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Created by ​DAILY LESSON PLAN TEMPLATE​ ​(CORE) ​Date developed

Preliminary Information
LESSON Date of Lesson: 6/28/18
Grade: 3 Course/Subject: ELA
Number of Students: 24
Unit/Theme: Analyzing Perspective Period/Time:10:00 - 10:56AM
Estimated Duration: 1 hour
Where in the unit does this lesson occur? Structure(s) or grouping for the lesson (underline any that apply):
Beginning of the unit Whole class
Middle of the unit Small group
End of the unit One-to-one
Other (specify)

1. GOALS: What are your goals for student learning​, a

​ nd why are they appropriate for these
students at this time?
Big Idea or Concept Being Taught

Different characters in a story can have different perspectives, those perspectives influence how they behave.

Student Learning Goal(s)/Objective(s):

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to students.)

I can demonstrate my understanding of various perspectives by analyzing two perspectives in a story.

(List the Common Core Learning Standards or other discipline-specific standards addressed in this Common lesson.)

RI 3.6 Distinguish their own point of view from that of the author of a text.

RI 3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

Empowered Learner
1.d. . Students explore age-appropriate technologies and begin to transfer their learning to different tools or
learning environments.

Digital Citizen
2.b. Students practice and encourage others in safe, legal and ethical behavior when using technology and
interacting online, with guidance from an educator.

Creative Communicator
6.d. Students learn about audience and consider their expected audience when creating digital artifacts and

2. ​ASSESSMENT: How will you know and document the extent to which students make
progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or how will you assess the
extent to which they have met your goal[s]?)

Students will complete a graphic organizer to compare the perspectives of each of the siblings.
3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to
engage students?)

Does anyone remember what the word “perspective”?

*Students discuss the meaning of perspective”
Today we are going to read a book called “The Pain and the Great One”. Now this book is about two siblings, a brother
and a sister, who both have two very different perspectives of one another. Our goal when reading this book is to really
understand the perspective of each sibling.

Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote
question generation/discussion; how will you address the academic language demands? Detail your plan. Note: For math
lesson plans, please write or attach every task/problem students will solve during the lesson.)

The teacher reads the book and stops at “The Great One” section. As a class, the students help to analyze the sister’s

The teacher reads the remainder of the book and asks students to analyze the brothers’ perspective.

Students will then read one poem from “follow follow” with a partner. They will practice analyzing the poem’s
perspective. When their analysis is done, students will pair up with another pair (This second pair will have the same
poem, but in the reverse order, it demonstrates an opposite perspective) The pairs will share what they read and the
perspective that they analyzed.

The group will then think about how the two poems relate.
They teacher will show the students the book and pose the question “Would the author write the book like this?”

(How will you bring closure to the lesson?)
Students will use flipgrid to help demonstrate their learning. They will discuss their independent reading book and answer
the question “What would the book look like if it were written from an alternative perspective?”, and “Why do you think
the author chose to write the book from the perspective they did?”

(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity among students in such
areas as prior knowledge, ability level, learning needs, cultural background, and English language proficiency?)
Students who need extra help with discussion facilitation will either work with a guided group or be given discussion
thought questions to help guide them.

Students who need extensions and finish early can think about author purpose and how the perspective that the author
uses contributes to how the story is told.

Resources and Materials

Graphic organizer
Anchor charts
The book “The Pain and the Great One”
The book “Follow Follow”


I challenged myself to take a lesson that I had done in class already and try to work in technology. It was
interesting to think about because the lesson was mainly discussion based and I really thought about what was
enhancing their learning and what I might choose to just pick a technology element to put in the lesson. I also thought
about the time that it would take for students to use the technology. I remember when I tried to have students make a
comic strip online in my LOTE class and much of the time students used was wasted with perusing the different
characters. I learned to set expectations on perusal and to make clear expectations for the remainder of the time. When
thinking of my students, I did not think they are mature enough to handle creative technology in the initial lesson about
perspective. With that line of thinking I really took away the idea that you have to match your technology to your
students. I might think a lesson is really amazing with a specific piece of technology, but that might not be what my
students need or what will best help them learn.

I mainly use technology in this case to substitute a check in for the closure portion of the lesson. This would
allow me to really understand what students got from the lesson and hear them talk through their thought process.
However, I can augment the next lesson by having students look at one another’s pieces and bounce off of one
another’s ideas. I think that getting to watch one another talk about their thoughts and respond privately gives an
entirely different experience than discussions. Students have to really take the time to think about what the presenter is
saying because they cannot ask questions. The presenters have to think through their thought process in a way that is
easy to understand for the others in class who will watch their video. I also thinks this helps students who are more
quiet or process more slowly than others and might be overshadowed by others in the class during discussion time.
Flipgrid allows everyone to be heard and allows classmates to think and respond in their own time.

When writing this lesson, I was really thinking about my students and the limited technology experience they
have. In the future, writing technology based lessons, I would work on technology skills throughout the year in order to
give them the skills they needed to use a multitude of tech tools. I would also design the group presentation in a way
that might be more collaborative with technology. Students might present their ideas in a way that uses technology. I
also thought that students could extend their thinking by using Go!Animate to animate a scene from their book that is
told from an alternative perspective. This would let students be creative, practice their writing skills, and demonstrate
their understanding of perspective by getting creative with the scene they chose.