Direct Instruction Lesson Plan Template

Grade Level/Subject: 4th/ Reading: Literature Central Focus: Comprehension- First and Third Person Point of View

Essential Standard/Common Core Objective: CCSS.ELA-LITERACY.RL.4.6 Date submitted: Date taught: 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: After reading a short fiction text, students will be able to identify whether the text is written in first or third person point of view based on language used by the narrator. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Language Function: Identify Vocabulary: First Person Point of View Third Person Point of View Prior Knowledge: Students should be able to distinguish point of view from that of the narrator or the characters. Activity 1. Focus and Review Description of Activities and Setting Who is the person that is telling the story in a text? (Narrator) Do we always know who the narrator is? Can the narrator sometimes be a person that is in the story? What is a point of view? Today we will learn how to identify the point of view of a text by using clues from the texts narrator. Knowing how to identify the point of view of a text helps us be good readers because knowing the point of view from which the story is written helps us understand what the author wants us to see and know about the story being told. Today I want to show how to identify whether a story is being told in first person point of view or third person point of view. While reading fiction text a reader pays attention to who is telling the story by using clues from the narrator. First person point of view is when a character that is in the story narrates it my using words such as I, me, and we. A first person narrator tells the story through their eyes and only knows whats happening in the story through their perspective. When a text is written in third person, the narrator is not someone in the story but an outsider observing what is going on in the story. In third person point of view, the narrator does not know what is going on in the characters minds but simply tells the action that is taking place in the story. I am going to read Erandis Braids by Antonio Hernandez Madrigal and see if I can identify whether it was written in a first or third person point of view. While I am reading I can ask myself, Is the person telling the story in the story or an outsider? I can also ask myself Is the narrator using language like I, me, or we? *Read the first three pages of Erandis Braids* Now I must ask myself, Is the narrator a part of the story or an outsider looking in? I dont think that the narrator is a part of the story because the narrator says Erandi got out of bed. and Mama finished It seems like the narrator is not a character in the story, but rather the narrator is telling the reader what is going on in the story. *read the next 2 pages* After continuing to read the story I see that the narrator does not use the language I, me, or we. The narrator just continues to tell what is happening in the story. The point of view of Erandis Braids must be third person because the narrator is

Time 5 min

2. Statement of Objective for Student

1 min

3. Teacher Input

10 min.

an outsider looking at the action happening in the story and the narrator is not using words like I and me. After reading the rest of Erandis Braids, the class we come together to read the next two chapters of Room One: A mystery or two by Andrew Clements. Students will be partnered with the student sitting next to them. In their partners students will review the two chapters of the story and identify 10 min whether the story is written in first or third person point of view. Once the partners are done with their discussion the class will come back together. The teacher will call on partners to ask them what the point of view is of the story and stated how they know this. During independent practice, students will read independently and identify first or third person point of view in their story. Students will write one 5 min sentence to support why they think that is the point of view. Full Mastery- Correctly identifies either first or third person and provides piece of evidence Partial Mastery- Correctly provides either point of view or evidence but not the other No Mastery (reteaching needed)- Incorrect point of view and no evidence Why is it important for good readers to be able to identify the point of view in a story? 1 min

4. Guided Practice

5. Independent Practice

6. Assessment Methods of all objectives/skills: 7. Closure 8. Assessment Results of all objectives/skills:

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: Students that have a difficult time writing their responses will be able to tell me the point of view of their novel and how they know it.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

Erandis Braids by Antonio Hernandez Madrigal Room One: A mystery or two by Andrew Clements References: Reflection on lesson: Teaching the reading lesson was probably the most difficult lesson for me to do during my IMB clinical experience. That is because my cooperating teacher asked me to teach a lesson from the textbook that did not fit in to a direct instruction lesson plan. The lesson I was supposed to teach was on predicting and point of view. I had to read the story Erandis braids from the textbook to the students. Throughout the reading, there were questions to ask the students about their predictions of what would happen in the story and what point of view the story was written in. This question did not explicitly teach the students about making predictions about point of view or predicting. However, there were questions to answer at the end of the lesson and also an assessment for the students to complete. The questions in the assessment asked the students little about making predictions and only one question on the point of view in the story. Unfortunately, during the lesson I do not believe the students learned any new comprehension strategies. They simply read a story and answered questions about it. I believe the only success of the lesson was that the students enjoyed the story and sharing their predictions on the story. I believe this to be because it was based on their opinions and what they thought. Making Erandis Braids in to more of a direct instruction lesson where the students learned how to identify point of view or learned how to make predictions would make the lesson more successful. Therefore, I created a short lesson on what I would have taught while reading Erandis Braids. I believe giving the students a specific strategy to learn and utilize during the reading would have given them more of a purpose and as a result increase interest in the lesson.