Instructional Plan Template

Teacher Candidate: Heather Waterhouse

Grade Level: 5
Plan # 2
of 3
(Example: Plan #1 of 3)
Unit Focus (Comprehension or Composition): Comprehension
Lesson Title: The Magic Finger
State Standard:
CCSS. English Language Arts (2015) Grade: 5 3.) Compare and contrast two or
more characters, settings, or events in a story or drama, drawing on specific details in
the text (e.g., how characters interact). [RL.5.3]

Literacy Strategy:
Related Literacy
Skills:
Learning
Objectives:

Comparing/Contrasting Perspective
Predicting, organizing ideas, monitoring, summarizing, and fluency skills in
oral reading.
The students will analyze illustrations to provide evidence of perspective
(human or animal) in the book Mirror, Mirror by Marilyn Singer by completing
the Perspective Illustration worksheet and complete a post assessment with
80% accuracy.
Academic Language
Language Function: Comparing/Contrasting
Vocabulary: dialogue, summarize, classic,
Perspective
feelings, thoughts, actions, perspective, character,
narrator, switching roles, opposing character
Discourse: Sentence stems for speaking
Syntax: Step 1: Ask whose perspectives we will
patterns include:
see in the text.
Step 2: Name whose perspective the story is told
______ perspective
It seems like the story is always told from.
Step 3: Connect perspective to different
from ____ perspective.
characters in the text.
I believe this is ___ perspective
Step 4: Connect the differences between point of
because
view and perspective.
Other characters respond to ____
by
Other character perspectives are
_____ because
The story showed a changed
perspective when
PreRelation to Personal, Cultural, or
Theoretical
Student
Assessment Community Assets: How does this lesson fit
Links:
Reflection: How
your
learners?
will you provide for
How do the supports
: How will you
determine prior
knowledge?

The Magic
Finger Tchart Part 1
and 2
The Comic
Strip
Worksheet

I personally chose the book Mirror, Mirror by

because it was a book of perspective
poems. The students have been involved in
writing a couple of poems and listening to
poetry almost every week. We wrote an
acrostic poem from the word Birmingham to
go with our book study on The Watsons Go
To Birmingham 1963 by Christopher Paul
Curtis. We have also been using poetry in
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you provide align with

best practice?

students to reflect
upon their own
learning
(metacognition)?

My lesson relates
to John Deweys
theory of
aesthetics. I am
using art in my
lesson to help my
students better
understand
perspective. They

They will use

metacognition
to explain their
thought process
behind their
illustration and
what they wrote
about their
illustrations

science and using quotes from Dr. Seuss

will be drawing
that relate to their study. The book is also on and viewing
a third grade reading level. Therefore, it is
illustrations.
developmentally appropriate for Oscar,
Jonathan, and Gregory. Culturally, my
students have siblings that have taken their
toys without asking. Some of them have
siblings that have broken some of their toys.
Therefore, they can relate to the way the
bears felt in Bears in the News, from
Mirror, Mirror. On the other hand, some of
my students can relate to Blonde because
they have taken something without
permission and/or have broken something
that was not theirs. In our community, many
families have from 2 to 8 children. Therefore,
my students can relate to having to share
their belongings and/or having things taken
without permission.
Learning Segments and Pacing: What strategies, procedures, and transitions will you

perspective.
They will
answer
questions
pertaining to
their artwork
and the poetry
in Mirror, Mirror.

use? What essential questions will you address in each segment? What supports will you offer to
differentiate instruction?

What materials will

you use to guide
student learning in
each phase of the
lesson?

Materials:

I will begin a review of the difference between point of view and perspective
by introducing point of view and perspective raps. We will watch only the first
30 seconds of the YouTube video. Then, I will pass out a sheet of paper with
the perspective rap on it. I will rap the perspective rap first while the students
follow along, so that the students know what it sounds like. Then, the
students will sing it with me twice.

E Perspective rap
N
paper
G Link to Point of
A
View YouTube
G
video
E
https://www.yo
utube.com/wa
tch?
v=1XWBsOcZ
MUA

I will introduce the book Mirror, Mirror by Marilyn Singer. I will have the
students observe the illustrations in the book. The students will notice how
the illustrator drew half of the picture from one perspective and the other half
from another perspective. I will read the story In the Hood from Mirror,
Mirror. We will discuss the meaning of this illustration and how it affects the
perspective of the poem. I will explain to the students that illustration and
pictures can be used to show characters perspective. The way the
illustration is drawn may change the way a reader views the characters
perspective or it could support the way the reader envisioned the characters
perspective.
After discussing the importance of illustrations to the readers perspective, I

E Mirror, Mirror by
X
Marilyn Singer
P The
L
Perspective
O
Illustration
R
worksheet
E

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will tell the students that we are going to complete an activity that involves
creating an illustration to support a specific perspective. I will pass out a
paper that has an illustration representing only one perspective with half of
the illustration pasted in a frame from "Bears in the News" in Mirror, Mirror. I
will tell the student that they will use colored pencils to continue the
illustration from the opposite perspective, like the illustrations in the book. I
will show them some examples of these illustrations. Then, I will read the
perspective of that half of the illustration from "Bears in the News" in Mirror,
Mirror that is already on their paper. I will read the opposing view and I will
ask the students to draw how they think the opposing character looked during
this scene. They will draw their illustration and use it to complete the written
portion. After completing their illustration, I will ask students to complete the
written portion of their worksheet using their drawing as a guide. This portion
is where they will write in a different perspective. The perspective that was
already on their paper was that of Blonde. The illustration they drew was in
the perspective of the Bears. We will complete this together. They will be
prompted to fill in the blanks on the written portion based on how they believe
the opposing characters felt or acted. There is a word bank for the students
to utilize. However, they can use other words that are not listed in the word
bank, as long as the word makes sense with their drawing.
In closing, I will have the students share their illustrations and I will share the
authors illustration from the two different perspectives.
Then, we will review our charts on perspective. Lastly, we will close with an
assessment on perspective.

Assessment: How will you document

evidence of student learning? Is this
formative or summative assessment?

Verbal Response
Perspective Illustration
worksheet
Mini Discussion

E Mirror, Mirror by
X
Marilyn
P
Singer
L Perspective
A
Assessment
I
N
Supporting Varied Student Learning Needs: How will you adapt
the instruction to meet the needs of whole class, individual, and specific
groups of students? What strategies and materials will you use to support
identified learners?

I will be teaching in a small group of four students, I have one

student that has an IEP. I have one student that is ELL. I have
one student that is ELL and has an IEP. I have chosen a
student that is bilingual to be with this group because she can
help me translate and be peer support for my other students.
Teaching in a small group allows me to better meet the needs
of these individual students.
Since I am working with a group of students who struggle with
reading on grade level, I have picked texts that are on a third
grade level according to Scholastic, The Tale of Peter Rabbit
(3.5), The Magic Finger(3.1), and Mirror, Mirror(3.2). Oscar and
Jonathan read on a first grade level based on their Star
Reading scores from February. Gregory reads on a second
grade level and Britthany reads on a fourth grade level based
on their Star Reading scores from February. Selecting these
books, will make it easier for my students to comprehend the
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text. I will read the book to allow my students to hear fluency,

tone, and volume in my reading. My students who are ELL,
Oscar and Jonathan, need to hear the story because it is hard
for them to interpret this text since it is above their reading
grade level. The extra support of guided reading or read aloud
will help them better comprehend the text. If needed, my
bilingual student, Britthany, can also help Oscar and Jonathan
understand the content within the story by translating.
Feedback: What specific feedback noting strengths
Student Use of Feedback: When and how will students
and weaknesses will you provide to guide further
learning?

utilize given feedback to guide further learning?

Verbal feedback throughout the lesson

The students will use the feedback I give them
including, but not limited to;
throughout the lesson to change their illustration
and/or written portion of perspective. The students
I like the way you thought about the
will use the feedback to delve deeper into thinking
perspective of the bears before you
about perspective, the text, and their illustrations.
drew them.
Students will use the feedback in the next lesson on
Do you think each bear may have felt
perspective. This feedback should help them better
different?
understand perspective and the difference between
Who do you think was scared the
perspective and point of view.
most?
Why do you think that is their
perspective?
Written feedback on the Perspective
Illustration worksheet.
Written feedback on the Perspective
Assessment.
Future Planning: How does this lesson support the upcoming portions of the unit to guide further learning?
In the next lesson, the students will continue their learning on perspectives by using the Alabama
Course of Study State Standards for English Language Arts (2015) Grade(s): 5 section [W.5.9], 30.)
Draw evidence from literary or informational texts to support analysis, reflection, and research.
[W.5.9]. The students will research and find books on their own that show through illustrations and/or
texts that support characters perspectives by creating a poster, PowerPoint or other way of
presenting multiple perspectives within a text or passage.

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