Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th Grade/ Language Arts Central Focus: Point of View Date submitted: Date taught:

Essential Standard/Common Core Objective: R.L.5.6 Describe how a narrators or speakers point of view influences how events are described.

Daily Lesson Objective: Student will be able to determine how a story, poem, or event would be told differently depending on the point of view demonstrated by the speaker or narrator. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Students will need to be able to describe a story and who or what the narrator or speaker is. Students will need to be able to explain what the story would be like from a different perspective. Prior Knowledge: Students will need to know the three main points of view (1st, 3rd, and 3rd Omniscient). Students will also need to know how to record information into a journal and to summarize. Students will need to know how to make a text connection. Activity Description of Activities and Setting Time for the reading lesson will begin after math, around 11 oclock in the morning. 1. Focus and Review Teacher will tell students to put away text books and to get out their reading journal. Teacher will pull out a copy of Remembering Anne Frank. The teacher will ask for student to volunteer to share their summary and text connection from the last time we read. Teacher will call on one more student to share. That was great, today we are going to read some more but we are also going to pay attention to the story to analyze the point of view that it is being told in and then we are going to change up how we write our summaries today. So like I said, today though as we read I want nothing in your hands or head besides this book. Because I need you to listen carefully for the point of view that this story is being told in. Could someone tell me about any points of view they already know about? Teacher will call on students not by hand raised but by who is paying attention. Those spacing out or messing around will receive more attention than usual to keep them on track. 3. Teacher Input Good! So while were reading be on the lookout for these points of view from our speaker or narrator. Teacher will read as normal through one chapter of the book. Asking questions throughout such as: Who is the narrator here? Does that ever change? Can anyone connect to that event? Does anyone know what ______ means? Teacher will finish the chapter, And thats where we stop for today. Wait for brief student noise to die down. So what point or points of view did you hear in the story? Teacher will call on students with a desired response of 1st person in mind. When students get correct response teacher will continue, So if this story is 10 minutes 3 minutes Time

2. Statement of Objective for Student

1 minute

4. Guided Practice

10 minutes

written in first person right? From Hannahs point of view? Then how different would it be from a different point of view. How about from the German Soldiers point of view? How would this story be told differently? How about from Hannahs fathers point of view? Lets practice a little bit. Teacher will write Mr. Goslar on the board. Lets brainstorm how Hannahs father would see this story differently. Teacher will insert events from the chapter read today and ask students to decide how Mr. Goslar would view it differently. Once the list is completed (3-5 items) the teacher will say, Now I want you to pick another character that is not Hannah or her father Mr. Goslar and write your chapter summary from their point of view. It doesnt matter if someone else has the same point of view as you in the class but I want everyone at your table group to have a different person. Heres a list of possible people. 5. Independent Practice

6. Assessment Methods of all objectives/skills:

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

Teacher will pull list up on SMART board: German Soldier Dentist Hannahs friend from school Hannahs Neighbor The students will be assessed on a scale of 0-2 based on their journal entries. 0= nothing written or relevant. 1= Summary written, but not correctly. 2= Summary Written Correctly in a different point of view. Teacher will call a stop to the students in time so they can get ready for lunch. So how did you enjoy getting into a different characters viewpoint? Did it help you understand the story or did it confuse you? What could be some uses for this technique?

15-20 minutes

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: EC and ELL students will be paired with the peer tutors to help with any misunderstanding.

Materials/Technology: Teacher will need Hannah Goslar Remembers: A Childhood Friend of Anne Frank by Alison Leslie Gold. Teacher will also need to have read the chapter in advance to get the reading speed and tone right to evoke reactions from the class. Students already have reading journal.

References: Reflection on lesson: