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First Name Last Name Email Date

Jamee Humberstone Jamee3@hawaii.edu 3/2/17

Semester Year Grade Level/Subject Lesson Duration

2 Spring 2017 3/Reading 52 Minutes

Title
Point of View

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)

The understanding of point of view in a story, changes the interpretation of a story

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and
address essential understandings, concepts, and skills

CCSS 3.RL.6: Distinguish their own point of view from that of the narrator or those of the characters.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

Identify how a character feels about another character

Identify supporting details with given point of view
Actively engage in discussion
Develop inferences based on what the character says and does
Create explanations to support the character point of view

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout
the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)

To formatively assess my students I will be listening to pair discussions throughout the lesson. I will be
looking for use of academic vocabulary as well as the ability to create inferences to develop character point of
view. I will be walking around during their independent work time to see if the students are able to write
explanations that support their inferences made of the characters point of view.

To summatively assess the students I will use the worksheet they complete during my lesson. I will identify if
the students are able to see the character point of view of the text and explain their answers with evidence
from the text.
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Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning

The students have been introduce to point of view and have had discussions about details that make their
inferences true. They are familiar with the terminology used when identifying point of view. The students are
able to effectively work as a group and collaborate off of one another's ideas.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.

The academic language that will be used throughout the lesson are words such as: Inferences, supporting
details, and point of view. The students have been introduced to these terms and will just need some
reminding of the specific definitions. In my lesson the students will be frequently hearing this language and
they will be using it to participate throughout.

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

Concentration Circle (2 Minutes)

To get the students focused, I will do a quick concentration circle
Turn on concentration music
Students will get in a circle on the carpet
Tell students, Find your focal point, no one should be talking or moving
When students are focused on a focal point tell them to sign their contract
Tell students, Sign your contract
Tell students, hands down
Tell students, Find your spot on the carpet
Identifying Point of View Through the Read Aloud (20 Minutes)
Before getting started I will display my objectives on chart paper and ask the students to read them together
Identify how a character feels about another character
Actively engage in discussion
Develop inferences based on what the character says and does
Create explanations to support the character point of view
Tell students, Okay class
Start reading, The Pain and The Great One by Judy Blume
Stop reading before the point of view changes from Judy Blume to Judy Blumes brother
Have a discussion with the students

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Ask the students, Who do you think is the pain and who do you think is the great one in the story?
Tell students, now that we have figured out who the pain is and who the great one is...
Discussion questions
What inferences can you make about The Great Ones point of view of her brother?
Tell students, Cross your arms when you have a thought.
Tell students, Okay talk to a partner, ready, go!
Tell students, Conversations come to a close in 3,2,1 zero
Examples:
She doesnt like him
She thinks hes spoiled
She thinks that he gets whatever he whenever he wants
I will allow some of the students to share their ideas to the class
How do we know this?
What details from the story supports our inference that she doesnt like her brother?
Tell students, Cross your arms when you have a thought.
Tell students, Okay talk to a partner, ready, go!
Tell students, Conversations come to a close in 3,2,1 zero
I will ask some students to share their ideas to the class
Using some of the examples they remember from the story, I will write the sentence on the board
Example:
she says, oooo and awwww on all of his pictures, which arent great at all
I will then ask the students, How does this sentence tell us that she doesnt like her brother?
I will then ask the students, what details from the story support our inference that she thinks her brother is
spoiled?
Example:
At supper he picks at his food. Hes not supposed to get dessert if he doesnt eat his meat, but he always gets
it anyway.
Ask students, How does this sentence tell us that she thinks hes spoiled?
Tell students, Cross your arms when you have a thought
Wait till everyones arms are crossed and then allow students to share
I will continue to give a few more examples of supporting details from the story.
To make sure they are understanding I will ask:
Did the book specifically tell you that she doesnt like her brother?
So why did we make this inference?
Did the book specifically tell us that she thinks her brother is spoiled?
So why did we make this inference?
After the discussion I will continue to read the book from the brothers point of view.
I will read all the way to the end of the book and then I will ask the students
So what inferences can we make about the Pains point of view of his sister?
Tell students, Cross your arms when you have a thought.
Tell students, Okay talk to a partner, ready, go!
Tell students, Conversations come to a close in 3,2,1 zero
Examples:
He doesnt like her
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He thinks shes a know it all

He thinks shes spoiled
I will then use the answers they have given me to ask them
What details from the story support our inference that he doesnt like his sister?
Example:
Im going to build a whole city without you!
Ask students, How does this sentence tell us that he doesnt like his sister?
Tell students, Cross your arms when you have a thought.
Wait till everyone has an answer and then allow students to share
What details from the story supports our inference that he thinks his sister is spoiled?
Example:
She always gets to play with the blocks.
Ask students, How does this sentence tell us that he thinks she spoiled?
Tell students, Cross your arms when you have a thought.
Wait till everyone has an answer and then allow students to share.
After I have given them some examples of the details from the story, I will allow them to go back to their
desk and find more details on their own.
Independent Practice (15 Minutes)
Tell students, Okay class now I would like you to practice with character point of view by using our
discussion to help you.
Tell students, When I excuse you, I want you to go to your desk and then I want material managers to pass
out the worksheet on the materials desk
https://docs.google.com/document/d/1Kx4NT-IkEJbL-K_wL2fTSNvUt38zPYxSNT1GhsDbahU/edit?
usp=sharing
Tell students, Once everyone on your table has a worksheet I want you to sit with your hands folded together
on your desk so I know you're ready to go over the worksheet.
Ask students, What are we doing when we get to our desks?
When all the student are ready, I will display the worksheet on the elmo
I will go over the worksheet and read the instructions
Instructions:
On the bottom of the first box, write a detail from the story that supports our inferences we made of The
Great Ones point of view.
On the lines next to the box, write an explanation of why this detail supports our inferences.
Then draw a picture of The Great One in the box to go with the words.
For the next box follow steps 1-4 using The Pains point of view
Tell students, Let's do the first one together!
Tell students, so lets do the Great ones point of view of her brother.
Ask students, what details from the story tell us how The Great One feels about her brother?
Example:
At supper he picks at his food. Hes not supposed to get dessert if he doesnt eat his meat, but he always gets
it anyway.
Tell students, okay so write this sentence on the bottom of the top box.
Tell students, Now on the lines next to the box, tell me what this tells us about The Great Ones point of view

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of her brother.
Example:
This sentence tells us that The Great One thinks that her brother is spoiled because he gets dessert even when
hes not suppose to.
Ask students, Okay class so from all of the details we came up with during our discussion, what is The Great
Ones point of view of her brother?
Example:
The Great Ones point of view of her brother is that she dislikes him because he is spoiled and he always gets
what he wants.
Tell students, So today, we will find the The Pains point of view of his sister as a class and then on your own,
you will look through the book and find details that support the point of view.
Ask students, so what could we write for The Pains point of view of his sister?
The Pains point of view of his sister is that he dislikes her because she is a know it all, and always gets her
way because she's older.
Tell students, Okay so I will give you 15 minutes to come up with a detail from the story that supports the
point of view we came up with.
Tell students, so there are four things I should see on your paper for each square
First is the point of view we came up with as a class
Second is the detail that supports the point of view we came up with
Third is an explanations of how that detail helps us understand the point of view we came up with.
Fourth is two drawings that go with each point of view
Tell students, Okay class does anyone have any questions?
Tell students, I will give you 15 minutes to work on this
Tell students, You can get started!
After 10 minutes I will allow the students to share their answers with the class
Concentration Circle and Debrief (10 Minutes)
Turn on concentration music
Tell students, no one should be talking or moving
Tell students, drop your hands and have a seat where you are
Conclusion questions
How can we use the text to find details to support the character point of view?
Why do we need to keep in mind the characters point of view when reading?
Where is point of view used in our lives?
Go over the I can statement
I can identify details to support my inferences made about the point of view of a story.
After reading the I can statement I will tell the students to put their worksheets into the classwork bin and get
ready for lunch.

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

During my lesson I will be using a thinking strategy I like to call cross your arms. By using this strategy I

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am giving all of my students the chance to think of their own ideas and allowing time for those who may have
difficulty developing an answer on the top of their head. For the worksheet I have purposely included only
two parts for some of my students that are easily overwhelmed. Lastly for those who finish early I have
included a drawing part of the activity that they can be doing after they have completed the writing portion.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Whiteboard
Chart paper
Expo pens
Elmo
Independent practice worksheet
Book, The Pain and The Great One by Judy Blume
Stereo (Concentration music)

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater support or challengeto better
support student learning?
Why do you think these changes would improve student learning? Support your explanation with evidence of student learning AND principles
from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students learning.

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