Lesson Plan Template

Subject / Course: ELA 8 TC Name: Shayla

Grade Level: 8 Date: March 8th, 2017
Topic: Perspective Time of Class: after lunch
Cooperating Teacher Name: Mr. Johnston Room # / Location: 134

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:
CR8.2- Select and use appropriate strategies to construct meaning before (e.g., previewing and
anticipating message), during (e.g., making inferences based on text and prior knowledge), and after (e.g.,
paraphrasing and summarizing) viewing, listening, and reading.

CR8.5- Listen critically to understand, gather information, follow directions, form an opinion, and analyze
oral presentations for diverse opinions, presenters point of view, values, and biases, stereotypes, or
prejudices.

b) Indicators:
CR8.2- evaluate craft and techniques (e.g., draw conclusions about presenters, speakers, writers
message, values, point of view, and craft)
CR8.5- Paraphrase a speakers purpose and point of view.

c)

Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

Developing Thinking students will think contextually as they create a perspective change based
on Chapter 4 of The Outsiders.
Developing Literacies- students will express understanding and communicating meaning of
another characters perspective.

d) Professional Growth Portfolio Goal(s):

2.4 ability to use technologies readily, strategically and appropriately; I will be
achieving this PGP goal by using PowerPoint to go through the information for
the class.
2.2 proficiency in the Language of Instruction- I will achieve this PGP goal by
creating a PowerPoint that is free of grammar and spelling errors and by
providing documents and materials for student use.

2. Assessment and Evaluation:

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include?
e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

Rubric for assignment- will be attached to lesson plan.

3. Preassessment and Accommodations/Modifications

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 a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will
differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)

Preassessment: Accommodation/Modification:

EAL Students - Represent all experiences in discussion

Low income families/ middle-class students from - Give students roles
more affluent experiences - Audio book
Attention issues/ disruption/ negative attitude - PowerPoint Notes for A, J and other EAL students
towards activities who need additional help and organization.

b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will
be, where the teacher stands, where the students are working etc. you may wish to include a map/layout of
the classroom on a separate sheet and reference it with modifications if lesson changes)
The classroom is set up in rows with tables and chairs, but the students can move around to different
tables. Teacher stands/sits on a stool at the front of the classroom. There is a small sitting corner with four
lounge chairs where they could sit as well.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

PowerPoint
Rubric
PowerPoint materials
Characterization Chart

5. Content and Teaching Strategies of Lesson

a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

House Keeping
Is this half full or half empty?
Perspective
Notes
Assignment Rubric

b) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)

Is this half full, or half empty? Debate/conversation

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 Subject Content and Teaching Strategies
(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for
teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of
thinking levels) and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00
10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an
activity, problems to solve, worksheets etc.).

~7 mins- Perspective images in the power point

- Explain the perspective of the first image? Is there something funny about this? Sometimes
perspective can be a bit humours
- Explain this perspective image? What do you think the two men think of each other? This is an
image of perspective of dress- This image is comparing the idea of whose professional wear is
more justified. This image is cultural and both men look important but the image of importance is
all about perspective shows cultural importance of regalia for the Indigenous perspective while
this presumably white man is dressed as a business man which is something white people might
see as important
- What do you see, three or four?
- what do you see, an old woman or a young woman?
~ 25 mins- PowerPoint and Rubric
- pass out fill in the blank sheet as well as the assignment sheet. Have students follow along with
the fill in the blank notes as the teacher goes through the PowerPoint.
~20 mins- Students can work on their assignment
- encourage work on step one, get the ideas going.

c) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)

Exit slip: Does understanding perspective can help us understand people that we meet in our
everyday lives? Why/ How?

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 6. Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How
did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject
content and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective in your lesson?

Students were on task and Considering this was the first

The fill in the blank sheet during
Explanation/ teaching of
perspective
following along with the slides.
They were engaged in the lesson
and took part in class discussion
better than they had before.
Students who did not usually
offer any comments in class
spoke up.
The students were engaged in
the discussion that we had about
perspective. They showed
understanding by being able to
discuss the perspectives that
time I had thought to have
interactive notes for the next
time students should take notes I
think it would be a good idea to
have this kind of interactive
participating note taking tool
again. For the next set of notes, I
would even consider creating
more blanks for the students to
fill in to increase participation.
By using visuals as learning aids
the students were able to
construct meaning of multiple
different perspectives. In order to
improve this activity I would

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 were being portrayed before I have asked the students to
could even say anything about brainstorm what they already
the images they were looking at. know and have that written down
The initial exploration of before we entered into the lesson
perspective showed me that the to help them see their own
students had an idea of what perspectives. In this way the
perspective entailed, but when it students might begin to
was reinforced and we revisited understand that they have
the images the dialogue became perspective that they see things
much more lively. from in everyday life. From this
students might begin to make
deeper connections to the
questions I asked in my teaching
of perspectives.
These slides created much To make this better I would have
Perspective slides PowerPoint discussion and allowed students chosen more difficult images that
to share differing perspectives or have a more ambiguous
ideas about what the images perspective to get the students
were displaying. thinking deeper about what the
images are portraying. I also
might have asked the students to
consider what things influence
their perspective. By doing this it
might show students the biases
they hold that they might not be
aware the have.
b) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well?
This would be a section describing your strengths and areas for improvement volume, eye contact, body
language, questioning skills, responding to questions, comfort with material, confidence, delivery, use of
technology, vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective about you as a
teacher?

I was successful in counting to To improve this I need to practice

Teacher wait time
Motivated the students
ten and waiting for the students
to have enough time to answer
the questions that I was asking
them. I knew I was successful
because I counted, but also
because more students that do
not usually participate in class
were talking and sharing their
thoughts.
The motivational set captured
the students when we began the
lesson. The motivational set led
it more often. Waiting for
students to respond was
extremely uncomfortable and
awkward. I think that practicing
this and implementing this more
often in my classroom I will
become more comfortable with
allowing the students to have
ample time to process and
understand the questions that I
am asking them.
As I look to creating more lesson
plans in the future, I hope that I
will be able to create

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Kept the lesson moving with the
use of technology
into more of a similar activity
and the momentum continued.
Students were engaged and
talking with each other about the
perspectives that are being
displayed. Many students also
shared their examples with the
class. This motivation kept up
and the students were even
eager to understand how
perspective helps us understand
the perspectives we interact with
in literature.
The powerpoint was helpful to
have today because each slide
transitioned nicely to the next.
The slides did not have too
much information on them that
we got stuck reading them and
spent a lot of time on them, but
rather they held important talking
points. When we had felt, the
conversation come to a lull the
slideshow quickly transitioned us
in a way that was freeing for me
as I did not have to scramble to
look for the next think to do in
my notes. As the teacher, I felt
more organized which set the
classroom in a more relaxed and
organized tone for the duration
of the lesson.
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motivational sets that will hook
the students at the outset of the
lesson in a way that will carry
through until the end of the
lesson. By doing this not only do
I need to be creative, but I need
to ask interactive questions that
the students care about and
would have an opinion about. By
making the motivational set
relevant to their lives, the
students will me more likely to
interact with what they are
learning, and are about to learn.
In the future, I will continue to
use technology to assist direct
teaching. Technology is
important to use in direct
teaching because it helps me as
the teacher highlight the
important points and to not
spend too much time on a topic
where I over do the instruction in
an unnecessary manner. I will
use technology to highlight
important points and to keep me
on point for the lesson in terms
of time and pacing.
 UNDERSTANDING PERSPECTIVE

PERSPECTIVE WRITING

Perspective is the way a person _________ and _________ to an image or situation based
on their personal experiences, morals and goals. Anyone who has traveled for a long time
might understand the __________ of the person on the boat who finally sees the land,
however the person who has been alone on a desert island might understand how exciting
it might be to see a boat for the first time.
In literature, there are two similar elements. ______________ and _____________. They
are similar because they both deal with ______ is telling the story and ______ that person
experiences the story.

Point of view - is the vantage point from which a story is told and there are specific types
1st person a ___________ in the story is telling the story, using 1st person pronouns (I,
my, etc.)
3rd person, limited an __________ narrator is telling the story, using 3rd person pronouns
(he, she, their). The audience only gets __________ of inside the mind of ONE character.
3rd person, omniscient an outside narrator is telling the story, using 3rd person pronouns
(he, she, their). The audience gets ___________ of inside the mind of _________
characters.

PERSPECTIVE
The way of regarding situations, facts, or experiences that is based on an ____________
viewpoint.

THE OUTSIDERS

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 Whose perspective is the outsiders written from?
______________________________

Character Point of View Change Assignment

The Outsiders by: S.E. Hinton
For this next assignment you must choose a scene in chapter 4, and rewrite it as experienced from
another characters perspective or point of view.
How might the story change?
What will the character share with the reader that isnt shared with the other characters in the
story?
How do they view other characters in the story?
For example, you might choose to re-write the scene where the Socs meet up with
Johnny and Ponyboy at the fountain. What might be going through Bobs head as
he approaches the greasers?

Make sure that you :

Describe the events and tell the story to the reader in your writing
Make sure that you add some personal character reflection so they can understand
who they are

Break this process up into steps

1) Brainstorm what character are you going to choose? What do you already know about
this character and how they might feel from the chapter?
2) Drafts this might be a rough draft and it might not be complete, but your ideas are in the
works
3) Revise revise your draft, this is where you make it perfect.
4) Dont get overwhelmed, start with step one.

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 Point of View Rubric
Name: _________________________________

5 4 3 2 1
Ideas/Content Relevant, The idea for my story The idea for I didnt fully Im still in
telling details is clearly defined and my story is a develop the search of a
go beyond fully supported. Ive bit broad; plot and so the fabulous topic.
the obvious. stayed on topic. Ive however, the reader is left I didnt really
Ideas are used my own ideas. ideas are still with begin to delve
fresh and fairly clear. questions. I into my story
original Ive stayed on wandered a bit at all.
different than topic and not as well.
Ive done in wandered.
the past.
Unique, my
own.
Voice It is very Ive really attempted Ive told the The Perspective?
clear whose to have the reader reader whose connection
perspective feel whose perspective my with the
my story is perspective the story story is written characters is
written from. is written from. But, from, but I lacking, but I
Ive played a in some parts, its dont help the still know
bit with my more like I told reader connect whose
characters so them. with the perspective the
they really character (s) story is written
come alive. from.
Voice It feels as if I am sincere and I seem sincere, I attempted to Uh Oh, I
this story is fully involved. I but not fully connect with didnt connect
written for have really attempted involved in the the audience with the
the reader. to let myself shine writing. My but there are audience at all.
Ive used through in my story is only glimpses My writing is
engaging writing. Ive mostly pleasant to of me as a risk-free and
language and connected with my read but not writer shining theres not
really drew reader. very personal. through. sense of me in
the reader in. the writing.
I have
painted a
picture to

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 strongly
connect with
my reader.

Word Choice Lively verbs Lively verbs and Lively verbs Language used Many of my
and effective effective language and effective is very words simply
language is used. Ive stretched language used. functional; dont work or
used. Ive my vocabulary and Ive stretched however, I dont make
stretched my have tried at least my vocabulary, only took a sense. I used a
vocabulary twice to use but not always chance with very limited
and have figurative language. correctly. An my vocabulary vocabulary.
used attempt at a few times. Thesaurus?
figurative figurative Everyday Not sure what
language. language is nouns are that is.
made. used.
Organization My story I have all of the I have all of 1 major Plot? Whats
very clearly elements of plot; the elements element of plot that? I dont
matches up however, my events of plot in the is missing. even have a
with the plot leading up to my correct order; clear
diagram. climax arent fully however, the beginning,
developed. elements are middle, or an
fully ending.
developed.
Conventions I have them Paragraphs=CHECK My spelling is My spelling is Errors in
down! My Editing=I tried my usually usually grammar and
paragraphs, best correct, correct, as paragraphing
spelling, Grammar= Almost paragraphing well as distracts the
grammar and perfect attempted, but paragraphing reader from
usage are all my editing is and I did the story.
correct. limited. I attempt to
YIPPEE for have some edit. I am
me! problems with having more
grammar, but than just a few
its not problems with
serious. grammar. But
you can still
understand my
story.

** Taken from https://ast-middle-science.wikispaces.com/file/view/Point+of+View+Rubric.doc

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