Student Teaching edTPA Lesson Plan Template

Subject: Central Focus: Point of View and Tone

ELA
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RL.5.6
Date submitted: Date taught:
Describe how a narrator's or speaker's point of view
influences how events are described.
Daily Lesson Objective:
Students will be able to answer 5 grade level appropriate questions relating to point of view with 80% accuracy.
21st Century Skills: Academic Language Demand (Language Function and
Critical thinking Vocabulary):
Communication Point of view
Tone
1st Person POV
2nd Person POV
3rd Person POV
Prior Knowledge:
Students should have a general understanding of what tone and point of view is.

Activity Description of Activities and Setting Time

Begin the lesson by showing a test that has an F written on it and ask the 5 minutes
students what they think happened.

If students have a hard time getting the conversation started ask:

Why do you think this person got an F on their paper?
1. Focus and Review Could this person have been sick that day and just wasn't focused on the test?

2. Statement of Objective
for Student
3. Teacher Input
End the conversation with your reasoning as to why you thought the person
received an F on their test. Explain that everyone has different point of views
and that is the reason why a lot of us had different reasons as to why this
person got an F.
“Since we know that it is okay for us to have different point of views we are 1 minute
going to talk about how tone of the stories are affected by point of view.
Teacher does a refresher on what Point of view and tone is. 10
Point of View minutes
● the position from which something or someone is observed.
Types of Point of View
● First person point of view. First person is when “I” am telling the
story. The character is in the story, relating his or her experiences
directly.
● Second person point of view. The story is told to “you.” This POV is
not common in fiction, but it’s still good to know (it is common in
nonfiction).
● Third person point of view, limited. The story is about “he” or
“she.” This is the most common point of view in commercial fiction.
The narrator is outside of the story and relating the experiences of a
character.
● Third person point of view, omniscient. The story is still about “he”
or “she,” but the narrator has full access to the thoughts and
 experiences of all characters in the story.
Tone
● the general character or attitude of a place, piece of writing, situation,
etc.
After reviewing the teacher gives various examples about point of view and
has the students guess what point of view she was telling the story in.
The teacher will display the book The Story of Ruby Bridges by Robert Coles 25
and have the students make predictions about what point of view the book is minutes
being told from and if the tone of the book would effect the point of view.
Questions:
What point of view do you think this story is being told from?
Do you think the point of view will affect the tone of the book?

After hearing a few responses the students will listen to the book as they are
following along in the physical book.
https://www.youtube.com/watch?v=Ypyp5ypJbsA

After the book the students will do a turn and talk answering these questions:
4. Guided Practice
● Who told the story? What point of view was the story being told in?
● How does the author’s point of view affect the events in the narrative?
● How was the authors/person telling the story tone in the book?
● How did the tone affect the story?
● Would the narrative be better if it was written from a different
character’s point of view?
After 10 minutes of discussion the students will share what they talked about
within their groups

Students will write a journal entry from another point of view explaining how 35
that person felt during the events happening in the book. minutes
Directions:
Write a diary entry from the another character’s point of view be sure to
incorporate tone when you share your diary entry.
● Teacher
● Ruby
● Dad
5. Independent Practice ● Or any other character in the book
Students will get 15 minutes of writing time.

After the 15 minutes are up students will have 10 minutes to complete their
exit ticket.
Exit ticket:
1. What is point of view in your own words?
2. Give 2 examples of point of view?
3. What point of view was The Story of Ruby Bridges written in?
4. Is it okay to have more than one point of view? Why?
 5. Does point of view have an impact on the tone of the book? Why?

6. Assessment Methods of
all objectives/skills:
7. Closure
Students will be assessed on the 5 questions they answer in the independent practice. There
are five questions and each one is worth 2 points. They will be expected to earn at least 8
out of 10 points. The students get a bonus point for writing the journal entry.
5-7
Students will share their journal entries. minutes

15 students made 11/10 with the bonus point from their journal entry
10 students made a 10/10 including the bonus point, most of the students that made a 10/10
8. Assessment Results of
had a hard time explaining what point of view the story was in
all objectives/skills:
5 students made a 9/10 including the bonus point because they had a hard time explaining
what point of view the story was in and how tone had an impact on the book
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Students with Autism: They will receive an outline of During independent practice, teacher will pull a small group
the day so that they know when transitions will be together of struggling students. They will walk through the
happening. They will also be aloud to use sensory tools book together, identifying the narrator and tone of the book.
to fidget with during the lesson. This will help keep
them focused.
Materials/Technology: The Story of Ruby Bridges by Robert Coles, Powerpoint presentation, and Youtube read aloud
video https://www.youtube.com/watch?v=Ypyp5ypJbsA
Reflection on lesson:

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