Workshop Lesson Plan

Planning:

Central focus: Essential literacy strategy: Related skills:

Students will Describe effect of point of Students can read a text and determine the
identify the view on events described. narrator’s point of view.
narrator’s point
of view and
determine how
different points
of view
influence how
events are
described.

Standard: Language Function: 21​st​ century skills:

RL.5.6 Describe​ how point of Collaboration- students work in pairs to complete
Describe how view influences a graphic organizer.
a narrator’s or description of events. Critical Thinking- students think critically about
speaker’s point how a change in point of view can change the
of view description of events.
influences how
events are
described.

Objective

Performance:​ ​Students will create an alternate point of view of a portion of “Thank You Ma’am”

Conditions:​ ​ Students will work independently to rewrite a portion of the story in an alternate
point of view

Criteria:​ ​Students will score 8 out of 10 on a teacher made rubric to demonstrate meeting the
objective.

Vocabulary Discourse Syntax

Terms: Students are asked to Students use a graphic organizer to develop
Point of view participate in discourse their ideas and support their understanding
Narrator through the guided before developing a paragraph explaining their
Events practice where they thinking. Students frequently use graphic
Influence discuss the questions organizers in their class to organize their thinking
Describe listed in the graphic while reading.
Alternate organizer. Students think
First Person critically about point of
Second Person view and how it affects the
Third Person description of events.

Support:

Supports, accommodations, and modifications (IEPs, 504s, other learning needs):

Student Supports, accommodations, Supports, accommodations, and modifications during

and modifications during assessment
instruction

ELLs Students can watch a video Students can rewrite the ending of the story in
of the short story with Spanish. The teacher will then have this translated
Spanish subtitles. Students to be assessed in English.
can work in pairs with
students that can proficiently
speak both English and
Spanish.

Struggling Students reading below
readers grade level are
accommodated by listening
to the teacher read the text
aloud. During the guided
practice, students are given
a graphic organizer to
scaffold their learning.
Students are supported throughout the use of a
graphic organizer. The ideas behind the
independent practice are referenced throughout the
guided practice, thus scaffolding the task for
students. Students worked in pairs to help clarify
any misunderstandings in the text.

Students Students will be assisted Students with a specific learning disability in the
with SLD throughout the scaffolding of content area of reading will have modifications on
 the lesson by working in the teacher made rubric. These students will only
pairs, using a graphic be assessed on the content of their writing and not
organizer, and hearing the the quality of writing.
story read aloud while also
following along with the
reading.

Prior knowledge:
Students should know two types of point of view: first person and third person. Students should
be able to identify these points of view when reading them in text. Students should know the
features of these types of point of view.

Materials:
Copies of text (25), graphic organizer, pencil, paper

Implementing:
Whole-Group Instruction (focused mini-lesson) Time:

Teaching point: 7
Teacher will read aloud “Thank You, Ma’am” by Langston Hughes. Teacher will ask minutes
self questions/think aloud when reading. Teacher and class will determine point of
view of narrator in the story. Teacher and class will use a graphic organizer to
determine how the point of view influences how the events in the story are
described.

Explanation: 2
T: “Today we are going to read the short story “Thank You, Ma’am” by Langston minutes
Hughes. While I read I want you to follow along with me and think about these
questions on the board:
● What point of view is this story told from?
● What do we learn from this point of view?
● What are we missing from this point of view?
● What would be different if the story was told in a different point of view?
T: “I need four people to read aloud our guiding questions.”
Assign four students to repeat one of the guiding questions.
T: “Remember to think about these questions as you listen and follow along to my
reading.”
Modeling: 5
Teacher reads text aloud to students, pausing occasionally to model think alouds minutes
and self-questioning.
After first paragraph:
T: “Hmmm I see ‘her,’ ‘she,’ ‘the boy,’ ‘his,’ ‘her,’ what point of view is this story in?
These words tell me that this story is being told in a third person point of view. I am
going to keep that in mind as I continue reading.”
Teacher continues to read.
After “He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis
shoes and blue jeans.”:
T: “What is one thing I have learned so far from this point of view? Well, I know what
the boy looks like. Right here it tells me that he looks ‘fourteen or fifteen, frail and
willow-wild, in tennis shoes and blue jeans.’ Third person point of view is an
outsider’s perspective. When a story is written by a third person narrator, it is like
that narrator is looking down on the story and describing exactly what can be seen
or heard. We just read an example of what the third person narrator can see.”
Teacher continues to read.
After “When she got to her door, she dragged the boy inside, down a hall, and into a
large kitchenette furnished room at the rear of the house.”:
T: “When I read this, I can picture exactly what is happening, but one thing I do not
know from this point of view is what the woman or the boy is thinking or feeling. I
can make a guess about what they are thinking, or I could say how I would be
feeling in this situation, but the third person narrator does not tell us what the
characters are actually thinking and feeling.”
Teacher continues to read.
After “Pause. Silence.”:
T: “The narrator is signaling to us with these two words that the two characters are
no longer talking. We have read a lot of dialogue between the two characters, so the
narrator has told us what was being said inside this house.”
Teacher continues reading until end of story.
T: “The third person point of view that this story was told in tells us, the readers, a lot
about what happened. We know what the characters said to each other, the action,
what the characters looked like. But there is also a lot we do not know from this
point of view like the character’s thoughts, opinions, and feelings.”
Guided practice/active engagement: 10
T: “With a partner, think about the questions we used during the read-aloud, and minutes
look back in the text to fill out this graphic organizer. These questions can help guide
your thinking as you go back through the text. Who can tell me what you and your
partner are going to do?”
S: “Fill out the graphic organizer and look back in the text.”
T: “I am going to pass out the graphic organizer and then you and your partner can
go ahead and get started. You will have about ten minutes to finish filling it in so be
productive with your time. I will be walking around if you have any questions.”
Teacher hands out graphic organizer below and pairs off students.
Independent practice: 10
T: “Class, Class” minutes
S: “Yes, Yes”
T: “Everyone seems to be finishing up their graphic organizers, so now we are going
to move into an independent activity. On the back of your graphic organizer there is
space for you to do some writing. Based off of what you wrote in your graphic
organizer, I want you to briefly rewrite the ending of the story in the first person point
of view. You can write it from the woman’s point of view or from the boy’s point of
view. What are some key words we would use when writing in first person point of
view?”
S: “I, me, my”
T: “When writing in first person, we want to tell the story from one of the characters’
points of view. We will be able to tell what this character is thinking and how this
character feels. You can use your ideas from the graphic organizer to help you when
thinking about what you should write. Write a paragraph of three to five sentences
where you either tell the ending from the woman’s point of view or from the boy’s
point of view. What are some things you could be sure to add when writing in the
first person?”
S: “How the woman felt, how the boy felt, what the boy was thinking…”
T: “Those are some really good ideas to get us thinking about the story and how it
would be different in a different point of view. Go ahead and start writing.”

Link/closing: 1
T: “Let’s all come back together now. The point of view that a story is told in can minute
affect how the events of the story are described. We may read a story completely
differently when it is told in third person than if it is told in first. We can learn different
things about the action and the characters of the story based off of the point of view
it is told in.”

Small-Group Instruction (differentiated by data) Centers (Data-Driven)

Group 1: Group 2: Group 3:

Time: 10 minutes Time: 10 minutes Time: 10 minutes Time: 10 minutes

Grouping Grouping Grouping Students will sort short

characteristic: characteristic: characteristic: passages under the
Students reading ESL Students with SLD following headings: first
below grade level person, second person,
third person.
Needs based on Needs based on Needs based on Students will read
data: data: data: another short story in a
Comprehension of Revisiting POV Revisiting POV group and fill out a similar
text concept and English concept and graphic organizer.
support assistance in use of
graphic organizers

Assigned students: Assigned students: Assigned students:

N/A N/A N/A

Instruction: Instruction: Instruction:

Students will work in Students will use a Students will revisit
groups and discuss translated version of point of view and the
the text. After group the text. Students differing types of
discussion and will focus on point of view.
clarification, students determining the point Students will have a
will use the graphic of view of the partially filled in
organizer to assist in passage. Students graphic organizer to
their understanding will revisit the point assist in their
of the objective. of view concept and understanding of the
the differing types of task and will work
point of view. with the teacher to
finish filling in the
graphic organizer.

Rubric Meets Objective(3) Progressing(2) Not Yet(1)

POV Student writes in Student writes in Student writes in

first person point of mixed point of view, 3rd person point of
view using the a combination of view
pronouns I, me, or 3rd and 1st person
my

More information is Student tells the Student attempts to Student copies

gained events in the story add details and lines from story
differently based on description
the perspective
they chose, either
the woman’s or
boy’s
Paragraph Student writes 3 or
more sentences
Assessing:
Assessment:
How does it measure the essential literacy
strategy?
By writing an alternate ending to the short
story in a different point of view, students
are using their understanding of how point
of view influences the events described by
altering both the point of view and how the
events are described.
Reflecting on students’ performance (​to be completed after implementing lesson​)
Students’ strengths in relation to essential
literacy strategy
Over half of the students effectively created
an alternate ending in either the boy’s
perspective or the woman’s perspective.
These students showed their
understanding of difference in points of
view, and how the story would be told
differently from a different perspective.
These students were able to alter the
events in the story in a way that showcased
their understanding of how events could be
described differently based on the point of
view that the story is told from. Additionally,
students demonstrated their understanding
through a graphic organizer. Students were
able to go back through the text and
identify how the two characters in the text
might be feeling or what they may be
thinking during different events. This
showed their understanding of point of
view.
Student writes two Student writes one
sentences sentences
How does it measure the related skills?
Students must have an understanding of the
different types of point of view and are able to
determine the point of view of a text in order to
write in an alternate point of view.
Students’ strengths in relation to related skills
Over half of the students wrote their alternate
endings in first person and understood the
difference between the points of view. These
students demonstrated understanding of two
types of point of view, first and third person.
Students were also actively participating in my
questions throughout the lesson regarding point
of view. They answered the following questions:
What are the different types of point of view?
What does each point of view tell us? What does
each point of view not tell us? What are some key
words in a text that tell us which point of view the
text is told in? The students’ answers included:
First, second, and third person are three types of
point of view. Some key words for first person are
my, I, me, mine. Some key words for third person
are his, her, and they.
Students’ weaknesses in relation to
essential literacy strategy
Student responses could have been
developed more through more explanation
and practice in how point of view influences
how events are described. Many students
rewrote a portion of the story but described
the events in the same way as the third
person narration. These students were
unable to grasp the idea that different
points of view can cause events to be
described in different ways. Some students
were also unable to develop a full
paragraph around this idea. This shows
that these students did not feel comfortable
enough with the concept to write a lot about
it. Some students were also unable to think
of ideas for the graphic organizer in the
sections regarding what the two characters
may have been thinking or feeling at
different times in the story.
Reflecting on lesson implementation (with justifications from student performance and lesson
delivery)
Strengths
When implementing the lesson, I was
prepared with both materials and the
scripting of what I would teach. I effectively
redirected student attention to maintain
engagement, and I answered questions to
clarify tasks. As students were working
either in partners or individually, I circulated
the classroom checking for understanding
of the focus of the lesson. When I
recognized a misunderstanding, I
redirected by calling the class’s attention,
and explaining the idea once more to
Students’ weaknesses in relation to related skills
Some students did not write in the first person
point of view and either wrote in both first and
third person interchangeably, or wrote only in
third person. These students demonstrated that
they did not have enough knowledge of the types
of point of view to be able to write in a given point
of view. Of the students that did not write in first
person, many attempted to by saying “the boy
thought…” In this way, these students
demonstrated that they understood first person
point of view should reflect the thoughts of one
character; however, they were unable to
demonstrate a true understanding of point of
view. On the graphic organizer, when asked to
name the point of view of the story, not all
students wrote one of the types of points of view,
and some gave an explanation instead.
Areas for growth
The lesson would have been more effective had I
implemented over two days. The lesson required
the reading of a short story, and I chose to read it
myself to save on time. Had the lesson been
implemented over two days, I could have allowed
students of groups of students to do the reading.
Also, implementing the lesson over two days
would have given me more time to clarify the
focus of the lesson. Over a two day period,
students would have had more time to
understand the influence of point of view on the
events described in a story, which was the
clarify. At multiple points throughout the
lesson, I had students repeat directions or
key ideas to check for understanding. I
believe I effectively engaged the students
based off of their attentiveness throughout
the lesson as well as their willingness to
answer the questions I asked during the
lesson.
Given the students' in/ability to achieve the learning standard, describe your next steps to
improve your practice
Next steps for teaching essential literacy
strategy
My next step would be to provide more
direction and practice for students to
describe how point of view influences the
events described in a story or text. Based
on my observations and assessment data,
this literacy strategy requires more
scaffolding. I would have students read
shorter passages of one paragraph in
length to determine how the point of view
influences how events are described. I
would have students discuss the original
point of view, and then think about how the
events in the story might be described
differently from another point of view.
Additionally, I could pull small groups
during this lesson to clarify the learning
objective. During small group lessons, I
may have students think of personal
examples that would help them better
understand the idea.
primary focus of the lesson. I also could work on
allowing more wait time for students and clarifying
my questions before directly answering them for
the students.
Next steps for teaching related skills
Before completing another lesson related to the
above standard, I would reteach the types of point
of view. I had assumed that students knew these,
since it was a part of the fourth grade standard,
but learned that not all students had reached this
standard in fourth grade. I would begin a lesson
by going over the types of point of view and
having students fill out a chart that listed and
described each type of point of view as well as
the words that identify this point of view in a story.
I would provide wait time for students to build on
their own ideas, allow students to turn and talk
with partners about their ideas, and provide
students with multiple examples and
nonexamples of each type of point of view to help
develop their schema.