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Direct Instruction Lesson Plan Template

Grade Level/Subject:
Central Focus: Students will identify key indicators of
5 Social Studies/ELA
different points of view, and apply the history of Halloween
to their own writing.
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RL.5.6 - Describe how a narrator's or
speaker's point of view influences how events are described.
Date taught: October 30,
5.C.1.2 - Exemplify how the interactions of various groups
have resulted in the borrowing and sharing of traditions and
Daily Lesson Objective: Students will use key characteristics of different points of view to write
Halloween stories in a given point of view independently.
21st Century Skills:
Academic Language Demand (Language Function and
Information Literacy Students are Vocabulary):
learning about traditions from
Exemplify: give and discuss examples of how Halloween is
places other than their community. a part of borrowed and shared traditions.
Creativity and Innovation
Students will produce their own
piece of writing.
Prior Knowledge: Students will need to know key aspects of points of view (1 st person, 2nd person,
3rd person omniscient, and 3rd person limited).

1. Focus and Review

2. Statement of
for Student
3. Teacher Input

Description of Activities and Setting

Ok, everyone! Who can tell me what we have learned about point
of view? What different points of view are there and what do we
know about them? How do we tell the difference between them?
We will have a discussion about the different points of view, and
make a chart on the board of the different points (first person,
second person, third person limited, and third person omniscient).
We will focus on key indicators of the different points of view (key
word, narration, etc.). The students will record this chart in their
literacy notebooks. Then we will switch gears briefly and watch a
short video from The History Channel about the history of
Then we will read a short passage about the history and discuss
how Halloween transformed into what it is today.
Today we are going to read some short Halloween stories and use
the chart we made in our literacy notebooks to help us decide the
point of view of the stories. Then you are going to write your own!
I will read the first passage on the worksheet out loud,
highlighting point of view hints as I read. When I finish, I will ask


myself questions aloud to decide which point of view the passage

is written in.

We will read the next three passages on the worksheet as a class,

4. Guided Practice
letting students do the highlighting and talking about which point
of view goes with each passage.
After we finish the worksheet, I will go around and let each
student draw a point of view (first person, third limited, or third
omniscient) slip of paper out of a bag. They will write a short
Halloween story, incorporating what they learned from the video,
5. Independent
but keeping their point of view paper a secret from their
classmates. I will provide some story starters to help them get
started. After everyone is finished writing, everyone will get a
partner and read their stories and have their partner guess which
point of view they wrote from.
The assessment will be the work from the independent practice. They
6. Assessment
will take their slip of paper that told them which point of view to write in
Methods of
to their story and turn it in. As long as they wrote in that point of view
(or they wrote some in that point of view, they can receive partial
credit), and included something they learned from the Halloween video,
they will receive full credit.
For the closure, 2 or 3 students will volunteer to share their
story with the class, and the class will then have to guess
7. Closure
which point of view the story is written in and tell how they
All of the students, except for 4, received full credit. The other 4
8. Assessment
students received most of the credit, but not full credit because they
Results of
waivered from their point of view slightly throughout the story. All
students incorporated what they learned about the history of Halloween
in their stories.
Targeted Students
Student/Small Group
Modifications/Accommodations: Almost a
Modifications/Accommodations: If students
third of the students in my class were ESL
struggle with their given point of view in the
students. This is the reason I provided story independent practice, I will be walking around to
starters for the independent practice and a
help them connect the prior knowledge we took
word bank on the point of view worksheet. I note of at the beginning of the lesson to what they
also turned on captions in Spanish on the
are trying to write, and to give them some
video so they could just enjoy the video
examples to help them get started.
instead of trying to quickly translate every
word to understand.
Materials/Technology: computer, SmartBoard, literacy notebooks, History of Halloween video,
point of view slips, point of view worksheet, History of Halloween story, whiteboard
References: Montclaire Elementary 5th Grade Teachers and Planners

Reflection on lesson: This lesson sounded really good on paper. However, it was just too long for
students to sit and be actively engaged. I started to lose them towards the end. It also did not
help that right in the middle of my lesson, we were interrupted to go to a surprise assembly. The
good thing about this lesson was that since it was the day before Halloween, the kids were all
excited and wound up over what they were doing the next day. Since my lesson was about
Halloween, I funneled that energy and excitement into a learning opportunity and they really
enjoyed it. They loved getting to be creative when they were writing their stories, since
opportunities for creativity are being pushed under the rug of standardized testing. If I taught
this lesson again, I would probably break it up into two mini-lessons, separated by either another
activity or just a quick break.