Sie sind auf Seite 1von 5

Your Name:

Janice Miller

Subject: Language Arts

Grade Level: 3
Lesson Title: Point of view, day 1

Materials Needed: Agree/Disagree PowerPoint, anchor chart, copy of anchor chart for students, completed
graphic organizer, Should kids be rewarded for doing chores?, by Melanie Kletter, taken from Time for Kids
(http://www.timeforkids.com/news/debate/140101).
Standard(s): RI. 3.6.: Distinguish their own point of view from that of the author of a text.
Lesson Objective(s):
I can separate my point of view from the authors point of view.
1. Provide objectives: (What are students going to learn?)
Todays I can statements:
I can separate my point of view of a topic, from the authors point of view.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Explain to students that I am going to show a slide with a statement and if they agree with it I want them
to stand up, if they disagree with it then I want them to stay seated.
Display Agree/Disagree PowerPoint with the following statements.
*Pizza Ranch is the best pizza in Ankeny.
*Football should not be allowed at recess.
*Uniforms should be worn at Southeast Elementary.
*Year round school is the best idea ever.
Discuss with students why they made their choices.
Introduce anchor chart, what is persuasive, convince, believe?
Read Should kids be rewarded for doing chores?
Model finding the authors point of view and distinguishing your own point of view with graphic
organizer (completed prior to class).
During modeling, review point of view to ensure students fully comprehend the I can statement.
3. Provide guided practice: (Guided practice with the teacher)
Completing of graphic organizer after reading text.
4. Check for understanding and provide student feedback: (How will you know students understand the
skill or concept? How will they know they get it?)?
Ongoing assessment through discussion.
Student participation in reviewing I Can statements.
5. Provide extended practice and transfer: (Independent practice of the skill)
Students assist teacher with completion of graphic organizer.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?)
Informal ongoing assessment through discussion.
7. Plans for differentiation:

During small groups students will focus on distinguishing their own point of view with the authors point of view.

Your Name:

Janice Miller

Subject: Language Arts

Grade Level: 3
Lesson Title: Point of view, day 2

Materials Needed: Agree/Disagree PowerPoint, anchor chart, copy of anchor chart for students, completed
graphic organizer, pencils, Should everyone get a prize?, by Brenda Iasevoli taken from Time for Kids
(http://www.timeforkids.com/news/debate/178646).
Standard(s): RI. 3.6.: Distinguish their own point of view from that of the author of a text.
Lesson Objective(s):
I can separate my point of view from the authors point of view.
1. Provide objectives: (What are students going to learn?)
I can separate my point of view of a topic, from the authors point of view.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Review I Can statements, ensuring students understand distinguish and point of view.
Show Kia Participation video.
Read passage Should everyone get a prize?
Teacher and students complete graphic organizer together using the passage.
Students record their own point of view, including how it is similar and different from the authors, in
journals.
If time allows, discuss students points of view.
3. Provide guided practice: (Guided practice with the teacher)
Complete graphic organizer with students providing information to be listed.
4. Check for understanding and provide student feedback: (How will you know students understand the
skill or concept? How will they know they get it?)?
Ongoing assessment through discussion.
Student participation in reviewing I Can statements.
Student sharing their own points of view and distinction from authors.
5. Provide extended practice and transfer: (Independent practice of the skill)
Students record their own point of view of the passage.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?)
Informal ongoing assessment through discussion.
7. Plans for differentiation:
During small groups students will focus on distinguishing their own point of view with the authors
point of view.

Your Name:

Janice Miller

Subject: Language Arts

Grade Level: 3
Lesson Title: Point of view, day 3

Materials Needed: Anchor charts from journals, opinion pieces, graphic organizers, pencils, various opinion
pieces taken from Time for Kids (http://www.timeforkids.com/news-archive/polls).
Standard(s): RI. 3.6.: Distinguish their own point of view from that of the author of a text.
Lesson Objective(s):
I can separate my point of view from the authors point of view.
1. Provide objectives: (What are students going to learn?)
I can separate my point of view of a topic, from the authors point of view.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Review I Can statements, ensuring students understand distinguish and point of view.
Discuss supporting of authors point-how do you know?
Students will work in partners to read opinion piece, completing graphic organizer for each.
Teacher models one example for students prior to releasing students to partner work.
3. Provide guided practice: (Guided practice with the teacher)
Complete graphic organizer with students providing information to be listed.
4. Check for understanding and provide student feedback: (How will you know students understand the
skill or concept? How will they know they get it?)?
Ongoing assessment through discussion.
Student participation in reviewing I Can statements.
Teacher walks around during group work to listen to students conversations.
5. Provide extended practice and transfer: (Independent practice of the skill)
Students complete graphic organizer in partners.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?)
Informal ongoing assessment through discussion.
Teacher monitors progress on graphic organizers of students.
7. Plans for differentiation:
During small groups students will focus on distinguishing their own point of view with the authors
point of view.

Your Name:

Janice Miller

Subject: Language Arts

Grade Level: 3
Lesson Title: Point of view, day 4

Materials Needed: Anchor charts from journal, opinion piece, graphic organizers, pencils, various opinion
pieces taken from Time for Kids (http://www.timeforkids.com/news-archive/polls).
Standard(s): RI. 3.6.: Distinguish their own point of view from that of the author of a text.
Lesson Objective(s):
I can separate my point of view from the authors point of view.
1. Provide objectives: (What are students going to learn?)
I can separate my point of view of a topic, from the authors point of view.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Review I Can statements, ensuring students understand distinguish and point of view.
Discuss supporting of authors point-how do you know?
Students will work independently to read opinion piece, completing graphic organizer.
3. Provide guided practice: (Guided practice with the teacher)
Review how to complete graphic organizer with students prior to releasing to independent work.
4. Check for understanding and provide student feedback: (How will you know students understand the
skill or concept? How will they know they get it?)?
Ongoing assessment through discussion.
Student participation in reviewing I Can statements.
Teacher walks around during independent work to listen to interact with students about their graphic
organizer.
5. Provide extended practice and transfer: (Independent practice of the skill)
Students complete graphic organizer independently.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?)
Informal ongoing assessment through discussion.
Teacher monitors progress on graphic organizers of students.
7. Plans for differentiation:
During small groups students will focus on distinguishing their own point of view with the authors
point of view.

Your Name:

Janice Miller

Subject: Language Arts

Grade Level: 3
Lesson Title: Point of view, day 5

Materials Needed: CFA, anchor chart in journals, pencils.


Standard(s): RI. 3.6.: Distinguish their own point of view from that of the author of a text.
Lesson Objective(s):
I can separate my point of view from the authors point of view.
1. Provide objectives: (What are students going to learn?)
I can separate my point of view of a topic, from the authors point of view.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Review I Can statements, ensuring students understand distinguish and point of view.
Discuss supporting of authors point-how do you know?
Show graphic organizer for additional review.
Complete CFA.
3. Provide guided practice: (Guided practice with the teacher)
Review I Can statements in preparation for CFA.
4. Check for understanding and provide student feedback: (How will you know students understand the
skill or concept? How will they know they get it?)?
Ongoing assessment through discussion.
Student participation in reviewing I Can statements.
5. Provide extended practice and transfer: (Independent practice of the skill)
CFA.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?)
CFA.
7. Plans for differentiation:
During small groups students will focus on distinguishing their own point of view with the authors
point of view.