Lesson Plan

Name:Patricia Curtis Date of Observation :April 26, 2017 Cycle:

Ages/Grades Number of Number of Number of Number of
of Students in Students Gifted Students
Students 3rd grade Class 8 having IEP/504 0 Students 0 having
ELL 0

Lesson Title:Point of View

1. Context: Describe the Students for which this Lesson is Designed (1B)
Identify your students backgrounds, special needs, cultural differences, interests, and language proficiencies.
This third grade class is made up of six girls and one boy, there is not much diversity,
no different language proficiencies, no special needs, and all are very engaged in
composition.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lessons learning targets/objectives (connect each target/objective to the appropriate state
curriculum/content area standards.)
I can write an informative piece to convey ideas clearly.
Standard: W.3.2- Write informative/ explanatory texts to examine a topic and convey ideas and
information clearly.
b. Current lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
I can identify which point of view is being used in a text.
Standard: W.3.3- Write narratives to develop real or imagined expereinces or events using effective
technique, descriptive details, and clear event sequences.
I can construct sentences using each point of view.
Standard: W.3.3- Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
c. Next lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
I can write according to a specific task and purpose.
Standard: W.3.4- With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.

3. Students Baseline Knowledge and Skills (1B) (1F)

Describe and include the pre-assessment(s) used to establish students baseline knowledge and skills for this lesson.
Before diving into our lesson, I will ask student's to tell me what they already know about author's point of view.

4. Formative Assessment (1F)

Describe and include the formative assessments(s) to be used to measure student progress during this lesson.
After teaching the three main viewpoints, students will complete a worksheet over them. Once students have completed the
worksheet, we will review it. After the review, students will write a paragraph over a certain topic using one of the three
view points.
 5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students learning.
View point worksheet and handout, writing worksheet, projector/screen, and computer

6. Lesson Procedures (1E)

Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your
students, facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be
sure to describe how the instruction will be differentiated to meet your students needs, interests, and abilities.;
First, I will go over the learning targets with the students. I will pre-assess students by asking them to
tell me what they already know about the different view points. Then, each student will be given a
handout with highlights from the lesson on it to refer to while I teach first, second, and third person point
of view. After the students have a good idea of the three, we will begin our first formative assessment, a
worksheet. On this worksheet students will have to identify the point of view used in five different
sentences. Once they are done, we will review the sheet. Next, I will put a picture up on the screen and
assign each student one of the three view points. Each student must write a paragraph about what is going
on in the picture using their assigned viewpoint. After everyone is done, they will share their paragraphs
to wrap up the class.

7. Watch For-------
Identify anything that you would like specifically observed during this lesson.
Time management, transitions between activities, and higher order
questioning

Guidelines for Developing Lesson Plan can be found on p 8 of the KTIP

Handbook