Reflective Lesson Plan Narrator's Point of View

7/30/2019 Reflective Lesson Plan Narrator's Point of View

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Claflin University School ofEducation

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Nakita Manigault Date: March 28, 2013

PART I: PLANNING

Title of Lesson Narrators Point of View

Source

Is this lesson original idea? If not, from what source did I

borrow this lesson?

This lesson is my original idea.

Subject Area (s) English Language Arts

Grade Level 4th Grade

Curriculum Standards

4-1.3 Analyze text to determine first-person and third person

point of view.

Description and

Background Information

Describe the lessons activities and content.

- To begin the lesson, we will review Poetry ( a lesson taught

previously). We will read a poem (students read quietly on

their own as I read out loud) and identify the refrain,amount of stanzas and lines, and the rhyme scheme of the

poem.

- After the daily reading reinforcer, students will participate

in an anticipatory set titled Fact or Fib. Prior to beginning

the lesson, I will ask students to decide whether or not twostatements about narrators point of view are true. Students

will work with an elbow partner (person sitting next tothem) and come to a decision together.

- Next, we will begin the Power Point presentation onnarrators point of view. During this time, students will read

and review notes (printed slides from the presentation) and

underline important details about the content.

- During the presentation, I will guide the students through

identifying the point of view being used within a given text.- Next, Students will complete an independent practice

activity on Narrators point of view. Students will be given

15-20 minutes to complete the assignment and we will


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review the activity and it will be graded.

- Lastly, for closure we will review the narrators point of

view and the important keywords identified during the

lesson.

Lesson Objectives What will students be able to do at the conclusion of this lesson?

- Students will be able analyze text to determine first-personand third-person point of view within a given text.

Varying Objectives for

Individuals Needs

How will I vary these objectives for students who do not understand the

material?

- If the entire class does not understand the content of thelesson, I will re-plan the lesson to ensure that it is very

descriptive and explicit and reteach it during the next

lesson.

- If a small group of students does not understand the content

being taught, I will hold a small group session during

independent practice to reteach the skills students do notunderstand.

- If students are having difficulties due to lower reading

levels, I will help them by reading passages, questions andanswer choices so that they can better understand the text.

How will I vary these objectives for students who have already mastered the

concept?

- Students who have already mastered the concept will create

their own sentences using one of the types of point of viewcovered during the lesson. If students complete the

additional assignment early, they should study their notes

while they wait for their classmates to complete theirassignments.

How will I vary these objectives for students who are presently learning

English?

-Students who are ELLs will be given extra time to carefullyread passages and respond to questions. These students will

also have the opportunity to sit independently with me and Iwill help these students read and re-read any passage,

question or answer choice they have difficulty with to

ensure comprehension.

Statement of Purpose

Why is it important for the students to learn this content?

- Narrators point of view is an important skill for students to

learn because students should be able to decipher who thespeaker of a passage or story is.

-Also, Narrators point of view is an important skill that willbe assessed on the PASS exam. Comprehension of these

skills during the lesson will ensure mastery on the PASS.

Materials and Resources

What materials and supplies are needed to help your students achieve the

stated objectives?

What will the teacher need?

- Printouts of the slides for note taking

- Printouts of independent practice

- Smart Board

- Laptop


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What will the students need?

- Students will only need sharpened pencils prior to the

lesson

- All activities will be handed out as needed.What other resources are needed?

- No other resources will be needed.Will you use resource speakers?

- There will be no speakers for this lesson.

Anticipatory Set What will you do to motivate the students and get their attention? What isthe hook that will serve as a focus for the lessons activities?

- For this lesson, students will participate in an activity calledfact or fib. I will give students two statements about

narrators point of view, one true and one false. Students

will work with an elbow partner (person sitting closest tothem) and determine which statement is true or false.

- This activity will help me gauge students prior knowledge

of narrators point of view.

Part II: IMPLEMENTATION

Pre-assessment

How will I find out what students already know about this topic?

- During the anticipatory set, I ask students two questions

about Narrators Point of view. Students will work with a

partner to discuss whether these statements are true or not.After students work with a partner for about 3 minutes, I

will then ask students to show me a thumb up if either

statement is true, (each statement will be read twice prior tobeginning the activity, and at least once more after the pairs

work together.) a thumb down if the statement is false, and

a thumb sideways if they arent sure. This will help me to

determine who knows any information about Narratorspoint of view. We will confirm the students decisions

during the lesson. Each of the statements are within the

presentation and we will review whether or not thestudents answers were correct or not.

Teacher Modeling or

Demonstration

What will I do to show students what is expected?

- During the lesson, I will read aloud passages and thinkaloud how to find the keywords that help me know that the

passage is being told in first or third-person.

Guided Practice

What will we do together as they learn how to succeed at the new task?

- Together we will read two PASS like passages and identify

the keywords that help us to know that the passages areeither first person or third person. One passage has thekeywords he and she. Students should know that these

two words help us come to the conclusion that the passage

is written in third-person point of view. Another practicequestion has four short passages written in different point of

views. Together, we will determine which passage correctly

exemplifies first person narration. From the lesson studentsshould know that some keywords for first person are I, me,

and my. Together we will identify the key words in each


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passage and determine which one is told in first person

narration.

Checking for

Understanding

What questions will you ask to determine if students understand so far?

- How do we know that a passage is written in first or third

person point of view?

- If a passage has key words in it for both types of point of

view, how do you conclude who is telling the story?- During the guided practice students must always prove their

work. Students must identify clues and supporting detailsthat help them pick an answer choice.

What techniques or strategies will be used to determine if students

understand so far?

- After we practice together, students will pass their note

sheets into me (they will be returned at the end of the class

period) and we will review narrators point of view.Students can either give definitions stated in their notes or

they can paraphrase the definition.

Independent Practice

What will students do by themselves to show that they have internalized the

knowledge?

-Students will have 8 PASS like questions to read andcomplete on their own. Each question requires students to

read a passage and identify the narrator. While reading,

students must circle or underline the keywords used.

Closure

How will I conclude the lesson and relate it to future experiences? How will

you wrap up the lesson to reinforce concepts taught during the lesson?

- Students will respond to the question, When analyzing a

passage, how do you determine if it is written in first orthird person point of view.

- Students will also compose their own sentences in first andthird person narration. Once students have created their

sentences, they will switch papers and their partners willhave to correctly identify each point of view. If timepermits, we will review a few of the students passages and

answers.

Assessment

(attach to lesson plan)

What will students do to demonstrate what they have learned?

- Students will complete an activity that has 8 PASS like

multiple choice questions on point of view. Students will be

required to read passage and underline important details andparts of the question. Once students have chosen their

answers, they must identify the keyword that tells whether

it is either written in first or third person narration, as well

as placing a check next to the clue in the passage that gavethem the answer.

- Students will also demonstrate what they have learned in

this lesson in an upcoming assessment.

Extension Activities

What can students do at home or in the classroom to apply the knowledge

or skills?

- Students can identify the types of reading items they have at

home that have different narrators. In the lesson, we briefly

reviewed second person narration. Students can searcharound the house to find the types of narration they have in

their home that falls into each type.


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- Students can read different texts around them to practiceidentifying first and third person narration. Students can

read books, magazines and newspapers that may be around

their home, and identify the key words within the story or

article that helps them to identify the narrator.- Students can also practice with their parents by having their

parents write short passages with keywords and identifying

the point of view. Students can also switch and write

passages for their parents and have them identify the pointof view. This will help students internalize how to read and

write text correctly to identify the narrator.How could you use your colleagues or community agencies to improve

student performance?

- I could collaborate with students from the local college and

have them write different short stories (age and grade level

appropriate) and have students read them and identify the

keywords and the narrator of the story. 4 th grade students

can also write stories for the college students to see if they

can correctly identify the point of view. This will help

students reinforce what they have learned in class, and it

can also help students interact with positive role models.

Technology

How will you use technology to assist students with learning the concepts?

What technology will you use to enhance the delivery and comprehension of

your content?

- Technology will help present information to students in avery organized manner. Information is presented using

Microsofts Power point software via laptop and Smart

Board so that students can easily follow along without

feeling confused.

-Presenting the contents of this lesson on the smart boardalso allows students who have trouble seeing smaller texts

see the information clearly on the smart board.

Connection Across the

Curriculum

How will you connect this lesson with other content areas across the

curriculum?

- Point of View can be integrated with many different content

areas. In Math, students can read word problems and look

for key words that help them identify the narrator.In

Computer Lab, students can use the computer to read

articles on the internet and identify the point of view. In

Social Studies, students can read different stories in their

text book about historical figures and use clue words andpointers from the lesson to identify the narrator of the story.

In music, student can write a story that is inspired by a

piece of music that tells a story in first or third personnarration. In art, students can create a narrative about a

piece they created telling a story to give their artwork life.

In Physical education, students can write stories abouttheir favorite sport to play and write it either in first or third

person narration. In English language arts, students can

correctly identify they narrator of their Accelerated Readerbooks which could help foster better comprehension and


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also help earn better scores on their AR tests.

PART III: REFLECTION

Strengths

Describe the strengths of your instructional techniques, strategies and

classroom management.

- I felt as though this lesson went fairly well. Following Ms.

Kennedys flow of instruction, I ask questions during thelesson to assess whether students are paying attention and

focusing, as well as comprehending what is being taught.Students responded to the questions, and if answers wereincorrect I was able to redirect them or guide them to the

correct answer.

- I was able to manage the classroom effectively and keepstudents on task.

Describe the strengths of student engagement.

- Most of the students actively participated and focused

throughout the lesson.

- Students responded to questions asked during the lesson,

and students also asked questions when they were confused

allowing me to clarify the details given.

Weaknesses

Describe the weaknesses of your instructional techniques, strategies and

classroom management.

- During this lesson, I was able to fit everything into the time

frame, and complete each activity, however I still need towork on managing the time spent on each component of my

lesson. Most of my time is spent on the beginning of the

lesson, leaving less time for the note taking session,

independent practice.Describe the weaknesses of student engagement.

- During this class period, Students became unfocused. At thebeginning of the lesson, we sharpened pencils to make sure

we utilize our instructional time. About halfway into the

lesson numerous students needed to sharpen pencils, and

others began talking. One student continuously yelled outduring the lesson instead of raising his hand.

Suggestions for

Improvement

What would you change when teaching this lesson again?

- Overall, I would thoroughly plan each section of my lesson

to spend an adequate amount of time on each part to ensure

completion for myself and for my students. Also, I wouldtry to find a way to keep students unnecessary chatter to a

minimum.

Revised 1-2012

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Reflective Lesson Plan Narrator's Point of View