SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential Questions
PA/Common
Core/Standards

DETAILS
Tiffany Cence
English Literature
High School Grade 12
9/30/2014
The importance of point of view in a text is how is can shape and
alter the content of the novel.
Think about how the point of view can shape a text?

CC.1.2.11-12.A: Determine and analyze the relationship

between two or more central ideas of a text, including the
development and interaction of the central ideas; provide an
objective summary of the text.

CC.1.2.11-12.F: Evaluate how words and phrases shape

meaning and tone in texts.

CC.1.2.11-12.D: Evaluate how an authors point of view or

purpose shapes the content and style of a text.

CC.1.2.11-12.E: Analyze and evaluate the effectiveness of the

structure an author uses in his or her exposition or
argument, including whether the structure makes points

Objectives

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)
Formative &
Summative
Assessment
Evidence
ISTE Standards for
Students
Framework for 21st
Century Learning

Accommodations,

clear, convincing, and engaging.

The students will be able to identify 5 words in an excerpt of The
Book Thief that identifies the authors tone with 80% accuracy.
The students will be able to identify the authors point of view in
The Book Thief and write a one-paragraph summary on how the
point of view shapes the content of the text with 80% accuracy.

Formal Evaluation
Test students on critical thinking, authors tone, point of view, and
persuasive arguments in text
Informal Evaluation
In-class discussion while their writing piece is observed
Apply existing knowledge to generate new ideas, products, or
processes
Create original works as a means of personal or group expression
Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
Students will use 21st Century skills by communicating
throughout discussing the point of view of The Book Thief
amongst each other.
Students will also use 21st century skills by being innovative
thinkers in writing their one paragraph summary.
ADHD student- For the ADHD student who has difficulty paying

CK

Modifications

attention and sitting still, a few accommodations will be put in

place. When playing the opening guess the character game, the
students can be given the opportunity to choose a character and
act the character out to the other students so they can be involved
and move around rather than having the character directions
given to the students in their seats. When the students are asked
to identify the authors point of view, each student will stand up to
give their answer in order to give this ADHD student an
opportunity to move rather than sit stationary. When writing the
single paragraph, the students will have the opportunity to
remain seated, or move to other areas of the room so the ADHD
student can get up, move around, and settle somewhere else they
will feel better accustomed and have chosen themselves.
Below Reading Level student- For the below reading student, a
few accommodations need to be taken before this particular
lesson. The student needs to understand The Book Thief, and if it
is not at their reading level there will need to be adjustments. A
few possibly modifications include rewriting complicated sections
of the novel into simpler terms. As a class, we can go over difficult
vocabulary words and possible play Vocab Jeopardy to engage
the students in a fun way so the advanced students enjoy
themselves and the below reading level students learn something.
Once the student thoroughly understands the novel, they can
continue with the lesson as planned.
Hearing Impaired student- Hearing impaired students receive
an audio box immediately as regulation, but this does not qualify
as enough in this classroom. Each student will be treated
genuinely and taken care of thoroughly. Along with the regulated
audio box, the hearing impaired student will be placed in the front
of the classroom so when they are being taught my voice does not
have as far to travel to them when discussing the character
description activity. The student will also receive an outline of
everything I will teach in the order I plan on going over it so if
they miss something they say they can catch back up. If the
students are gathered in groups discussing the novel, I will be
sure to sit or stand next to that particular student when I need to
make a comment or such so Im sure that student hears it. When
giving directions on assignments, such as the paragraph
assignment, that student will receive a print out of directions so
they are clear on what to do.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step Procedures

RATIONALE for the
Learning Plan

Students will be using their prior knowledge of The Book Thief to write a
short summary of how the point of view can shape the content of the book
and to see how changing the point of view would change the novel.

Introduction

Activating Prior Knowledge

CK

Explicit
Instructions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs

Briefly discuss the key points brought up in your Book Thief

discussion
Hook/Lead-In/Anticipatory Set
Begin describing characters and have the students guess the
character being described is in order to engage students and
prepare them for the activity.
Big Idea Statement
The importance of point of view in a text is how is can shape and
alter the content of the novel.
Essential Questions Statement
Think about how the point of view can shape a text?
Objective Statement
The students will be able to identify 5 words in an excerpt of The
Book Thief that identifies the authors tone with 80% accuracy.
The students will be able to identify the authors point of view in
The Book Thief and write a one-paragraph summary on how the
point of view shapes the content of the text with 80% accuracy.
Transition
Pass around the book to familiarize yourself with the story if
necessary.
Before the students write the paragraphs, each student will give
the teacher a fact about a character before moving on.
Students will be asked to take out a pencil and begin to write their
paragraph on point of view.
Key Vocabulary
Point of view, analysis, fiction, authors purpose, genre
PreAssessment of Students
Hand students a blank sheet of paper and ask them to make a list of
everything they already know for 5 minutes. After 5 minutes, have
students get a partner and read their lists to each other. Students
may choose to move to other areas of the room. Any precomprehension of the novel will already have been taken care of. If
any student has a hearing-impairment, they may choose to leave
the room when reading their lists to their partner to avoid
background noise.
Modeling of the Concept
Direct the students to the book for review and explain to them how
they will use their knowledge of point of view to write a paragraph
on how point of view can alter a reading. Previous to this the
students will receive bubble gum due to them having to sit still for
a period of time. Prior comprehension will be taken care of and any
questions to be clarified will be answered. Hearing impaired
students will be seated closest to me so their hearing is not as
strained.
Guiding the Practice
In pairs, the students will discuss their lists of prior knowledge
with the teacher supervising for any needed questions to be
answered. Mentioned above prior comprehension taken care of,
students will be given the option to move, hearing-impaired
students may leave the room. If the students need guidance, they

Evaluation of the
Learning/Mastery
of the Concept

Closure

Reading Materials
Technology
Equipment
Supplies
Teacher
Self-reflection

may ask and any questions will be answered.

Providing the Independent Practice
Working alone, students will create their paragraph analyzing how
point of view alters the content of specific readings and how they
feel different point of views would change the book. Students may
sit at their desk, on the floor, or stand to preform this activity. They
will have necessary comprehension. Silence will be required in the
room when writing.
Transition
Students will remain seated but will need to take out a pencil when
it is time to write their paragraph. Bubble gum will be passed
around when students need to remain seated.
Adaptations/Accommodations for Students with Special Needs
Listed in above procedures.
Formal Evaluation
The students paragraphs will be reviewed and then scored based
on their focus on the subject written about.
Informal Evaluation
The students pre-assessment work sheet and paragraph will be
reviewed and grammatical errors will be fixed for help and
personal use only not to be graded.
Summary & Review of the Learning
Were you able to answer the essential question?
Do you feel you have learned anything based on point of view
affecting content material?
Homework/Assignments
None assigned
The Book Thief
Paper
Pencil
Laptop

I need to be more confident in approaching my content

I needed to treat my peers more so as students in todays
lesson rather than fellow classmates
I also struggled when my students were nonresponsive and
in an actual classroom I would need a solution on how to
continue the flow of the lesson plan without crashing and
burning.
One thing I thought I did well was the opening character
activity because it really seemed to engage the students in
what we were going to do.