Rachel Barrier

READ 3226

Direct Instruction Lesson Plan Template

Central Focus: Point of View
Grade Level/Subject: 4th grade
Reading

Essential Standard/Common Core Objective: RL 4.6 Date taught: 10/31/2017

Compare and contrast the point of view from which
different stories are narrated, including the difference
between first- and third-person narrations.

Daily Lesson Objective: SWBAT create a Vinn diagram of two different stories from The Three Little
Pigs and compare the point of view from both. Students will be working independently and in
groups. Students should have at least 5 differences and 3 similarities from the stories.

Academic Language Demand (Language Function and

21st Century Skills: Collaboration,
Vocabulary): Point of View, Compare and Contrast, Vinn
social skills
diagram, differences, similarities.

Prior Knowledge: Students should know the story of The Three Little Pigs. (Discussed in the
previous nine weeks by the cooperating teacher)

Activity Description of Activities and Setting

Time

1. Focus and Review Activate students' prior knowledge by asking for 5

volunteers to retell the story of The Three Little minutes
Pigs. Most of your students will have some
background knowledge of this popular fairy tale;
however, each student will have a slightly
different recollection of the story.

2. Statement of SWBAT create a Vinn diagram of two different stories

Objective from The Three Little Pigs and compare the point of view
for Student from both. Students will be working independently and in
groups. Students should have at least 5 differences and 3
similarities from the stories.
Rachel Barrier
READ 3226

3. Teacher Input Students will watch/listen to The True Story of the 10-12
Three Little Pigs http://youtu.be/ vB07RfntTvw (8 minutes
minutes)
Ask questions for comprehension-
- What is different than the version we know?
- Why is it easy for people to blame the wolf?
- Why would the pigs not answer the door?
- Why is it important to listen to both sides of the
story?

4. Guided Practice Tell the students that we are now going to begin 10
our literature rotations. The rotations are posted minutes
on the board. The students have assigned groups per
of four and rotate through four rotations. group
- Rotation 1: Teacher time, bring your reading journal
and a pencil
- Rotation 2: Technology, Lexia- (app) Practice your
reading strategies
- Rotation 3: Read to self
- Rotation 4: Word work; work in your Wordly Wise
books.
When the children come to Teacher time they
will bring their reading journal and a pencil.
You will create a Point of View Anchor chart and
show each of them the different views.
st
1 person is told from the main characters point
of view. 2nd person is told from a character in the
story but not the main character. 3rd person is
told from someone outside of the story.
During this, discuss the use of nouns/pronouns
and how these can be used to help readers
determine the point of view.
(1st person uses I, Me, Mine; 2nd person uses You
rd
and Yours; 3 person uses He, She, Her, Him)
Students should make notes in their journal as
well.
Rachel Barrier
READ 3226

5. Independent Students will complete a Venn diagram comparing 8-10

Practice the two stories point of view. minutes
Some students my need help. If so, ask questions in same
such as: rotation
- What was different between the two stories? (20
- Was the wolf good or bad? minutes
- Was anything the same? total)
- What were the houses made of?
- What made the wolf so angry?
- Did everyone survive in both stories?

6. Assessment Create formative assessments during the teacher time rotation.

Methods of
all 1. Are students understanding the difference in point of view?
objectives/skills: 2. Can the students tell you the point of view from each story?
3. Are they able to pull at least 5 differences and 3 similarities from the
stories?

7. Closure Come back together after the rotations are finished. You 5
may have to finish on the following day. Ask some minutes
students to share some similarities and differences
between the two stories. Have them recall what each
point of view means.

8. Assessment Most students were able to recall multiple differences and similarities
Results of from the stories. I wanted them to focus on more meaningful
all differences rather than The wolf wore clothes. I asked the students
objectives/skills: questions to further their thinking. The students were able to build off
of those questions and determine the differences I was aiming for. (In
the Wolfs version he had eaten the first two pigs. In the Pigs version,
nobody was eaten.)
Rachel Barrier
READ 3226

Targeted Students Student/Small Group

Modifications/Accommodations: Modifications/Accommodations:
B***** (mute) Continue to ask M**** (ESL) Very polite. Does not
questions but do not expect a response. understand big words or terms. Explain in depth
Look at what she is writing, if she has D*** (Low) Keep on task, ask specific
missed something or is going in the wrong questions geared to understanding.
direction, ask her other questions or repeat M**** (Low) Keep on task or will wonder,
what you had said. ask her direct questions.
K***** (highly medicated) Seating S***** (Seating away from K*****)
beside of you. He is very smart and
understands. Let him answer the questions
you ask and high praise.
A*** (ODD) HIGH praise, let him help
with the discussion or he will not
participate.

Materials/Technology:
Computer/ overhead to play The True Story of the Three Little Pigs
Reading Journals
Pencil
Anchor chart paper
Markers for Anchor Chart
References:

Reflection on lesson: The lesson went well. Considering the lesson was taught on Halloween and
the children were very excited, I used that to my advantage. I passed out Starbursts to the children
that were on task and working quietly. The children were well behaved and participated when I
asked them questions. I did not get to do the activity with the last group, because of time, but
other than that, I was pleased with how it turned out.