Reading+Mini-Lesson+Set+1

Jenn Schellenberg ELD 308 February 14, 2012

**Lesson Plan: Reading Mini-Lesson**


 * Grade:** 4


 * Time:** 20 Minutes

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.
 * Standards:** Reading Standards for Literature K-5


 * Objective:** Students will be able to understand the point of view from which different stories are narrated.


 * Materials:**
 * //Henry’s Freedom Box// by Ellen Levine
 * Chart paper with the heading “Point of View.”
 * Chart with five short paragraphs
 * Worksheets containing the same five short paragraphs
 * Markers


 * Lesson Sequence:**


 * **Lesson Introduction/ Anticipatory Set (Engagement):**
 * “Boys and girls, do you remember the book I read during the Interactive Read Aloud yesterday? Yes, //Henry’s Freedom Box// by Ellen Levine. Does anyone remember what this book was about? Yes, this book was about a slave named Henry, who eventually escaped and gained his freedom. Great job remembering!”


 * **State Objective and Purpose:**
 * “Today, we are going to learn about point of view and why authors may choose to write in different points of view. We are also going to learn how to identify what point of view an author writes in. Knowing what the authors point of view is while reading a story can help you better understand what the authors are trying to convey to you through their writing.”


 * **Teach and Model:**
 * Have chart paper ready with the heading “Point of View.”
 * “There are several different points of view that an author can write in. Some authors, such as Ellen Levine, write in the third person.”
 * Write “third person” on chart paper. Then make a dash and write, “he, she, it, they, him, her, them, his, hers, their, theirs, or a person’s name itself.”
 * On the line underneath, open up to page 1 of //Henry’s Freedom Box// and write, “Example: Henry Brown wasn’t sure how old he was. Henry was a slave. And slaves weren’t allowed to know their birthdays.”
 * “Besides writing in third person, some authors write stories in first person.”
 * Write “first person” on chart paper. Then make a dash and write, “I, we, me, us, my, mine, our, and ours.”
 * On the line underneath, write “Example: We went outside in the pouring rain to splash around in the puddles.”
 * “Now that we know two different points of view that authors can use in their writings, we will be able to improve our comprehension about the stories we read. Point of view also helps us understand why an author wrote a particular piece. Some authors write stories for enjoyment, while others many right stories to inform people.”


 * **Guided Practice:**
 * Have a chart ready with five short paragraphs, which are all written with different points of view (first person or third person).
 * Pass out worksheets to the students that have the same five short paragraphs as the chart.
 * Have students read the paragraphs individually and have them write down in the space provided, which point of view they think each paragraph is written in.
 * Then, call five different students to the board and have them write their answers down to the different paragraphs. Have the students explain the reasoning for their answers and if it is necessary add input to clarify or correct anything the students said.


 * **Independent Practice/Assessment:**
 * “Boys and girls, today during our independent reading time, I want you to pay attention to what you are reading. Use your knowledge about what we just learned about point of view to determine which point of view the author wrote your book in. I want you to record your answers in your reading journal.”


 * **Closure:**
 * “What are the two different points of view that we learned about today?”
 * “Why does point of view help us determine about the author?”
 * “Can someone remind me of what we should be doing during our independent reading time today? Great job paying attention and learning today!


 * **Assessment:**
 * I will know students are successful when I look in their reading journals and see which point of view they each wrote for their independent reading. Also, I will know students are successful by looking at the worksheet they completed during the guided practice.