Chapter / Lesson
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
*Students should have already read and discussed the vocabulary in “Barracuda” by John Gardner
G / Goal
Curriculum Standards
Benchmarks
Objectives / Stated at the beginning of a lesson and unit, clear targets let students know the direction of the learning and they can begin to track their own progress. Feedbacktoward this goalhelps the student to understand learned progress throughout the instruction. / (8) Setting )Objectives and Providing Feedback
(4) Reinforcing effort and Providing Recognition / I can determine the point of view of the narrator and characters in a poem.
1-I am very lost.
2-I have heard of point of view, but I don’t know what it means.
3-I can identify points of view in a story or poem.
4-I can identify the point of view, and I can teach it to a friend.
A / Access Prior Knowledge / Accessing prior knowledgeallows students theneural courtesyto reach into their own memories for information in order to prepareto connect to new ideas and procedures. / (6) Nonlinguistic Representations
(7) Cooperative Learning
(10) Cues, Questions and Advance Organizers / Show clip from “Finding Nemo.” (picture is hyperlink to YouTube)
After the video…what just happened? What’s the name of the animal that was the “villain” in that clip?
N / New Information / Presentation of new information (declarativeand procedural) through reading, lectures, video, or discussion with strategies that help the learner gather and organize the information such asnote taking, graphic organizers, questioning, and practice. / (3) Summarizing and Note Taking
(5) Homework and Practice
(11) Teaching Specific Types of Knowledge / Notes are provided beneath the slides to walk through the rest of the slides.
A / Application / Students use thinking skills with declarative knowledge toconstruct new ideas and practice toautomaticity and strategic use for procedural knowledge. / (2) Identifying Similarities and Differences
(9) Generating and Testing Hypotheses
(10) Cues, Questions and Advance Organizers / Your Turn! Give the fish a voice…what would they have to say if given the chance? If you could add a few lines to the poem, what would they be? Could they change the end of the poem?
Share
G / Generalize / Generalizing completes the cycle of the lesson bringing the learner back to the goal. Using strategies such as nonlinguistic representations, generating questions or self-evaluatingallows students to put "the tab on the folder" in order to retain information for longer periods of time. / (8) Setting )Objectives and Providing Feedback
(4) Reinforcing effort and Providing Recognition / I can determine the point of view of the narrator and characters in a poem.
1-I am very lost.
2-I have heard of point of view, but I don’t know what it means.
3-I can identify points of view in a story or poem.
4-I can identify the point of view, and I can teach it to a friend.
DRAFTSHensley/ASaullo/DCrutchfield2010
LESSON leide 2012