Professional Documents
Culture Documents
Lesson Content
What Standards (national or
state) relate to this lesson?
LAFS.3.RL.2.6: Distinguish their own point of view from that of the narrator or those of the character.
LAFS.3.RL.1.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
Essential Understanding
How do a characters traits, actions, and point of view affect us and the story?
Objectives- What are you
teaching?
Students will be able to respond to a characters actions by identifying how they affect the story.
Students will be able to respond to a characters point of view on a topic and relate it to their own.
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
I am teaching this objective because it is important for students to understand the difference in their
view point on a topic and that of a character, and also how character actions and feeling affect the
story.
This lesson fits in towards the end of the larger unit plan.
I am teaching it this way to keep students interest, level, and exploration in mind during lesson
planning.
Formative Assessment: Circulating the room while students work. Taking note of student behavior
and struggles.
Summative Assessment: The student responses from the group on the questions will be the
summative assessment for this lesson.
The teacher needs to know the structure of point of view, motivations, feeling, and character traits.
Point of View
Character Traits
Illustrations
Compare/ Contrast
There should not be any outlying misconceptions about this content since we have gone over the
concepts we will be working with in the past.
Lesson Implementation
I will partner work; After giving instructions I will break the student up into their level groups and give
them questions to complete based on their level.
Time
20
Who is
responsible
(Teacher or
Students)?
Students will
be responsible
for
collaborating
and answering
the provided
questions.
While the
Book:
Differentiation:
A big piece of this lesson is differentiation based on the level the
students are at with the material. The following are the groups within
the classroom that me and my certified teacher have created.
Iron Man
(Low)
Captain
America
Thor (High)
Hulk
Using these groups I will differentiate the questions I will ask them
about the story we will be working with. The questions will be put
on individual cubes for the students of the different groups. The first
four question will be on level questions that I want all students to
understand based on the objectives. The other two will questions
based on the level of the group to either support their struggles or
enrich their understanding of the concept. Here are the three
different cubes I will provide the students based on level.
All Groups
1. How have Claras actions affected the story thus far?
a) Because she talks with the other girls about the
2. Compare your point of view to that of Claras.
a) Claras point of view is that she is being mistreated at here
job because of the conditions and not being able to go to
school; they then should compare that to their own view
point.
3. How does Claras feeling affect how the story is building?
a) Clara feels like she is being mistreated so she wants to
4. What do you see in the illustration on pages 4-5 that supports what
the words say about the steamships destination?
a) The words talk about New York City and in the illustrations
they have the Statue of Liberty.
Below Level
1. Is the story told from a characters point of view or narrator's point
If applicable, how does this lesson connect to/reflect the local community?
By having them work in small groups in a social way reflects the local communities feeling of social
involvement.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Please see differentiation section in step-by-step.
How will you differentiate instruction for students who need additional language support?
If I had a student in this situation I would include added visuals on the response cubes.
Accommodations (If needed)
NA
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
For this lesson I will use the fallowing materials
(What materials will you use? Why
Response Cubes
did you choose these materials?
o Paper
Include any resources you used.
o Tape
This can also include people!)
o Scissors
Brave Girl: Clara and the Shirtwaist Makers Strike of 1909 by Michelle Markel and illustrated
by Melissa Sweet
Paper and Pencils for students