Jackie Byas

Missouri Pre-Service Teacher Assessment

(MoPTA) Lesson Plan Format

Title: He Said, She Said

Grade: 5th
Length of Time: 2 Days
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

The Show-Me Standards

Communication Arts 2
Reading and evaluating fiction, poetry and drama
Communication Arts 4
Writing formally (such as reports, narratives, essays) and informally (such as
outlines, notes)

National Standards
CCSS.ELA-LITERACY.RL.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).
CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are
described.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs

The purpose of this lesson is for students to recognize how character perspectives in a
story affects how the reader views a situation by evaluating a text and organizing their
findings through writing. To accomplish this, students will be:
Reading and evaluating text
Comparing and contrasting two characters' perspectives from that text by
completing a Venndiagram.
Writing a short reflection on their findings responding to a prompt.

Assessment (type(s) of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson
 Before:
Teacher will conduct a formative assessment, in the form of whole class discussion,
to assess background knowledge about comparing and contrasting, and the concept
of perspective (point of view) in characters.
During:
Teacher will approve Venndiagram before students move on to final reflection, to
ensure students are grasping the point.
After:
Teacher will collect and review final reflections to assess student work.

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion

Day 1:
The teacher will introduce that tomorrow we will be doing a brief read-aloud from the
book Wonder by R. J. Palacio.
Teacher will then state, that before we begin, we will be listening to our reading
specifically for different perspectives (point of views).
The teacher will begin facilitating discussion about what is perspective.
Students will give their input based off of their understanding of what perspective is,
while teacher writes down their ideas on the board.
Teacher will then take what the students said about perspective (point of view), and
condense it to one universal definition for students to go by.
Teacher will then introduce the topic of comparing and contrasting.
Teacher will open up the floor and facilitate discussion about what it means to compare
and contrast.
Students again, will give their input based off of their understanding of what it means
to compare and contrast, while teacher writes down their ideas on the board.
If students do not bring up the topic of Venndiagrams, teacher will hint at What
graphic organizers do we typically use to compare and contrast? By 5 th grade, they
should have background knowledge on Venndiagrams, but if not, teacher will introduce
it.
When the class is clear on both the definition of perspective (point of views), and how
to use a Venndiagram, the teacher will then explain how the students are going to fill
out a Venndiagram as the teacher reads aloud two different character perspectives from
Wonder the next day.

Day 2:
The teacher will have all the students come to the carpet with a pencil and clipboard for
the read-aloud.
The teacher will facilitate discussion to have a quick recap of what we talked about the
previous day with perspective (point of view) and Venndiagrams.
If needed, it may be helpful for teacher to re-write items on the board, or if they
saved what was on the board, have it visible for students.
 Teacher will then hand out Venndiagram worksheets for students to fill out during read-
aloud.
Teacher will then explain to students that they will be reading one section from Part
One August and one section from Part Two Via. Auggie and Via will be the two
character perspectives we will be comparing and contrasting.
As the teacher reads, the students will be filling out the Venndiagram.
Occasionally, the teacher will stop and facilitate discussion about what students are
noticing, just to make sure students are not struggling, and helping to clarify
questions.
When read-aloud is finished, the teacher will send students back to their seats to
discuss what they wrote about with their table mates.
During this time the teacher will go around and glance at students' charts to see if
everything makes sense.
Teacher will then get students' attention and explain that once they are all confident
about their charts and the teacher has stopped and talked with your table group, they
may begin writing a brief reflection about what they learned during this process.
Teacher will place the writing prompt on the board Describe how a character's
point of view influences what the reader sees in the story. (Use examples from the
text to support your answer).
Students will then respond to this prompt independently and turn into teacher when
complete.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

The teacher will be the one helping the students understand the concepts of perspective
(point of view), and comparing and contrasting using Venndiagrams. The teacher will
facilitate discussions on the topic of perspective, comparing and contrasting, and using
Venndiagrams, and guide the students in the right direction about what they are and
what they consist of. The teacher will model/elaborate on what these concepts look like
while reading and writing on the board. The teacher also allows the students to work on
their own and provides feedback to students and extended help if needed.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objective

Students will be given the opportunity to learn about the concepts of perspective, and
comparing and contrasting, through text evaluation.
Students will have the chance to see how comparing and contrasting different character
perspectives affects how the reader views a situation.
Students will have the chance to practice writing standard English, paying attention to
spelling, grammar, and details, during their reflection to the prompt.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
 Wonder R.J. Palacio
Clipboards
Pencils
Venndiagram printouts
Smartboard, whiteboard, anchor-chart paper (preferred method of displaying
information to students)

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

Computer/Projector/Smart-board (the prompt can be written on the board for students

to see and the teacher will write on it from time to time, like when taking notes from
our read aloud).

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.

Students who have trouble with understanding the concepts of perspective, and or
comparing and contrasting, can work with a peer who has a clear understanding of
those concepts.
It will also help them when we take the time to clarify during discussions, and write
down ideas on the board.

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help
keep students on task and actively engaged

The class has been working on being respectful listeners all year. Since we will be
doing a whole class read-aloud, and students will be asked to state examples of
perspective and their comparisons and contrasts as we read, the teacher will remind the
students of the class norms. Students are expected to raise their hands and wait to be
called on before speaking. Students are expected to pay attention and listen to their
peers' ideas.
Students will also be reminded of our classroom norms in relation to working with
peers. Since we will be sharing our ideas in small groups, we want to state our opinions
on if you agree or disagree with your peer in a nice way. We don not want to be rude or
hurtful to our peers and about their work.

Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way

For students who are not being challenged enough/finish early, they may try and
compare and contrast two other characters. They may want to try and move on to a
passage from Part Three Summer, and compare and contrast Summer and Auggie,
 or Summer and Via. (Teacher should have new passage already prepared and picked
out).

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts (may be incorporated tomorrow or throughout the unit).

We can do more in-depth in the future about Auggie and Via's experiences. We can talk
about their emotions and their perspectives in relations to other characters as we
continue to read the book.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson

Teacher will need to read and select passages ahead of time, to make sure that student's
are clearly able to see connections between comparing and contrasting character points
of views. The teacher does not want to read two random passages where there
comparing and contrasting situation would be a stretch. This must be planned ahead of
time for student benefit and to ensure you are setting them up to fully grasp the
concepts of perspective and comparing and contrasting.

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