USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes

Grade Level Being Taught: 3rd Subject/Content: ELA/POV/how Group Size: Date of Lesson: 4/17/18
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Lesson Content
What Standards (national or
state) relate to this lesson? LAFS.3.RI.2.6: Distinguish their own point of view from that of the author of a text.
(You should include ALL applicable LAFS.3.RL.2.6: Distinguish their own point of view from that of the narrator or those of the characters.
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Essential Understanding Students will understand the point of view of the speaker of the text and how it differs from their own.
(What is the big idea or essential They will be able to explain how the character is thinking and feeling at any given time. Students will be
question that you want students to able to recognize that other children don’t live in the same situation as they do.
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you

teaching?
(Student-centered: What will Students will be able to differentiate between a character’s point of view throughout their journey,
students know and be able to do keeping track of thoughts and feelings through a worksheet and giving a reason why the character feels
after this lesson? Include the that way and why they would feel whatever way in the same situation.
ABCD’s of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/POV/how Group Size: Date of Lesson: 4/17/18
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Rationale
Address the following questions: I am teaching this objective because it is the next in the planning guide, and might be topic matter on the
 Why are you teaching this FSA. This lesson helps prep students for lessons in the future, be it in this class or further on down the
objective? road. I am teaching it this way to get students moving, and expose them to a topic not spoken about
 Where does this lesson fit frequently. I think it is important for students to learn this concept because empathy is a life skill that
within a larger plan? everyone should have.
 Why are you teaching it this
way?
 Why is it important for
students to learn this concept?

Evaluation Plan- How will you Formative Assessment-worksheet where students track character’s POV/their POV
know students have mastered
your objectives?

Address the following:

 What formative evidence will
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach Teacher will need to know what the orphan trains were, and bits about each person the different groups
this material? are tracking. They will need to know what the points of view for each person is.
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/POV/how Group Size: Date of Lesson: 4/17/18
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What background knowledge is Students need to know what the orphan trains were. They need to know what point of view is. This was
necessary for a student to made sure of through previous lessons.
successfully meet these
objectives?

 How will you ensure students’

have this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?

What misconceptions might

students have about this content?

Students might not understand what point of view means. Students might not understand that their point
of view doesn’t have to match the character’s point of view.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples Group work, guided release
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd Subject/Content: ELA/POV/how
it differs
Step-by-Step Plan Time
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Start
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher do?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
 What model of co-teaching are
you using?
Name: Breanna Dennes
Group Size: Date of Lesson: 4/17/18
22
Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Teacher The teacher will get the attention of the students, and explain that today we are
going to do something a little different. Refresh their memories about what we
learned about orphan trains the day before, and explain that now we will be
reading real life stories that were transformed into diary entries. Take the
prepared baggies of each diary entry and spread them around the room so that
group one, two, three, and four each have a place to start. Then put the second
diary for each group in the next station, and so on and so forth, so each station
has the starting entry for one group, the second entry for the next, the third entry
for the next, etc. Have students each pick out a train ticket, and explain that this
is who they will be learning about at each station. The numbers on the back of
each train ticket is the group number they will be following. Reiterate that while
working in a group, we do not be mean to each other, or hit each other, or color
on each other. We need to stay focused on the task at hand, or we won’t be able
to do an activity like this again. Have students go to their stations, release them
by group number.
Student Students will then have about seven to ten minutes to read their diary entry,
write down the character’s point of view, and then write down what their point
of view is. Teacher should be circulating during this time, checking in with each
group, keeping an eye on behavioral stuff, and intervening if needed either
academically or behavioral management wise. Set a timer to keep students and
teacher on track. Once that time is up, move students to next station and repeat
the process until done.
Once done, debrief. Did student’s POV always line up with character’s POV? What
did they notice or learn from their character that they found interesting? Put it
into perspective with their lives, and then have students pass their papers to the
corner people, their corner people to my corner people, my corner people to me.
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/POV/how Group Size: Date of Lesson: 4/17/18
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What will you do if… …a student struggles with the content?

If a student struggles, they can work with their group o figure it out or we can talk about it.

What will you do if… …a student masters the content quickly?

If a student masters the content quickly, they will be to back up their snswers with specific evidence from
the text.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

Several students have siblings or cousins or aunts or uncles or parents who are adopted, this just tells the
story of a different time and their adoption practices.

If applicable, how does this lesson connect to/reflect the local community?

Adoption is everywhere in this modern age.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

If a student needs enrichment, I will ask for them to give specific details and evidence from the story
behind their POVs they wrote down. I will then ask them to write a diary entry of an important time in
their life.
How will you differentiate instruction for students who need additional language support?

Students who need additional language support will get one on one help from me.

Accommodations (If needed) I, J, S, D, J, N-IEP-Extra time, stuff read/explained deeper to them

(What students need specific R-504-Extra time
accommodation? List individual J, R-Redirections
students (initials), and then explain
the accommodation(s) you will
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/POV/how Group Size: Date of Lesson: 4/17/18
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implement for these unique

learners.)

Materials Diary entries for each of the four stations

(What materials will you use? Why Train tickets, six for each of the four stories
did you choose these materials? POV worksheets, 24 copies
Include any resources you used. Plastic baggies
This can also include people!) Timer