USF Elementary Education Lesson Plan Template (S 2014) Name: __Veronica Critelli__________________________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:

4th Grade ELA Reading 15 3/20/2018

Lesson Content
What Standards (national or  LAFS.4.RL.2.6- Compare the point of view from which different stories are narrated,
state) relate to this lesson? including the difference between first- and third-person narrations.
(You should include ALL applicable
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Essential Understanding Essential Question:
(What is the big idea or essential  How do an artist’s experiences affect his or her art?
question that you want students to
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  Given a text, students will be able to identify the authors point of view (POV) by using text
students know and be able to do evidence.
after this lesson? Include the
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.)

Rationale  I am teaching this objective because this lesson falls under week 28 in the planning
Address the following questions: support tool (PST) for the text “Me and Uncle Romie”, focus: point of view.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
 Why are you teaching this
objective?
 Where does this lesson fit
within a larger plan?
 Why are you teaching it this
way?
 Why is it important for
students to learn this concept?
Evaluation Plan- How will you
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
this material?
What background knowledge is
necessary for a student to
successfully meet these
objectives?
 How will you ensure students’
have this previous knowledge?
 Who are your learners?
 What do you know about them?
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading 15 3/20/2018
 This lesson fits within multiple ELA standards where students identify the point of view
and text structure of the text. Students will complete this text over a three-day period,
identifying each focus.
 I am teaching this lesson where students will work in small groups to identify the point of
view. Students will be grouped into three groups, focusing on 1st or 3rd person point of
view. I am teaching it this way, so students can collaborate and discuss the focus within
their groups to identify the POV. Each group will then share with the class the POV they
identified, enhancing each student understanding of the multiple POVs within the story.
 It is important for students to learn this concept because identify the POV of a text helps
the readers to understand the different perspectives and views others have.
Formative:
Teacher will circulate classroom and take anecdotal notes on student discussions.
Summative:
Students will individually answer questions related to the POV (1st or 3rd person) in their ELA
notebooks.
Group A: “From what point of view is the text box on pg. 232 told? How do you know? What is
the purpose of the text box?
Group B: “Who’s telling the story and from what point of view? How do you know?
The content knowledge necessary for a teacher to teach this material is...
 Point of view: 1st, 2nd, 3rd person
 The text “Me and Uncle Romie”
 The background knowledge necessary for students to successfully meet the objectives are
background information on point of view. The students have previously worked with POV
in the past and struggle with identify the POV of texts. My learners are a group of mixed
ability leveled learners, so I will plan this lesson where each student can have discussions
and collaborate with both their peers as well as the teacher to enhance their learning and
understanding. I know they have previously learned this material so their readiness for
this content is fair.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Veronica Critelli__________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
4th Grade ELA Reading 15 3/20/2018

 What do you know about their

readiness for this content?

What misconceptions might

students have about this content?
 Fiction is always written in 1st person POV
 Authors can’t switch POV in a text
 1st person POV is easier to identify then 2nd or 3rd person

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples  For this lesson I will use a guided release method, I will begin with a whole group
include guided release, 5 Es, direct instruction and then break students into groups to complete their assignment. Students
instruction, lecture, demonstration, will work in groups to collaborate and discuss POV with their peers.
partner word, etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
10 min. Teacher/stu 1. Teacher will begin by reviewing point of view anchor chart with
Where applicable, be sure to dents students, discussing 1st, 2nd, and 3rd person and the keywords
address the following: associated with each.
 What Higher Order Thinking 3 min. Teacher 2. Students will be placed into three groups where they will complete
(H.O.T.) questions will you ask?
10 min. part A or part B. Directions will be given for assignment.
Students
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
 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?
What will you do if…
What will you do if…
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading 15 3/20/2018
20 min. Students 3. Students will read pgs. 234-237 “Me and Uncle Romie”
4. Students will work in groups to find the POV for each assigned
part. Once each group has identified the POV, students will answer
questions using text evidence in their ELA notebooks.
Group A: “From what point of view is the text box on pg. 232 told?
How do you know? What is the purpose of the text box?
Group B: “Who’s telling the story and from what point of view?
6 min. Teacher/Stu How do you know?
dents
5. Groups will share with whole group the POV they identify and the
purpose or effect it has on the story.
…a student struggles with the content?
 If a student struggles with this content, I will work with them individually or in a small
group setting to address any misconceptions the student might have. I will also scaffold
students and support their learning through questioning.
…a student masters the content quickly?
 If a student masters the content quickly, I will allow them the opportunity to assist other
students who need further support/assistance.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
Meeting your students’ needs as
people and as learners
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Name: __Veronica Critelli__________________________________
Subject/Content: Group Size: Date of Lesson:
ELA Reading 15 3/20/2018
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
 This lesson connects to the interest and cultural backgrounds of the students in the sense
that the students may have family members or know friends that have family members in
other states. Students can relate to the character James and how he left his home to go to a
place that was unfamiliar to him.
If applicable, how does this lesson connect to/reflect the local community?
 This lesson connects/reflects the local community in the sense that it may motivate the
students to research local artists within their communities or the motivate students to
create their own artwork that expresses their feelings and experiences about what home
means to them.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
 For students who need additional challenge, I will allow them the option to complete their
work individually and/or provide them with additional summative questions.
How will you differentiate instruction for students who need additional language support?
 Students that need additional language support will be provided a dictionary to define
unknown words as well as index cards with key words to help them identify the authors
POV. Teacher will also collaborate with school ESE specialists if needed.
ZB: Student accommodations are extended work time, monitoring, repeated readings, sample
problems or tasks, leveled books, charts of facts, graphic organizer, visual schedule/planner to
complete work.
TD: Student accommodations are frequent breaks during in class assignments, preferential
seating, provide additional space for student to stand and move around his desk while
completing task or assignments.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Veronica Critelli__________________________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson:
4th Grade ELA Reading 15 3/20/2018

SH: Student accommodations are extended time, frequent breaks as needed, encouragement,
small group setting, prompting, visual schedule/planner, allowable portion read.
LC-R: Student accommodations are extended work time, word lists, increased wait time, small
group settings, repeated readings, leveled books, charts of facts, and graphic organizers to
complete work.
RS: Student accommodations are extended work time, vocabulary preview, repetition, separate
tasks apart, repeated readings, visual planner/schedule, prompting, leveled books, charts of
facts, and graphic organizers to complete work.
Materials
(What materials will you use? Why  ELA notebooks
did you choose these materials?  Journeys textbook
Include any resources you used.  Chart paper with comprehension questions for groups A & B
This can also include people!)  Anchor chart on POV
 Pencils