Cara LutesDrake Student TeacherMadison Elementary-ELL3rd Grade

Point of View: First and Third Person Date: Tuesday, October 6thSubject: 3rd Grade ELL/ Lit reviewLesson Title: Point of View: First and Third Person Materials Needed: POV bookmarks, printed on printed on colored cardstock POV posters, printed on cardstock, laminated Board/markers Variety 1st/3rd person texts (about 10), Grace for President, Gingerbread Man Loose in School Fair Sticks

Standards

Iowa Core Speaking and Listening Standards K-5 SL 3.1Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.

Iowa Core Reading Standards for Literature K-5 RL.3.6Distinguish their own point of view from that of the narrator or those of the characters.

ELP Standards 2-3.2An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience or reader comments and questions.

Content ObjectivesStudents will be able to identify point of view from two texts.

Students will be able to justify the point of view from two texts using clue words.

Students will be able to explain point of view.

Language Objectives

Students will be able to explain to two different partners their findings and justifications using Stand Up, Hand Up, Pair Up.

Students will be able to listen to their two partners findings and justifications using Stand Up, Hand Up, Pair Up.

Input/Modeling Teacher will tell a story about how she got locked out of her house using clue words such as me, I, us, we, our. Teacher will ask students who was telling the story. Students will do think, pair, share to determine point of view. Teacher will use student thought to lead into the concept of first person related back to the story using the visual poster. Teacher will explain, First person means that somebody inside of the story is telling the story. One of the characters is telling the story. The clue words are I, me, my, our, we. Teacher will tell a fantasy story about unicorns. Teacher will ask students who was telling the story. Students will do think, pair, share to determine point of view. Teacher will use student thought to lead into the concept of third person related back to the story using the poster visual. Teacher will explain, First person means that somebody outside of the story is telling the story. The author or narrator is telling the story. The clue words are he, him, she, her, they, them pointing. Teacher will introduce the bookmarks to students. Teacher will explain that the bookmark is a tool to help us identify those clue words in the text. The teacher will begin reading the book Grace for President aloud and do a think aloud identifying pronouns like he, she, her to determine it is written in third person. Teacher will use the sentence frame (which is written on the board) This book is written in ____________(first or third person). I know this because_____________.

3. Guided Practice

Teacher will invite students to join her. Teacher will begin reading Gingerbread Man Loose in School. The teacher will ask the students to use their bookmarks to determine what point of view the book is written in (First Person). Students will be encouraged to use the sentence frame This book is written in ____________(first or third person). I know this because_____________. Teacher will provide support as needed.

4. Check for understanding Student participation in the previous section will serve as an informal assessment. The teacher will draw a fair stick. One student will model, class will use responsive modeling approach. Students will answer prompt, What do you notice? The model student will quickly and quietly choose a book, take the book back to their seat and use the bookmark to help support them finding the point of view. Another fair stick will be chosen. This student will repeat the first students actions. Once the two students have determined the point of view, they will model Stand Up, Hand Up, Pair Up. Again, students will be asked what they notice. Other students will follow suit. Students will practice using the sentence frames and listening to their partners thinking. Once students have shared with two partners about their book, they will be asked to return their first book and select another. Students will repeat. 6. Assessment / Closure: The previous activity will serve as an assessment. Students will proceed to sort all the books between first and third person. Students will be dismissed one by one. As students are dismissed, they are to verbalize to the teacher what point of view means. *Teacher will reflect on student thought and participation to determine what needs to be revisited or extended the next day.

7. Adaptation for students who need extra help, time, or attention The sentence frame is intended to focus discussion and provide linguistic support. The bookmarks and poster are visual support for all learners. This is a tool for future learning in their classroom. The teacher will be circling the room to provide support and clarify misconceptions. Students may only determine point of view for one book. Teacher will highlight the clue words on the bookmark for less proficient students to limit distraction of other text. Partner work encourages collaboration, which helps support student needs.

8. Extension for students of high ability Students will be asked to provide a deeper explanation for point of view beyond clue words.

TOTAL LESSON TIME: 25 minutes9. References Consulted Grace for President by Kelly DiPucchioThe Gingerbread Man Loose in the School by Laura MurrayFor the Love of Teaching Point of View posters and bookmarks by Kim Miller