Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Kacey Costal Date: February 4th Time: 12:40-1:45
th
Subject: ELA Grade Level: 4
I. Topic & General Goal Grammar Skill: Run-on sentences
Reading Skill: Comparing Points of View (Lesson 18)
II. Reference to PA or CC.1.4.4.F Demonstrate a grade-appropriate command of the
Common Core conventions of standard English grammar, usage, capitalization,
Standards punctuation, and spelling.

CC.1.2.4.D Compare and contrast an event or topic told from two

different points of view.
III. Lesson Objectives
IV. Materials
V. A. Introduction
 Demonstrate an understanding of run on sentences and be
able to correct sentences accordingly.
 Compare and contrast points of view across different
stories.
 Compare and contrast the difference between first- and
third-person narrations.
 Demonstrate an understanding of the academic
vocabulary being presented and be able to use them in
context.
 Grammar Day 2 worksheet
 Ready Common Core Teacher Resource Book (p. 286-
287, 290)
 Ready Common Core Student Book (p. 286-287, 290)
 Pencils
 Comparing points of view task cards
 Comparing points of view task card answer sheet
 The period should begin with grammar day 2. Pass out the
grammar worksheet for the week.
 “What are the two ways we can fix a run-on sentence?
Yes, we can either separate it into two sentences or add a
comma and conjunction between the two complete
thoughts.”
 “Let’s look at the directions under day 2. Who can read
them for me?”
 “Who can read the first sentence for me and tell me
whether it is correct or a run-on?”
 If the sentence is a run-on, the teacher should ask the
student how to fix it. The teacher should ask another
student how else they could fix it to show that the
sentences can almost always be fixed in two different
 ways.
 The teacher will have students do the same thing for each
of the five sentences on their sheet.
 The worksheet should be pulled up on the smartboard so
the teacher can fill the sheet out along with the students as
they answer.
 The students are then allowed a bathroom break as well as
a brain break when the sheet is completed.
B. Procedures  The teacher should begin by reviewing the terms from the
previous day. The teacher should write the terms in the
form of a diagram as the day before. A story will be the
title of the diagram. Under the story will be a narrator,
which will have a line pointing to point of view. The
point of view will then have two lines descending from it,
which will indicate the two types of points of view.
 As the teacher adds each term to the diagram, the teacher
should ask the students to define the term as she/he writes
it. The teacher may ask, “Who is the narrator? What is the
point of view? What are the two types of point of views?
What are the pronouns we use for each type of view?”
 After the review, the teacher should prompt the students
to get out their ready common core book and go to page
286.
 “Today we are going to read a realistic fiction story. What
does realistic fiction mean? Yes, it is a made-up story that
could actually happen.”
 “As we are reading, underline the pronouns you are
seeing. If you think you might know what point of view it
is in, you can write it on your page.”
 The teacher may then let students volunteer to read
paragraph by paragraph. The teacher should be
monitoring to ensure the students are tracking the reading
as well as attempting to circle pronouns.
 The teacher should ask questions to track the student’s
comprehension.
 The teacher should ask, “What does Barry say about the
museum?” after paragraph 1. The teacher should then ask,
“What do the students see at the museum?” and “Why
does the narrator not want to tell Barry how he feels about
the museum?” after paragraph 4.
 Next, the students should be guided to the following page,
287.
 “Question 1 asks, “Who is the narrator?” Write down who
you think is the narrator?”
 “Who did you write down as the narrator?”
  The teacher should read the next question aloud and have
the students answer it to the best of their ability.
 After ample time, the teacher should read the next
question aloud and have the students answer it aloud.
 The teacher should have students share their answers.
 Next, the students should be directed to page 290.
 The teacher should read the prompt to the students for the
written response. The teacher should monitor the students
as they are filling this out.
 The teacher may then have students share their answers
aloud.
 Once the students finish their responses, the students will
be given a point of view task recording sheet.
 The teacher will then explain the activity to the students.
“There are twelve cards hanging around the room with a
short story. Each of these stories are either written in first
or third person. You are going to determine which one it
is. Under the paragraph are the two options labeled as a
and b. So, if you think it is first person, you will write a.
If you think it is third person, you will write b. At the top
of the card is the number. You will find the same number
on your recording sheet and write either a or b.”
 The students should then be given time to fill out their
sheet until the end of the period.
C. Differentiation  Process: This period consists of the more advanced
students. During the lesson out of the ready common core
book, I encouraged these students individually to go
ahead answer the next question.
 Process: I did not read the questions aloud from the book
to promote independence for the students.
D. Closure  The point of view task cards was the closing activity.
VI. Assessment  The students were informally assessed on their ability to
identify and fix run-on sentences.
 The students were also informally assessed on their ability
to compare points of view across stories.
 The students were assessed through questioning as well as
hand-written work.
 If the students did not meet sufficient or mastery with the
content of point of view, I sent the students home with
eight more point of view cards to practice with.
 I chose to focus on this piece because this was the
majority of where instruction was given and what the
students will be quizzed on.
VII. Modifications and/or  The students with learning disabilities within the
Accommodations classroom are provided with the title 1 aide to be available
 for extra support during the lessons.
Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation I reflected upon this lesson based on how the students were
progressing with the material as I was letting them interact with
the content more independently. I was pleased to see that this
class did just as well with the point of view task cards. They were
again excited to interact with the content in a different way. I
ensured to make clear that the author was different than the
narrator by defining both. This cleared confusion before it even
came across their minds. I wasn’t able to complete page 290 with
the students, due to the time being cut shorter in the second
period of ELA. I adjusted this during the lesson. I instead had the
students answer this orally to save time. This is something I had
reiterated to me in my Geneva classes- to be flexible. I think this
is something I did well, I was ready to quickly adjust the lesson
to keep it moving. If I could change anything, again I would
differentiate the reading level of the task cards.