Corrine Gaskill

Lesson Plan 1
September 24, 2014
ELD 307-03
Professor Rich
Subject/Topic: Reading Literature; Point of View; Being Cool
Rationale: The students will learn this objective as a part of a larger unit, craft and
structure, and so they can apply it to their future reading.
Standards: RL.3.6 Distinguish their own point of view from that of the narrator or those of
the characters.
Objectives: Students will be able to recognize different points of view between characters
and themselves, then connect those with the corresponding emotions.
Materials:

The Adventures of Oliver the Clownfish: Acting Cool by Stephanie Guzman.

Minimum of 15 other books that include characters expressing emotions based on

their points of view.

Write on the board for guided practice:

o Decide who the main characters are
o Talk about what the main characters points of view are
o Name as many emotions as you can find that are expressed by the main characters

Two worksheets on Point of View and Emotions.

Pencils and Colored Pencils.

Procedures (include teacher talk)

Engagement/Anticipatory Set:
Transition- Say Lets gather on the Reading Rug for some fun learning!
(Students gather in their spots on the rug next to their reading/writing partners)
Say Think about a time when you had a new student join your class.
Ask Were any of you ever a new student, by show of hands? (Raise my hand too)
Call on two students, if there are any, to tell the class about when they were a new
student.
Say We are going to read a book now about what can happen when there is a new
student in the class. Listen closely and see if you can relate to any of the characters.

Mentor teach and model:

Read the book, but pause to ask a question at the end of certain pages.
At the end of page 7, ask How did Oliver feel about Dolly going into the same class
as him and Paul? Hear from two students.
At the end of page 13, say So who would say, by show of hands, that Oliver and Paul
had become friends with Dolly? But, here we see Oliver and Paul pretending they are
not her friend because their friend Sally is being mean to Dolly.
Say Turn to your partner and take turns telling them about a time when either you
let your friends sway you to be unkind to someone or do something wrong, or a time
when someone you thought was your friend was mean to you.
At the end of page 17, say Turn to your partner and take turns telling them an
emotion you feel when someone is mean to you.
Guided Practice: Transition- Okay, learners, lets quiet down now. Shhhhh. We are
about to go practice what we are learning!
Say I have several books for you to choose from, and I would like you and your
partner to choose just one. The two of you need to read the book you choose and talk
about these three things:

Decide who the main characters are

Talk about what the main characters points of view are

Name as many emotions as you can find that are expressed by the main
characters

You may sit anywhere in the classroom. Who can show me that they are ready to
go choose their book?
Dismiss pairs.
Assist the students in choosing a book when necessary.
Allow enough time for them to read their book and begin talking about it.
Assist any pair that has questions.
Independent Application: Transition- Get their attention Great job, learners! We have
another activity for practice, so listen closely from where you are sitting.
Through the story The Adventures of Oliver the Clownfish, we have met four main
characters, and they each have shown an emotion from their point of view. We have

also taken time to consider our own emotions when we have been in similar
situations as the characters in this book. Then, you practiced recognizing characters
points of view and their emotions in a different book with a partner. Next, you are
going to individually practice your understanding of Point of View and Emotions on a
worksheet for The Adventures of Oliver the Clownfish. I have two options for you: the
one worksheet has pictures of the characters on it with a caption of the scene it is
from in the book. Then, there is a box listing the points of view and emotions to
choose from. You will need to match their point of view and emotion with the
characters picture. There is also a blank spot for you to draw a picture of yourself as
a character in this story, and you can write your point of view and emotion beneath
it. The other worksheet is about matching how each characters point of view and
emotions changed throughout the story. You will need to fill in the blanks with the
point of view and emotion under each picture.
Ask Does anyone have a question before I dismiss you by partners to choose your
worksheet?
(Answer any questions)
Say Okay, I am looking for who is ready so that I can dismiss you to get started!
(Dismiss by pairs)
(Students will work individually. I will observe and conduct short conferences while
they work)
Closure: Challenge- Now that we have learned to recognize others points of view from
our own and how it makes us feel, remember this when you have a new
student come in your class. Remember this when you meet someone who looks
way different from you. And most importantly, be kind to others no matter
what your friends are saying!
Assessment: Collect their completed worksheets for grading.
Differentiation:
For guided practice, the books to choose from are for slightly different reading levels
to accommodate each student.
There are two separate worksheets to choose from for independent application.
I will quietly suggest one or the other for certain students on the side.