Student Teaching edTPA Lesson Plan Template

Subject: Central Focus:

English Language Arts Point of View

Essential Standard/Common Core Objective: Date taught:

RL.5.6 Describe how a narrator’s or speaker’s point of view November 1, 2018
influences how events are described.

Daily Lesson Objective:

Students will be able to independently complete 4 point of view lenses by using a book club novel and
accurately fill out 3 out of 4 lens according to the point of view of two characters in their novel.

21 Century Skills:
st
Academic Language Demand (Language
Critical Thinking and Problem Solving- the students will have to Function and Vocabulary):
work together to figure out how the point of view of another Students will need to need to know the
character. vocab: perspective, point of view,
Communication- students will articulate their thoughts through characters
writing and speaking with their partners.
Collaboration- students will have to work together

Prior Knowledge:
The students will need to have previous knowledge of what point of view is, which they would have previously
learned in the grades previous to 5th grade.
Students are learning about point of view during their Historical Fiction lesson, so during the read aloud we will
talk about

Activity Description of Activities and Setting

Time

1. Focus and Today, students we are going to learn about how the point of view can 2 minutes
Review change depending on the character that is telling the event. Remember that
point of view is the perspective or manner that a story is told from.

2. Statement of By the end of this lesson you are going to be able to tell me how the story 1 minute
Objective can change depending on the character that is telling the story.
for Student

3. Teacher Input Students will be gathered on the carpet and ready with their turn and talk 30
partners. minutes
“I am going to read the book The Story of Ruby Bridges and while we are
reading, I want you to be thinking about how this book fits into the historical
fiction genre.”
While the teacher is reading, she stops at various points of the novel and
asks the students to turn and talk about the parts of the book. She stops on
page 6 and asks the question, “what is going on in the story? Why is this so
important?”. The class discusses how this is the first time in American
history that black students were integrated into elementary schools, and
Ruby is one of the first students to be integrated. She then stops on page 15
and asks the question, “Why would Ms. Hurley think Ruby would stop going
to school?”. The class talks about the protestors being outside Ruby’s school
everyday and being hostile; the class also talks about how from Ms. Hurley’s
point of view, she thinks that Ruby should be scared. Teacher continues
reading until page 22 and then asks the question, “What do you think she
said?”. The students talk to each other about what they think Ruby said to
the protesters. The teacher continues reading to the next page, and then
asks, “what does this tell us about Ruby?”. The class discusses about how
this action shows that Ruby has sympathy for the protesters even if they are
being horrible to her for weeks and months.
The teacher asks the students to return to their seats and then passes out
the point of view lense worksheet. The students will be instructed to paste
them in their reading notebooks before the start of the lesson.
“Ok, now that we all have our notebooks paste in our notebooks, we are
going to go over a point of view slideshow. I want you to write down the
information on the first slide in your notebook. I know that you can complete
this in 5 minutes, but I will give you 7 minutes to make sure that you are able
to complete the notes.” Teacher gives the students 7 minutes to write the
notes from the first slide in their notebooks.
“Ok, now I want you to think about a time that you have gotten in an
argument with a friend or a disagreement. You had a different perspective of
the topic, and that is why you got into an argument. Have you ever thought
about their point of view and why they thought that you were wrong. If you
think about it from their point of view that changes the argument for you
doesn’t it because you have thought about it in a different way.” Teacher
gives the students time to talk about how they might have been able to see
the other side or not able to see the other side.
“The next slide that I go to, I want you to make sure you don’t say anything
when you see the picture. I want you to look about what you see in the
picture when you first see it. Do you see anything?” Teacher lets the
students look at the picture of the duck/rabbit and lets them think about what
they see without giving them a clue.
“Can I have anyone tell me what they see in this picture?” Students will say
what they see in the picture, which will most likely be a duck, rabbit, or both.
“So we have different answers, but I am going to point out what everyone
sees.” Teacher points and shows the students what the other students saw.
“Now that we have been able to see the different objects in both of these
pictures, think about how you see this picture differently. You may have seen
the duck at first, but now that you see the rabbit, you can see the picture
differently now. Point of view is similar to this because if you can see how a
picture changes now that you have seen both of these objects, you can think
about how a story can change if you think about the story from a different
character’s perspective.”
Teacher goes to the next 3 slides and shows the students pictures of the St.
Basil from different angles.
“Considering this picture we can think about point of view too. From one
angle this object looks like one thing [teacher uses examples that students
have come up with], but if we look at another picture, we can see how it is
the St. Basil in Russia. This changes the way that you see the first picture
doesn’t it? Again, it is the same with books and novels. The story can
change depending on who is telling the story and whose point of view it is
from.”
“Now, I am going to practice with seeing the story from Ms. Hurley’s point of
view from The Story of Ruby Bridges. I am going to look at my lense
worksheet that I passed out. While I write down the information, I want
 everyone to take notes of what I write down.
So, from Ms. Hurley’s point of view, she thinks that Ruby should be scared
of school because there are hostile protesters outside of the school
everyday; meanwhile, Ruby isn’t scared or anxious when she goes to
school. Ms. Hurley is aware of the fact that adults can do things that aren’t
right, and she might be aware of the protests that were violet that were going
on at the time. She knows that Ruby is in a dangerous situation because the
protesters are really angry that the schools are being integrated. From Ms.
Hurley’s point of view, she is a teacher who is only teaching one student,
which is different from everything she has probably ever known, so from Ms.
Hurley’s point of view, the story would change because she would think that
Ruby should be scared and that she should be scared, considering
everything that was going on. Something similar to Ruby’s point of view
would also be that she was probably a little lonely as well because there
were no students or teachers in the school because no parent would send
their child to school with Ruby.”

4. Guided The students would still have more point of view lenses on their sheet. 10
Practice “Now, we are going to work on the next pair of lenses, but I want you to work minutes
together in your groups and talk about how the story would change if the
protesters were telling the story. Questions to think about while you are filling
out this part are, ‘how would the story change if the protesters were telling
the story?’, ‘why were they doing that?’, ‘did they think that they were
wrong?’, ‘why do you think they justified what they did?’. I will walk around
and talk to the groups, but I want you to try to talk together in your groups to
come up with why the protesters did that. How would the story change from
a different point of view? We have thought about our point of view and
Ruby’s and Ms. Hurley’s, but we should also think about the difference in
point of view and how it can change the story.”
The teacher lets the students talk together to come up with reasons why the
story would be different and how it would change depending on point of
view. While they discuss, the teacher goes around to each group to hear
what the students are thinking about the point of view of the protesters.
The class comes back together after all the groups have completed the
worksheet.
“Can anyone tell me what they said? Why and how would the story change
depending on if it was told from the protesters point of view?”
Teacher lets the students give answers and they discuss what the protesters
would have thought and how it would different. Sample answers would be:
the protesters would think that they were right because they didn’t think the
change of integration was beneficial for their kids, the story would be
different because it would be told in a way that Ruby would be the one who
is wrong because the protesters didn’t think that she should be in the school,
the protesters would think that they were doing what was best for their kids.
The story would be more violent.

5. Independent “Now, I want you to work on your last lens and fill it out according to the 15
Practice book club book that you have been working on. I want you to pick two minutes
characters that aren’t the main character and fill out 4 lens. Two lens should
be devoted to one character, so you should pick two characters. I want you
to think about the activity we just did. How would your book club novel
 change if the story was told from two characters point of view that isn’t your
main character. Questions you should think about are: ‘how would the story
change if the story was told from this character’s point of view?’, ‘do they
think they are right?’, ‘how would they feel about the main character?’

6. Assessment Rubric
Methods of
all
objectives/skills: 0 pts 2 pts 4 pts

Completed Student did not Student completed two out Student completed
complete any of the of four lenses. all four lenses.
lens of the assignment
or filled out one lens,
but didn’t give correct
information

Accuracy Student did not give Student was able to give Student was able to
accurate information in accurate information on all give accurate
the lenses. The lens, but wasn’t able to information on lens
student put little effort support ideas or gave and was able to
in the completion of information that was support the
the lens incorrect on one or two of information.
the lens.
Students who receive a 6 out of 8 points on this assignment will pass this assignment.
The teacher will collect all the work and grade the lens based on whether or not the
student was able to complete and give accurate answers on their lens.

7. Closure “In closure, when we read novels, we should always be aware of how the
story is affected based on the point of view of the character that is telling the
story, but we should also be aware that other characters have a point of view
and it can change the way the story is received. Today, we looked at
different characters’ perspectives and point of view and we were able to see
the story from their point of view.”

8. Assessment 19 out of 20 students were able to meet the objective because my CT and I were able to
Results of help the students while they completed their activities. We talked to the students when
all they were done, and we told them that they could think of a few more things. The students
objectives/skills: went back and worked on their worksheets more. The one student who was not able to
meet the objective did not complete the activity with their book club book and didn’t
understand the book that she chose to do with the activity.

Targeted Students Modifications/Accommodations Student/Small Group

Students who may need to be closer to the teacher will be Modifications/Accommodations
provided with a spot on the carpet. The teacher will read louder Students who are not able to get along with
for students who need to have a louder read aloud. Students each other will not be put in the same group.
who need a larger print will be provided with worksheets that
have larger lens.

Materials/Technology:
Projector, computer, paper, and whiteboard

Reflection on lesson:
Provided on Weebly