Professional Documents
Culture Documents
Author:MichelleJelletich
Datecreated:11/14/20148:09PMESTDatemodified:12/01/20147:56PMEST
VITALINFORMATION
TotalNumberofStudents
31students
16male
15female
Area(s)StudentsLiveIn
suburbanandrural
Free/ReducedLunch
80%
EthnicityofStudents
AfricanAmerican/Black:4
AmericanIndian/AlaskanNative:1
Asian/PacificIslander:1
White:10
Hispanic/Latino:15
EnglishLanguageLearners
MisastudentthatisanELLwithaCELDTlevelof4
StudentswithSpecialNeeds
Aisonelevelbelowinreading.
Disanadvancedlearner.
Subject(s)
Art,LanguageArts(English)
TopicorUnitofStudy
PointofViewinNarratives
Grade/Level
Grade4
Comments
KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions
Beforethisunitstudentshadbeenlookingatpointsofviewinnarrativesandhadhelpedcreateaposterofonly
thefirst,second,andthirdpersonviewswithoutbreakingdownthirdperson.Inthislesson,studentsarelearning
aboutallthepointsofviewinnarrativeandhowtoapplythisknowledgebycreatingcomicsthatshowthedifferent
pointsofviewinnarratives.Afterthislesson,studentswillchooseapointofviewandwriteanarrativefromthat
perspective.
LearningOutcome(s)
Studentswillbeabletoidentifythepointofviewinanarrativeandcreatefouroftheirowncomics,eachoneshowinga
differentpointofviewthatarecorrectlylabeled,includingnarrativeanddialogue.
Summary
Wewillbeginwithtwopoems,oneasecondpersonviewpointandtheotherathirdpersonviewpoint.
Wewillthendiscussitandtransitionintoapowerpointaboutthedifferentpointsofviewinnarratives,discussingthe
pointsalongthewayandrereadingourinitialpoemstodecidewhichtypestheywere.
Asgroupstheywillworkonaworksheettoidentifywhichpointofviewwasusedineachquestion.
Individuallytheywillbegincreatingtheirowncomicswithdifferentpointsofviewoncetheyhavecompletedthe
worksheet.
Standards
CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade4students:
ContentArea:LiteratureK5
Strand:Reading
Domain:KeyIdeasandDetails
Standard:
2.Determineathemeofastory,drama,orpoemfromdetailsinthetextsummarizethetext.
Domain:CraftandStructure
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Standard:
6.Compareandcontrastthepointofviewfromwhichdifferentstoriesarenarrated,includingthedifference
betweenfirstandthirdpersonnarrations.
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiverse
partnersongrade4topicsandtexts,buildingonothersideasandexpressingtheirownclearly.
Comments
ASSESSMENTS
Assessment/Rubrics
Thiswillbeaformativeassessmenttoseehowwelltheyaregraspingtheideaofpointsofviewinnarrativesbeforewe
beginwritingourstoriesindifferentpointsofview.
Rubrics:
1. ComicsPointofViewinNarratives
Comments
MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)
Powerpointslides
Notetakingcards
Handoutsfor31onpointsofviewinnarratives
Comicstrippagesfor31
Comments
IMPLEMENTATION
SequenceofActivities
Hook:
IwillbeginwiththehookofreadingtwopoemsfromALightintheAtticbyShelSilversteintogetusstartedinpointsof
viewinnarratives.
Sequence:
Sincewehavealreadylookedatsomepointsofviewpreviously,Iwillaskifanyoneknowswhichtypeofviewwasused
ineachpoem.
WewilldiscusswhattheymightbebeforeIbeginthePowerpoint,suchasIwillask'Whoisreadingthestory?'[Bloom's
Taxonomy:Understand]'Isthestorytoldasifyouwereaflyonthewall?''Howmuchdoweknowaboutthethoughtsof
thepersoninourstory?'Iwillalsobeusingnamestickstocallonstudents.
Iwilltellthestudentsthattodaywewillbelearningaboutallthepointsofviewinnarrativeandthattheywillbe
creatingcomicsthatwillshoweachtypeofview.
BeforeIbeginthepresentation,Iwillhavetwostudents(theclasssecretariesoftheweek)passoutnotecardstoall
students.
Iwillhavestudentswritefirstperson,secondperson,andthirdpersononthefrontofthecard.Onthebackofthe
card,Iwillhavestudentswritethirdpersonandunderneathobjective,limited,omniscient.
Iwillbegintheslideshowandaftereachtypeofnarrativewewillrelookatourpoemsandtryandseeifwecanthen
identifythem.Iwillalsodiscussthevocabularybychoralreadingofeachwordanddiscussingwhatitmeans.
Tier1
Tier2
Tier3
Person
1 stperson
Dialogue
She/he
Pronouns
Objective
They/Their
2 n dperson
Omniscient
Me/I
3 rdperson
Narrator
speaking
Characters
Limited
Duringthepowerpoint,IwillcallondifferentstudentstocomeupandreadtheexamplesoneachslideandthenIwill
callonnamestoidentifywhichtypesofpronounsareusedintheexample[Bloom'sTaxonomy:Remembering]Students
willbeinstructedtowritethedifferentpronounsandhintsforeachoftheviewpointsontheirnotecardstohelpthem
withtheirworksheetandcomics.
Afterwefinishtheslideshow,Iwillhavethestudentshelpmetodecidewhichtypeofnarrativewasusedinourinitial
poems.[Bloom'sTaxonomy:Applying]Thenwewillsurveyourworksheettoseehowwewilldoit.Iwillhavetheones
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ineachtablegrouppassouttheworksheets.Iwilltellthemtheywillbeworkingingroupsonthese.Wewillgoover
thefirstquestiontogetherasaclass.Thestudentswillberemindedthathighlightingthepronounsishelpfulinhelping
tofigureoutwhichtypeofnarrativeitis.
Wewillalsogooverthecomicsatthispointsothatasstudentsfinishtheirworksheettheymaygorightintothecomic.
Thepagesforthecomicwillbeonthebacktableforstudentstoturnintheirworksheetandpickuptheircomicpage.I
willtellthestudentsaboutcreatingacomicandaskifanyoneknowwhatacomicisandhowtoreadone.Iwilltellthem
thataboveisthenarrationandinthesquarewiththepictureisthedialogue.Iwillshowthemthreeexamplesof
differentcomicswherethepointofviewinthenarrationisshown.
Studentswillthenbeginworkingintheirgroupsontheirworksheets.Theywillneedtoexamineeachpassageand
decidewhichtypeofnarrativeitis.[Bloom'sTaxonomy:Analyzing]Studentswillthenneedtosupporttheiranswerwith
theevidencetheyfoundinthepassagethatledthemtotheiranswer.[Bloom'sTaxonomy:Evaluating]Iwillbe
monitoringtheirprogressastheyworkandremindingstudentstoshowtheevidenceofhowtheycametotheiranswer.
Groupsthathavefinishedwillbeturningintheirworksheetatthebacktableandpickinguptheircomicpagetostart
creatingtheircomics.[Bloom'sTaxonomy:Creating]Iwillstillbemonitoringtheirprogressandcheckingtomakesure
thatstudentsarecorrectlycreatingcomicsthatgowiththeirpointofviewbeforetheygettofarintothecreationofit.I
willremindthemofthepronounsontheircardandtothinkofwhoistellingthestory.
Asitgetsclosetorecess,Iwilltellstudentsthatitistimetocleanupandthattheydidagreatjobtodayonworkingon
pointsofview.Iwilltellthemthattheywillhavemoretimetoworkonthecomicsthenextdayandtoputtheirworkin
theirlanguageartsfolders.Iwillhavemysecretariespassoutpostitsandontheirwayouttorecesstheyneedtodoa
ticketoutthedoor,whichtheyarealreadyfamiliarwith,tellingmeonetypeofpointofviewtheylearnedtodayandto
putthemonthewallontheirwayout.
GroupingStrategies
Wewillbeginasawholetodiscussthepoemsinitiallyreadandtogooverthedifferentpointsofviewinnarratives.
Studentswillworkinsmallgroupstoworkontheirpointsofviewworksheets
Studentswillworkindependentlytocreatetheirowncomics.
Wewillcomebacktogetherasawholeclasstoend.
DifferentiatedInstruction
AwillneedtobegroupedwithEbecauseheiscomfortablewithhavingherhelpwithreadingandshewillkeephimon
task.Hewillalsoneedadditionaltimetoworkontheworksheetandthelengthofitwillbemodifiedforhisgroup.He
willalsobeabletoworkasapaironthecomic.
Mwillbegroupedwithagroupthatwillbeabletohelpwithreadingaswell.Heisfairlyproficientandwillnotneed
muchhelp.Iwillalsogivehimadditionalhelpwitheachofthedifferenttypesofthirdpersoninnarratives.Hewillbe
givenadditionaltimetoworkonthisaswell.
Dwillcreatecomicsforallfivedifferenttypesinsteadofthefourandwillneedtoincludeadditionaldialogue.
Comments
REFLECTIONS
PriortoLesson
Iwillknowthatmylearningobjectivesaremetifthestudentsareabletoidentifythedifferenttypesofviewinthe
worksheetandthenapplythattotheobjectiveofcreatingtheirowncomicsusingthevariouspointsofview.
Ianticipatehavingchallengeswithstudentsgraspingtheconceptofdifferenttypesofthirdperson.Iamgoingtowant
toreallyemphasizethedifferencebetweenthedialogueandthenarrationwiththestudentssothattheywillnotbe
confusedwiththepronouns.Ithinkthatthismaygivethemproblems.
Ialsothinkthatsomemayhavesomeissueswithcreatingtheirowncomics,especiallyiftheyareunfamiliarwiththe
flowofacomic.
PostLesson
Overallthelessonwentreallywell.Iwouldneedtocontinuethelessontogivethestudentsmoretimetoworkon
creatingtheirowncomicsbutallstudentswereabletocreateatleastonecomic.
ShorteningtheamountofpagesoftheworksheethelpedalotwithAshtonandMannybeingabletocompletethe
worksheetandtheybothwereabletograsptheideaofthepointsofview.Ialsothinkthatgoingoverthevocabulary
multipletimesinthebeginninghelpedstudentstorememberthedifferenttypesofpointsofview.
Readingthestoriesinthebeginninghelpedkeepstudentsengaged.Ialsothinkthatmonitoringtheirprogressasthey
wentbywalkingaroundtheroomwaskeytokeepandeyeonhowtheyweredoing.
ThereareafewthingsIwouldchangewiththelessoninthefuture.Iwouldfirstcreateachartaswewentwitheach
differenttypesofviewwiththepronounsonit.AlthoughIhadstudentskeeptheirownnotesashints,somedidapoor
jobofitandwouldhavebenefitedfromhavingachartatthefrontoftheroom.Thiswouldhavealsoeliminatedme
havingtoreexplainsomeofthepronounsthatwentwitheachtypeofview.
Iwouldhavealsomodeledthecomicinsteadofjustgivingexamples.Igaveanexampleofacomicwithapointofview
butIthinkitwouldhavebeenmorebeneficialifIhadcreatedthecomiconthedocprojectorsotheywouldhavehadan
ideaofhowtostartit.TheyhaddifficultiesgettinggoingonitandIhadtoshowmanyofthemmultipletimesthehowit
worked.Itdidhelphavingtheexampleup,butIthinkmodelingwouldhaveworkedbest.
Ithinkthishelpedmethinkaboutwaystomodifyforstudentswithdifficultiesandhowtoexplaincomplextopicsto
studentsandthatbyactuallytryingtofigureoutthetypesontheirownwasthebiggesthelpinthemunderstandingthe
differenttypesofview.
Comments
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