EECE LESSON PLAN TEMPLATE

Lesson Title The Big Bad Wolf

Lesson Topic Point of View

Subject Area(s) Literacy/ Writing

Grade Level(s) 3rd

Time Frame: 30-45 minutes (2 days)

Identify STANDARDS --ELAGSE3RL6: Distinguish their own point of view from that
Curricular STATE/LOCAL of the narrator or those of the characters.
Priorities STANDARDS
--ELAGSE3RI6: Distinguish their own point of view from that
WIDA of the author of a text.
STANDARDS

LESSON Students will describe key information of a text from a

OBJECTIVES prescribed viewpoint

Students will discuss differing viewpoints

Students will discover the importance of viewpoint in a text

ACADEMIC Vocabulary--
LANGUAGE
Compare
Contrast
Point of View
Authors Purpose

ESSENTIAL --What is the authors point of view, and how does it differ
QUESTION from your own?
--What are the characters point of view, and how does it differ
from yours?

PRE-REQUISITE Students will need to have heard the story The Three Little
Identify KNOWLEDGE AND Pigs
Curricular SKILLS I will assess this part by asking students to recall facts from
Priorities the story.
Students will also have to have background knowledge of
Assessment wolves. They will be asked about their past experiences
with them.
The Learning FLEXIBLE Students will be able to discuss their thinking in pairs or small
Experience GROUPING groups. They will be able to choose their group mates on their
STRATEGY own. No other grouping strategy is needed.

FORMATIVE The formative assessment for this lesson will be the completion
ASSESSMENT of the handout for the original version of The Three Little Pigs.
The teacher will also be able to listen in to student discussions
about point of view.

SUMMATIVE The summative assessment will be the completion of the Venn

ASSESSMENT diagram with quality compare and contrast examples between
the two books.

MATERIALS Teacher Resources:

NEEDED -The House by Laurie Henry
http://www.readwritethink.org/files/resources/lesson_images/lesson23/house
.pdf
-nonfiction wolf text
-Sticky notes
-handouts for students
-digital copy of The Three Little Pigs
-chart paper
Student Resources:
-Venn diagram handout
-The Three Little Pigs handout

DIFFERENTIATION The high achievers will receive a handout with no writing

STRATEGIES prompts other than the questions being asked. The lower
achievers will be give writing prompts that say I believe the
wolf felt or thought __________ because _______ This will
allow them to organize their thoughts and answer the question.
HIGHER ORDER --What is the authors point of view, and how does it differ
THINKING from your own?
QUESTIONS --What are the characters point of view, and how does it differ
from yours?
--How have rumors affected your life? Was it negative or
positive?
LESSON Day One: I will begin the lesson by assigning roles to the
INTRODUCTION students who have been separated into two groups. One will
be thinking as if they were robbers, and the other group will
be real estate agents. I will read the passage called The
House, and students must think of all of the things that stand
out to them. For example, the students who are thinking as
robbers will notice all of the expensive items being
mentioned, while the real estate agents will be noticing the
layout and amenities of the house. Once the students have
heard the passage, they will brainstorm 3-5 things that they
recall from the passage. We will come together as a group,
and they will have to guess what the other groups role was.
I will point out that even though they all heard the same
 passage, they came up with different ideas. Then we will
define point of view in our Language Arts notebook.
Day Two:
Students will have sticky notes passed out before the
beginning of the lesson. They will see a picture of a wolf on
the SMART board, and they will be asked to think of words
that describe the picture. Students will then come to the
board and place their sticky notes on the white board. We
will discuss the words the students chose, and talk about
why they chose those words. The anticipation is that
students will choose words like scary, powerful, sneaky,
and other negative connotations. I will then ask if any
students have actually had negative experiences with real
wolves. We will discuss the power rumors and how they
can change a persons point of view about a topic.

BODY OF LESSON Day One: After we have defined point of view, I will ask
students to recall the timeless tale, The Three Little Pigs. I
will call on students to give me facts about the story. We
will read it together as a class to make sure students have a
clear understanding of the entire story. Next, we will talk
about how the pigs might have felt, versus how the wolf
probably felt. Students will complete a handout listing all
their thinking.
Day Two: After the students and I have discussed rumors,
we will read a nonfiction text about wolves. I will
periodically stop and ask students to reflect on what the
book is talking about. I will ask them if the book is making
the wolf out to be as sinister as everyone thinks they are.

LESSON CLOSURE Day One: Finally, they will be asked to write about any
connections they might have made to any character. They
will be asked to tell about that certain event, and how they
felt during it. They will also have to connect their ideas to
the story.
Day Two: After we have read the book, we will have an
open discussion on how the author might think about
wolves. We will discuss how their point of view might be
different than the authors, and how it is different from the
previous days story. The students will complete a Venn
Diagram citing all of their thinking.
RE-TEACHING We have planned other lessons for later in the week to review,
RE- and possible reteach, point of view. We will ask students to
ENGAGEMENT brainstorm about a certain picture. They will be asked to think
PRACTICE about how the characters in the picture are feeling, and why.
EXTENSIONS To extend this activity, we will look at some twisted fairy
tales that other students have written. These are fairy tales that
are written from the villains point of view. Students will have a
chance to write their own fairy tale from the villain, or another
characters, point of view.

NEXT STEPS The next lesson I will teach will be about authors purpose.
Most students confuse this with point of view, so we will be
able to define it, and set them apart from each other.