Direct Instruction Lesson Plan Template Grade Level/Subject: 4th Grade; RL.4.

6 Central Focus: Point of View

Essential Standard/Common Core Objective: Compare and contrast the point Date submitted: 3/17/14 Date taught: of view from which different stories are narrated, including the difference 3/19/14 between first- and third-person narrations. Daily Lesson Objective: Distinguish the difference between a reading that is written in first person or third person. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Critical thinking Point of View Prior Knowledge: Name the author and illustrator of a story; identify who is telling the story at various points; acknowledge differences in the points of view- including a different voice for each character; distinguish their own point of view of the narrator and the characters.

Activity 1. Focus and Review 2. Statement of Objective for Student

Description of Activities and Setting Students will understand the variance between the different types of point of view that can be found in a story; they will use keywords they find in passages to complete the task. Today, we are going to read through some short passages from some stories and we are going to determine what point of view the story is being told in. When reading a story, you need to determine the point of view of the story. The point of view is the side or thought from which a story is told. The different types of point of view are: First person- uses I and we and builds up more emotion towards the reader Second person- difficult to achieve; uses you and tends to be repetitive; will be seen in directions Third person (limited)- Will not say I or my but will only be in the thoughts of one character. Third person (omniscient)- will be in the head of two or more characters thoughts. It is important to know the point of view of the story because it allows the reader know how much information they can learn by reading the story; it will let the reader know how much information about a character they will be able to know. When a story is written in first person, they will have the most connection to the character because it will be their direct thoughts and feelings. Second person point of view is the least used point of view because of how repetitive it is; when reading something with second person point of view, it will generally be used when reading directions, not a story.

Time 1 minute

1 minute

3. Teacher Input

10 minutes

Read out loud one of the passages; have the students raise their fingers to which type of point of view is being read in the passage (write the different types of POV on the board for the students to refer to). One finger- first person point of view Two fingers- second person point of view Three fingers- third person (limited) points of view Four fingers- third person (omniscient) point of view If there are different numbers being held up, have the student defend the answer until the entire class comes to a full consensus. Hand out paper to create a foldable with the class; it will be cut into four sections, one for each of the four POVs and have the students write on the inside keywords when determining which type of view they are reading in their story. Give the students 4 passages (one for each of the POVs) and have them label which passage is the correct point of view. They may use the foldable they 10 5. Independent Practice created in order to help get to the answer. Have the students write books that minutes they know that are written in the different points of view that we had talked about Informal assessment; if the students are participating in the group discussion and if they 6. Assessment Methods of successfully complete the foldable with the correct information. Check to see if the books all objectives/skills: they have written down are in the correct point of view (if they have the book with them). Bring the students back together and ask (without looking at any notes) if they 7. Closure could explain the difference between the four different types of point of view. 2 minutes Have the students explain why it is important to the story. The students reacted well to the lesson; they were willing to answer the questions about the different points of view. A lot of the students still needed assistance when it came to writing 8. Assessment Results of different books down. I had to walk around the room a lot to answer questions of, is this all objectives/skills: the right point of view so perhaps I should have gone over the information more before letting them do their own thing. Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations: Allow more time for the students to answer questions Give students more time if needed to finish the project; allow the ones who finish quickly to either read more passages and identify the different points of view or have them silently read (if they are reading a book, ask the students from what point of view is the story being told).

4. Guided Practice

15 minutes

Materials/Technology: References: http://www.ereadingworksheets.com/point-of-view-worksheets/point-of-view-worksheet-2.pdf http://www.ereadingworksheets.com/point-of-view-worksheets/point-of-view-worksheet.pdf http://www.ereadingworksheets.com/point-of-view-worksheets/point-of-view-worksheet-3.pdf Reflection on lesson: edTPA Indirect Instruction Lesson Plan Template