GCU College of Education

LESSON PLAN TEMPLATE

03/2014

Teacher Candidate: Kelly Mackrell

Grade Level: Fifth Grade
Date: May 25, 2018
Unit/Subject: Reading/Language Arts
Instructional Plan Title An Alternate Perspective

I. PLANNING
Lesson Students will learn that the narrator’s point of view affects the tone of a piece of literature. They
summary and will choose a scene with more than one character from a book they have recently read. Students
focus: will determine what happens in the beginning, middle, and end of this scene as it was written.
They will then create a virtual comic strip retelling the scene from another character’s viewpoint.

Classroom and This class has 26 students. Several have IEPs, and others have trouble staying on task. Three
student factors: students are pulled out to work with an aide.
National / State CCSS.ELA-LITERACY.RL.5.6: “Describe how a narrator’s or speakers point of view
Learning influences how events are described” (Common Core State Standards Initiative, 2018).
Standards:
Specific learning target(s) / objectives: Teaching notes:
I will know that my students understand when they This lesson covers one of the Common Core Literature
recognize that a piece of literature is affected by the standards for fifth graders.
point of view it is written in. They will show this by
rewriting their chosen scene to reflect another
character’s point of view.

Agenda: Formative assessment:

1. To begin the lesson, I will ask if anyone has My observations during the whole group discussion will
ever heard of the phrase “there are two sides show me whether the students understand how a story is
to every story.” Students will be encouraged affected based on the character or narrator’s viewpoint. I
to turn and talk about the phrase, and we will will also walk around the room as students are working and
have a short, whole group discussion about ask them to tell me about their comic strips.
its meaning. We will discuss how when one
reads a story, he often only hears one side of
the story.
2. Students will be instructed to choose a
chapter in a familiar story. A variety of
novels, nursery rhymes, and graphic novels
will be provided to glance through. Students
will be prompted to think about how the
story was told then consider the viewpoint of
another character.
3. Students will retell the story from the other
character’s point of view using an online
comic creator. This free resource can be
found at
https://www.storyboardthat.com/storyboard-
creator

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Academic Key vocabulary: Function:
Language:  perspective Students will demonstrate
 point of view their level of understanding
by reflecting on the scene,
considering the other
character’s experience, and
retelling the scene in that
character’s point of view.
Form:
I will know my students
understand this concept
when they can describe how
a character’s point of view
affects the way a story is
told.

Instructional Teacher computer, COW with laptops for each student, variety of books, SMART Board
Materials,
Equipment and
Technology:
Grouping: Students have assigned seats that create heterogeneous groups allowing for students to share their
ideas and learn from their peers.

II. INSTRUCTION
A. Opening
Prior knowledge Recently, the class read Wonder by R.J. Palacio, the companion novels, and watched the
connection: movie. We will discuss how that novel was unique as it showed the same situations
through a variety of characters’ points of view. This discussion allows me to encourage
students to consider how other characters might have a different point of view from the
main character or narrator.
Anticipatory set: Students interact with others all the time and understand that they do not always view
things the same as their peers. This lesson is relevant to their lives because they can make
the connection between the fact that a story is affected by the narrator, and each student is
the narrator in his own personal story. Their own perspective colors how they view
situations. This may not match how their peers feel about the same situation.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation

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1. I will ask students to consider what the 1. Students will discuss the 1. Mrs. Guzman has
phrase “there are two sides to every phrase with their peers assigned seats that
story” means. They will be before some groups share create
encouraged to talk to their peers sitting their answers heterogeneous
at their tables before some groups 2. Students will share their groups. Students
share their thoughts. insight on how will be able to
2. This class recently read Wonder by R. characters’ points of learn from and/or
J. Palacio and its companion books view affect a story. model for their
before watching the movie. We will 3. Students will listen to the peers during their
hold a short whole group discussion instructions and ask for small group
addressing how each character’s point clarification as needed. discussions.
of view affected the way the story was 4. Students will choose 2. The whole class
presented to the reader. We will also books then select the part read Wonder, so
address how the reader’s background of the story they want to everyone can
knowledge affects his opinion of the retell in their comic participate in this
story. strips. discussion.
3. I will explain the expectations for the 5. Students will sign into 3. I will bring a variety
assignment. Students will choose a their computers and go to of chapter and
book they have recently read. The will the website. They will picture books for
select a section of the book and retell it create their comic strips. inspiration. I got
in a comic strip using another They will explain their the following books
character’s viewpoint. The comic strip selections and whose out of the library:
creator is free and can be found at voice the comic strip is several Harry Potter
www.storyboardthat.com/storyboard- reflection as I walk books, The Jungle
creator. I will demonstrate how the around and ask them Book, Diary of a
Storyboard Creator works on the about their choices. Wimpy Kid, Seven
SMART Board. 6. Some students will want Tales by the
4. I will ask students to choose a book. to share their completed Brothers Grimm,
They will have a few minutes to flip comic strips. and Because of
through and choose a part of the story Winn Dixie. Mrs.
to retell. Guzman has offered
5. After deciding, they will be allowed to the use of the books
get a laptop from the class Computers in her class library,
on Wheels (COW) cart. The website too.
will be provided on the SMART Board 4. Mrs. Guzman will
so that students can sign into the help with book
computer and get started. I will walk suggestions for
around and ask students which scene students who have
they are retelling as well as which trouble staying on
character’s voice they are representing task and cannot
in the comic strip. decide.
6. Students will be given the opportunity 5. Mrs. Guzman and I
to share their completed comic strips. will sign into a few
computers ahead of
time for students
who struggle with
technology or with
staying on task.
This will allow them
to focus on choosing
the story they wish
to retell rather than
on signing into the
computer.
6. Students can choose
whether they wish
to share their
completed comic
strips. No one will
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 be forced to do so.
Students who finish
early will be able to
create another comic
strip based on
another scene or
book.

III. ASSESSMENT
Summative Students will not have a summative assessment, but Mrs. Guzman Differentiation:
Assessment: did say that they earn participation points for ELA projects done in Mrs. Guzman will judge each
class. Students will need to participate and stay on task in order to student’s level of participation as
receive full points for participation. she is more familiar with their
capabilities and behaviors.

Closure: Students will be given an opportunity to share their completed comic strips with their peers. Other
students will be able to ask questions about the comic strip, and I will ask questions such as: who was
the original story written about? how did changing the point of view affect the story?
Homework: Students will not be given an assignment, but they will be provided with the website in case they wish
to create more comics at a later date.

References

Common Core State Standards Initiative. (2018). English language arts standards: Reading:

Literature: Grade 2. Retrieved from http://www.corestandards.org/ELA-Literacy/RL/5/

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