Dana Wells

Miranda Siler
EDU 305

Team Teaching Lesson Plan

Lesson Title: Where the Red Fern Grows - Point of View . Grade: 5th grade

Goals or Objectives:
Students will be able to read and analyze a passage in order to determine different characters’
point of view.
Students will effectively present these points of view using a Padlet.
Students will write a narrative from a character's point of view using effective technique,
descriptive details and clear event sequence.

Grade Level Guide: Content Standards – you will have 4

Content Curriculum Focal Points
http://www.ncte.org/standards/ncte-ira
NCTE & ILA standards
Standard 5: Students employ a wide range of
strategies as they write and use different writing
process elements appropriately to communicate
with different audiences for a variety of purposes.
1. For this lesson in particular students will
be learning to analyze text and write from
another point of view. This strategy can be
helpful in history when analyzing
historical events. Students can view the
same historical event from two different
perspectives to better understand the event
that took place.
2. Writing and analyzing from another point
of view can also connect to government. It
can be helpful in being able to analyze the
points of view of two different political
parties to better develop one’s own ideas
and position.

ISTE standards (1 tech component) 1 Empowered Learner

http://www.iste.org/standards/standards 1c Students use technology to seek feedback that
informs and improves their practice and to
demonstrate their learning in a variety of ways.

PreK-12 Profeciency standards Standard 2: English language learners

communicate information, ideas, and concepts
http://www.tesol.org/docs/books/bk_prek- necessary for academic success in the area of
12elpstandards_framework_318.pdf?sfvrs language arts.
 n=2

Common Core State Standards CCSS.ELA-LITERACY.W.5.1

http://www.corestandards.org/ELA- Write opinion pieces on topics or texts, supporting
Literacy/W/5/ a point of view with reasons and information.
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.

Academic Language:
Contributions, coon hunting, hotseat narrative, nocturnal, perspective, point of view, treed

Students’ Needs: What experiences, prior knowledge and/or knowledge gaps do students have
that relate to the lesson goals?

English Language Learners Gifted and Talented Students Struggling Reader

Student will be paired with a
gifted student to assist in one-
to-one peer instruction.
Student will sit in a
designated area in order for
teachers to best accommodate
student. The movie will be
presented in order for the
student to better understand
the content.
This student will be paired Student will be paired with a
with an English Language gifted student for the reading
Learner or a Struggling section of the lesson and will
Reader and will be tasked to complete partner reading in
assist in one-to-one peer order that this student will
instruction as needed. best comprehend the content.
Additionally, this student will
be asked to complete a
standard 5 paragraph response
on the Google Doc with an
introduction and conclusion.

Materials: List materials for both Student Needs and Teacher Needs
Student Needs: Internet access, laptop, pencil, paper
Teacher Needs: Internet access, laptop, paper, projector, powerpoint, raccoon picture, whiteboard
Language Function:
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
Students will analyze excerpts from chapters 8 and 9 of the text “Where the Red Fern Grows”.
Students will argue the thoughts and feelings of the characters.
Students will describe the scene from the point of view of a character other than the main
character.
Students will evaluate the selected scene from the perspective of a character in the story other
than the main character.
Students will explain the scene from different perspectives and feelings of different characters.
Students will interpret the scene from the point of view of different characters.
Students will justify why a character may think or feel a certain way in the scene.
Students will synthesize a three paragraph narrative of one of the characters in the scene other
than the main character.

Lesson Plan: Procedures will be bulleted and scenarios are concisely written.

Before:
● Student will complete an ice-breaker activity that allows them to get out of their
seats and intrigues them about the upcoming lesson.
● The teacher will discuss the background of point of view to build background
knowledge needed for understanding the passages from “Where the Red fern
Grows”.
● Students will read passages from chapters eight and nine of “Where the Red Fern
Grows” silently. This will help prepare them for the activities to follow.

During:
● After reading the selected passages, students will be divided into small discussion
groups.
● The teachers will ask the students discussion prompting questions.
● Students will complete a “Think-Pair-Share” in their groups answering the
discussion questions.
● Teachers will be walking around to observe student responses.
● After adequate discussion time, the teacher will bring the class together to go over
the questions and allow students to share their responses.
● After completing the “Think-pair-Share” activity, students will engage in the activity
“Hotseat” to better understand the point of view of the characters from the passage.
● Each small group,will select one of the characters from the scene and come up with
questions they want the character to answer.
● One student from each group will be selected to be a character from the passage and
 answer the questions from the point of view of the character they are portraying.
● After “Hotseat”, students will then be asked to get on the class Padlet and choose a
character they would like to write about.
● Each student will detail the character’s feelings, emotions, thoughts, actions,
frustrations, or any other details from that character’s perspective.
● This will help students organize their thoughts before the final project in which they
will write an essay about the scene read in class from a character’s perspective other
than Billy’s.
● After the pre-writing activity, the class will get back together and watch the movie
clip of Where the Red Fern Grows that accompanies the passages read.
● Students will compare their thoughts about the scene they read with how the director
portrayed the scene in the movie.

After:
● After students have watched the movie clip, there will be a time for short discussion
of the similarities and differences among the book and the movie.
● When adequate discussion time has been reached, teachers will direct students to get
back on their laptops and create a Google Doc that includes everyone in their small
group.
● One teacher will walk around to be sure all students understand how to create this
while the other teacher will be giving directions on what to do.
● Students will additionally add both teachers on the Google Doc.
● Each student will be asked to complete a short essay, two to three paragraphs,
describing the scene from a character’s perspective.
● After they have completed their writing, they will be tasked with proofreading each
other’s writings and adding reflective comments and grammar/spelling corrections
on their essays.

Assessment:
 Type of Description of Modifications to Evaluation Criteria- What
assessment assessment the assessment so evidence of student
(formal or that all students learning (related to the
informal) could demonstrate learning objectives and
learning central focus) does the
assessment provide?

Informal Observations Teachers will ask Teachers will walk between

direct, prompting small groups to observe
questions if they individual student
are unsure of participation and
specific child’s comprehension. Students
understanding of must all contribute to their
the content. group's’ conversation by
asking relevant questions
and giving thoughtful
responses.

Informal Padlet ELL student may Students will answer the

be paired with given prompt using a text
another student or box on the Padlet provided.
teacher who can Each student will chose one
scribe for him/her if character and note how
necessary. he/she saw the section of
the story’s plot from his/her
perspective.

Formal Google Doc ELL student may Students will explain the
be paired with plot from the point of view
another student or of a character other than the
teacher who can main character using
scribe for him/her if
effective technique,
necessary. descriptive details, and
clear event sequences.
Gifted and talented Responses should be
students will be presented in an essay
asked to complete a format with a minimum of
standard 5 three paragraphs.
paragraph essay
including an
introduction and
 conclusion.

Resources: Include assessments, rubrics, and online resource links incorporated into the lesson,
if applicable.

● https://www.youtube.com/watch?v=rbPDCCcorIo
● http://www.mistercollins.net/uploads/Where_the_Red_Fern_Grows_-_Wilson_Rawls.pdf

● https://padlet.com/danawells96/EDU305
● Google docs
Submit this document the following Sunday after your team has watched the video; this is
done individually.

Analyzing Teaching: To be completed after the lesson has been taught

What worked?
What didn’t? For whom?

Adjustments
What instructional changes do you
need to make as you prepare for your
next lesson?

Proposed Changes Whole class:

If you could teach this lesson again to
this group of students what changes Groups of students:
would you make to your instruction?
Individual students:

Justification
Why will these changes improve
student learning?
What research/theory supports these
changes?