Lesson Plan Guide

Teacher Candidate: Steve Mitchell

Date: October 19, 2015

Grade and Topic: ESL Intermediate Reading Language Arts 8th

Mentor Teacher:

Length of Lesson: 1.5 - 2 class periods

School: Kate Bond Middle

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

Students will be able to identify narrative point of view in texts and be able to use appropriate narrative point of
view in their own writing.
LESSON OBJECTIVE:
Students will be able to identify the narrative POVs that are most commonly used in various genres of books.
STANDARDS ADDRESSED:
-TNCore Standard RI.8.6: Determine an authors point of view or purpose in a text.
-ISTE Grades 6-8, Standard 3: gather data, examine patterns, and apply information for decision making using
digital tools and resources.
MATERIALS:
- Smartboard. I will use Smartboard to model how to find the genre & POV and fill it in the data sheet.
-Classroom library with books of various genres. Students will use these books to identify narrative POV in
different genres.
-Seven desktop computers with Microsoft Excel. Students will use Microsoft Excel to organize data about
books genre and POV. *See sample student data sheet uploaded to the dropbox*
-Instructions at computers: Open Microsoft Excel. Enter the information that you filled out on your Data Sheet,
including the category titles. After you have entered all the information, right click on Point of View then
click sort and select Sort A to Z. This will organize your books by point of view. Then save the document
as your first and last name. Raise your hand and wait for me to check your work before you print.
BACKGROUND and RATIONALE:
-Different genres of books typically use different narrative POVs to fit the style and purpose of the genre.
-In a previous unit, students learned about different genres of books.
-In the previous lessons of this unit, students learned how to identify POV in texts.
-The lessons following this one will be on writing and when to use POVs in different types of writing.
PROCEDURES AND TIMELINE:
Day 1 (will likely carry over into Day 2)
Introduction: I will introduce the lesson with a bellwork on POV. We will go over the bellwork as a class and
review how to find narrative POV in texts. I will also ask students to share out what they remember about genre.
We will review genre briefly. Then I will discuss how different genres typically use different narrative points of
view.

Using two books from our classroom library, I will model for students (refresh their memory) how to
find out the genre and POV. Then I will model how to fill out the data sheet. A blank data sheet will be
projected on the smartboard. I will write in the answers for the 2 books.
Procedures:
-Each student will choose 8 books from the classroom library. 4 books must be fiction and 4 books must be nonfiction.
-Each student will receive a printed version of the data sheet. Students will work individually at their desks
while they look through their 8 books and write in the data.
-As students finish, I will check over their work. Once approved, they will go to a computer.
-At the computer, each student will enter the information, sort the information by POV, save and then print the
data sheet.
-Early finishers or students waiting to get on the computer will take part in sustained silent reading with the
books that they have chosen.
Day 2: Discussion/Closure. Students will bring their printed and sorted data sheets to class. With their groups,
students will discuss the trends they see. They will discuss reasons why they think certain genres typically use
certain POVs. Together, with all of the books that theyve gathered data on, they will see that there is a
correlation between some POVs and some genres. For example, one group might realize that non-fiction
informational texts are almost always 3rd period objective because theyre giving factual, objective information.
Another group may realize that biographies are 3rd person objective; while autobiographies are written in 1st
person. Another group may realize that instructional books are usually 2nd person because the narrator is directly
speaking to the readers. After students discuss within their groups, students will share out their ideas with the
whole class.
Subsequent lessons will focus on using an appropriate POV in different types of writing.
Problem statement- Imagine you are librarian who has just received a new shipment of books. The books are
completely unorganized, so it is difficult for students to find books they want to read. Your task is to make it
easier for the students by organizing the books by genre and narrative point of view. A spreadsheet can help you
to organize this information. You will use Microsoft Excel to enter the title of each book, tell whether its fiction
or non-fiction, identify the genre, and the point of view. Then you will sort the books by point of view.
ASSESSMENT EVIDENCE:
Rubric
Criteria
Genres identified
Correct POV identified
POVs sorted

Beginning
<4 correct genres
<4 correct POVs
POVs unsorted

Intermediate
4 6 correct genres
4 6 correct POVs
POVs sorted
incorrectly

Accomplished
7 8 correct genres
7 8 correct POVs
POVs sorted correctly

MODIFICATIONS:
During the time before students get on the computer, I will work with a small group of students who have
problems identifying genre and/or narrative POV. We will go through the steps together on how to figure out
genre and POV.
Students who finish early may do sustained silent reading, or they may assist students who have trouble on the
computers.