Scribd
Upload
2K views4 pages

Point of View Lesson Plan

This document outlines a lesson plan for a 3rd grade ELL class about point of view in literature. The lesson uses posters, bookmarks, and sample texts to teach students to identify if a story is written in first or third person point of view based on clue words. Students will practice determining point of view in pairs and small groups. At the end of the lesson, students will sort sample texts by point of view and state what point of view means when dismissed. Adaptations are provided for students who need extra support or extension activities for advanced students.

Uploaded by

cara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
2K views4 pages

Point of View Lesson Plan

This document outlines a lesson plan for a 3rd grade ELL class about point of view in literature. The lesson uses posters, bookmarks, and sample texts to teach students to identify if a story is written in first or third person point of view based on clue words. Students will practice determining point of view in pairs and small groups. At the end of the lesson, students will sort sample texts by point of view and state what point of view means when dismissed. Adaptations are provided for students who need extra support or extension activities for advanced students.

Uploaded by

cara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Cara Lutes

Drake Student Teacher


Madison Elementary-ELL
3rd Grade

Point of View: First and Third Person


Date: Tuesday, October 6th
Subject: 3rd Grade ELL/ Lit review
Lesson Title: Point of View: First and Third Person
Materials Needed:
POV bookmarks, printed on printed on colored cardstock
POV posters, printed on cardstock, laminated
Board/markers
Variety 1st/3rd person texts (about 10), Grace for President, Gingerbread Man Loose
in School
Fair Sticks
Standards
Iowa Core Speaking and Listening Standards K-5 SL 3.1
Engage effectively in a range of collaborative discussions with diverse partners on grade
3 topics and texts, building on others ideas and expressing their own clearly.
Iowa Core Reading Standards for Literature K-5 RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.
ELP Standards 2-3.2
An ELL can participate in grade-appropriate oral and written exchanges of information,
ideas, and analyses, responding to peer, audience or reader comments and questions.
Content Objectives
Students will be able to identify point of view from two texts.
Students will be able to justify the point of view from two texts using clue words.
Students will be able to explain point of view.
Language Objectives
Students will be able to explain to two different partners their findings and justifications
using Stand Up, Hand Up, Pair Up.
Students will be able to listen to their two partners findings and justifications using Stand

Up, Hand Up, Pair Up.


Input/Modeling
Teacher will tell a story about how she got locked out of her house using clue words
such as me, I, us, we, our.
Teacher will ask students who was telling the story. Students will do think, pair,
share to determine point of view.
Teacher will use student thought to lead into the concept of first person related back
to the story using the visual poster. Teacher will explain, First person means that
somebody inside of the story is telling the story. One of the characters is telling
the story. The clue words are I, me, my, our, we.
Teacher will tell a fantasy story about unicorns.
Teacher will ask students who was telling the story. Students will do think, pair,
share to determine point of view.
Teacher will use student thought to lead into the concept of third person related
back to the story using the poster visual. Teacher will explain, First person means
that somebody outside of the story is telling the story. The author or narrator is
telling the story. The clue words are he, him, she, her, they, them pointing.
Teacher will introduce the bookmarks to students.
Teacher will explain that the bookmark is a tool to help us identify those clue words
in the text.
The teacher will begin reading the book Grace for President aloud and do a think
aloud identifying pronouns like he, she, her to determine it is written in third
person.
Teacher will use the sentence frame (which is written on the board) This book is
written in ____________(first or third person). I know this
because_____________.
3. Guided Practice
Teacher will invite students to join her. Teacher will begin reading Gingerbread
Man Loose in School.
The teacher will ask the students to use their bookmarks to determine what point of
view the book is written in (First Person). Students will be encouraged to use the
sentence frame This book is written in ____________(first or third person). I
know this because_____________.
Teacher will provide support as needed.
4. Check for understanding
Student participation in the previous section will serve as an informal assessment.
The teacher will draw a fair stick. One student will model, class will use
responsive modeling approach. Students will answer prompt, What do you
notice? The model student will quickly and quietly choose a book, take the book

back to their seat and use the bookmark to help support them finding the point of
view.
Another fair stick will be chosen. This student will repeat the first students actions.
Once the two students have determined the point of view, they will model Stand
Up, Hand Up, Pair Up. Again, students will be asked what they notice.
Other students will follow suit. Students will practice using the sentence frames and
listening to their partners thinking. Once students have shared with two partners
about their book, they will be asked to return their first book and select another.
Students will repeat.
6. Assessment / Closure:
The previous activity will serve as an assessment.
Students will proceed to sort all the books between first and third person.
Students will be dismissed one by one. As students are dismissed, they are to
verbalize to the teacher what point of view means.
*Teacher will reflect on student thought and participation to determine what needs to
be revisited or extended the next day.
7. Adaptation for students who need extra help, time, or attention
The sentence frame is intended to focus discussion and provide linguistic support.
The bookmarks and poster are visual support for all learners. This is a tool for
future learning in their classroom.
The teacher will be circling the room to provide support and clarify
misconceptions.
Students may only determine point of view for one book.
Teacher will highlight the clue words on the bookmark for less proficient students
to limit distraction of other text.
Partner work encourages collaboration, which helps support student needs.
8. Extension for students of high ability
Students will be asked to provide a deeper explanation for point of view beyond
clue words.
TOTAL LESSON TIME: 25 minutes
9. References Consulted
Grace for President by Kelly DiPucchio
The Gingerbread Man Loose in the School by Laura Murray
For the Love of Teaching Point of View posters and bookmarks by Kim Miller

You might also like