Amanda Allen

ELD 308
Dr. McKool
Lesson Plan: Writing Mini-Lesson
Grade: 3
Standard: W.3.3. Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events or show the response of characters
to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
Objective: Students will practice using effective techniques in a narrative story
they have already written by changing the point of view of at least two times.
Materials:

Two Bad Ants by Chris Van Allsburg

Book text typed on worksheet for students
Chart Paper labeled, Different of Point of Views
Writers Notebook

Procedure:
1. Lesson Introduction (Engagement) Good Day, Writers! Do you remember when we read the book Two
Bad Ants by Chris Van Allsburg? We all made some great connections
to the authors use of different perspectives. Today we are going to be
using the same effective technique Chris Van Allsburg used in our own
narrative stories. We are going to apply our connections and re-invent
you narrative story by thinking of a different perspective and writing
two key events or ideas that might be different if the point of view has
changed.
2. State Objective and Purpose Before we go off to begin practicing our new techniques, what might
be the first step you take to change the point of view? What might you
do differently if your narrative was told by a different character? Do
you think that there will be a difference with the reasons if the point of
view is changed? Allow students to turn and talk with their writing
partners. Then let about two or three students share to the whole
class.
3. Teach and Model Pass around to the students the typed text and ask students to take a
copy.

Writers in front of you is the text of the story Two Bad Ants. This is a
narrative just like your stories. I want you to take a minute and look
over the text.
Together we are going to write down what clues we find that help us
determine that this is in the ants point of view. As I remember, first the
ants find a sparkling crystal.
Write 1. Ants find a sparkling crystal On chart paper.
Who can tell me the difference between our point of view of the
sparkling crystal verses the ants point of view of the sparkling
crystal? Call on students while writing responses on the chart paper.
Great job writers, who can remind us why it is important to have a
clear understanding of the different clues the author is giving to us in
Two Bad Ants?... Yes, it helps the reader understand whose point of
view the story is being told in by showing the perspective on the grain
of sugar.
Now writers, I want you to look back at the typed text and I want you
to search for an effective technique the author Chris Van Allsbrug uses
to help us get a better picture of how the ants are seeing these
everyday objects. Think about what words he used that really helps us
understand whose point of view we are reading.
I see an example! Take a look at this sentence, Long shadows
stretched over the entrance to the ant kingdom. The author uses
descriptive words to describe the grass as long shadows. Is this how
we describe grass when we are talking through it? Not usually, grass is
short to us and it wouldnt cast a long shadow over us. This is an
example of a different perspective on an everyday object. This is what
good writers do when they want the readers to understand who is
telling the story.

4. Guided Practice Writers, today when I send you off to begin writing, I want you to do
three things, first I want you to take out the narrative story you started
working on in your writers notebook, second I want you to make a list
on a blank page labeled Point of view on this page you need to write
down whos point of view you are looking at in your narrative, and
Third I want you to write two reasons why this point of view would add
a different effect to your narrative.
What might this look like, raise your hand if you know the story The
Three Little Pigs (all or most students should raise their hand) Who is
the main character? (the three pigs) Im going to change the point of
view to the wolfs, hmmm what are some new details I could add to the
story to change the perspective from the pigs to the wolfs? Let me see,
if it was told by the wolf, the wolf might be hungry and he could have
been looking for food or the wolf might have wanted to visit the pigs
because he wanted to be their friend. Here I have come up with two
new techniques I might use if I was to change the perspective.

When you finished at least two reasons that this new point of view has,
you can independent read.
Who can tell me one thing you need to do when you get back to your
seat Take out your writers notebook and open to narrative story.
Who can tell me what you are going to do next? flip to a blank page
and label it Point of view. Who can tell me the third thing you need
to complete? we have to write down two reasons that support the new
point of view. And when you are finished what should you be doing
silently at your desk independent reading. Correct, if you have any
questions please stay on the carpet, otherwise (use the colors of the
table groups to call them back).

5. Independent Practice/ Assessment Students will have time to write two reasons the support the new
perspectives.
Teacher will move around the room looking for at least two reasons
supporting the new perspective and conferring with students.
6. Closure Writers, that is all the time we have for today, I saw many of you have
created valuable point of views and organized some thoughtful reasons
that support it! When I say go, I want you to turn and talk to a neighbor
and tell them one reason on your list. Ready, Go!
7. How will you know the lesson has been successful?
You will be able to determine if the lesson was successful through the
list they write on the point of view page in their writers notebook.
Teacher will look for details that enhance the new technique the
students have learned that help support their narrative story, also the
teacher will look of a difference between the two points of views. Also
through their oral responses during the mini-lesson, telling teacher a
clear understanding on the point of view of their story and also sharing
possible new details they could change for their new point of view.