he think at first? Then what does he think? -To summarize, remind students that the TV News ran a special report that said Our town has gone plaid! Have students write a news article about what happens in Chapters 5 and 6. Closing: -Review with students who is telling the story and in what point of view. -Ask who students think is the main character of the story. -Make sure that students use specific details from the story to support their answers. Assessment: Verbal Checkpoints: -Do the students understand and describe how the characters feel when asked? -Are students able to use clues the author gives to predict what will happen next? Evaluation: I hope that students will have questions throughout the reading. I worry that they will not understand the meaning of the powers Demeter may have. We will work together to develop a clear definition of what powers are in this story. Other discussion on what powers each of us wish we had or what we would do if we were Mother Nature could be helpful.

Day 4:
Opening: -Ask students to summarize the story so far. -Have students preview the pictures and chapter titles in Chapters 7, 8, and 9. -Based on the pictures, discuss where the story might take place next. During (including modeling): -Have students reading Chapters 7 through 9, or finish the book. -Prompt for understanding when appropriate: -What is the first problem that Demeter solves in the desert? -Is this event real or fantasy? -Who is telling the story at this point? -Help students remember the importance of the point of view of a story by asking why it would matter who is telling the story. Closing: -Have students tell the difference between first-person and third-person point of view. -Pass out the worksheet to each student, and read the directions out loud. -Have students choose two parts form How Mother Nature Got Her Job and retell them in the third-person point of view. Assessment: Verbal Checkpoints: -Are students able to understand why Demeter gets called to the desert and to Alaska? -Are students able to discuss the pros and cons of being Mother Nature? Written Assessment: -Pass out worksheet to students after finishing the book. Students are to choose two parts of the story. They need to rewrite 2-3 lines from the story (each) using the third-person point of view. -Be sure that students do not have the word I in their rewritten version. Evaluation: I hope that students are involved in the discussion. I hope that students have developed thoughtful opinions about the story since this is the end. I worry that they have not gained an understanding of how much influence the point of view a story is told from has on the reader. I will attempt to combat that by having students do the activity/assessment near the end of the lesson where they practice changing the point of view the story is told from.