Design for Learning

Instructor:Hailey Pierson
Grade Level/Cooperating Teacher: Roby/ 1st
Lesson Title:Point of View
Date: 4-11-16
Curriculum Area: English and Language Arts Estimated Time: 30 minutes
Standards Connection:
Identify who is telling the story at various points in a text. [RL.1.6]
Learning Objective(s):
When given a worksheet, students will be able to accurately describe the two different points of
view from the story.
Learning Objective(s) stated in kid-friendly language:
Okay friends! Today we are going to be learning about point of view! You are going to be given a
worksheet just like the one we have been working on together. You will be filling this one out by
yourself after Ms. Pierson reads the book, The Three Horrid Little Pigs by Liz Pichon. This
objective will be discussed prior to the lesson.
Evaluation of Learning Objective(s):
The students will be given a T-chart to complete individually. They will be asked to listen while
Ms. Pierson reads the book The Three Horrid Little Pigs by Liz Pichon. They will complete the
chart identifying two of the different points of view from the text. They will need to complete this
chart, it will serve as an exit slip.
Engagement:
Good morning friends! I am going to tell you a special story about a time when Ms. Pierson was
a little bit older than you. Before we begin, who can remind me of Ms. Piersons good

classroom rules that weve been practicing all week? Please give me a thumb to chest
before sharing. Thank you! (Teacher gives wait time and listens to responses) Very good.
We are kind and respectful to our neighbors and to our teacher. We wait for our turns to
speak and we raise our hands to speak. Good. Most importantly, we treat others like we
want to be treated! I know that you are going to do such a wonderful job in keeping these
good rules in mind during our time together. Eyes on me. Thank you! Now I am going to
be calling you by tables to the carpet to listen to this special book. I am looking for the
tables that are the quiet and following the rules. Row B, thank you for being so quiet and
respectful for the rules. You may come to the carpet. Row A, awesome job! You may come
to the carpet. Row A. The rest of you! I want everyone to be quiet and continue to be good
rule followers like you all have been doing already! You all are all doing such a great
job! Okay are you all ready to listen to Ms. Piersons story. Ms. Pierson has a younger
brother who is three years younger than Ms. Pierson. Raise your hand quietly if you have
a younger sibling? What about if you have an older sibling? One time when Ms. Pierson
was in the fourth grade her brother thought it would be funny to pull a prank on her. Who
knows what a prank is? That is right, it is like a trick. Well one time when Ms. Pierson
was downstairs in the kitchen her brother snuck into her bed room and on her pillow put
a rubber snake. When Ms. Pierson came upstairs to get ready for bed, she had brushed
her teeth and put on her pajamas. She was about to get in her bed when.... AHHHHHH!
Mom! Dad! There is a snake on my pillow! The rubber snake that her brother had put on
my pillow scared me! How was Ms. Pierson feeling about this prank? Now do you know
what my brother was doing? Raise your hand if you think you know what Ms. Piersons
brother was doing. Do you think he was laughing? I think so too! He thought it was so
funny. Who can raise their hand and tell me what they think they know how Ms. Pierson
was feeling? That is right she was feeling scared. Now, her brother thought it was funny

and I thought it was mean and scary. It is two different points of view. There is a point of
view from Ms. Pierson and then her brothers point of view. Today we are going to be
learning about point of view!
Learning Design:

I. Teaching:
Okay boys and girls! Today we are going to be learning about point of view! Before we
continue our discussion I will call you by rows to come to the carpet. I am looking for the
table that is sitting quietly and has all their supplies cleared off. Row A awesome job! I
like the way your table is cleared off and you are sitting quietly! You may come to the
carpet. Row B, you may come. I like how you are being quiet and respectful. The rest of
you all may come down to the carpet. I want everyone to remember the classroom rules
and be respectful of one another throughout today! I have something really fun planned
for later if you all are the good star students like I know you are. I think you will really
enjoy learning about this today. So you all remember the story that Ms. Pierson just told
about the rubber snake. Who can raise their hand and tell me how Ms. Pierson felt about
the rubber snake in her bed? That is right she was scared. How did her brother feel? Yes!
That is right he thought it was funny. Now, boys and girls it was the same story right.
However, Ms. Pierson and her brother found the story to be different. Do you think if you
heard Ms. Piersons brother tell the story that it would sound different? Yes! I think so
too! It would probably sound like I pulled the funniest prank on my sister! It was so
funny. When I tell the story it is my brother pulled a mean prank on me. Same story but
different feelings. This is called point of view. Can you repeat what I just said. Point of
view. Point of view. Good. Now I want us to listen to this book. This is a book called What
Mess? I want you to be listening quietly to this book. I want you to be thinking about how
the boy in this book feels and how his parents feel while you are watching. Teacher will
play the book on youtube. https://www.youtube.com/watch?v=ywgSHoaBdQc Boys and
girls! Eyes on me! How did you like this book? Was it good? Was his room messy? Now
who can raise their hand and tell me how the parents thought the room looked like? The
parents thought the room was very very messy. How did the child think his room was
like? He thought his room was like his study. The piles of clothes that his parents thought
were really messy, he used it as a dig! He thought his room was art! All the dirty clothes
were an art piece. His parents thought it was just a big huge mess. Lets write this on our
chart. What two people are in this story that are looking at the messy room? Yes that is
right the child and the parents. The teacher will use the elmo and have a T chart
displayed. She will be filling it in along with the discussion. That is right! On one side I
will write child on the other I will write parents. How did the child think his room
was? Did he think is it was messy? No! His parents thought it was messy! He did not. He
thought his room was fun and a study. He thought his clothes were a dig but his parents
thought it was a mess! Good job! You are getting the hang of it! It is the same room but
people look at it and see it differently. Lets look at one more video of a book called Three
Hens and a Peacock. The teacher will play the video in the projector. https://
www.youtube.com/watch?v=43_dS8cqtko&nohtml5=False How did you all like this
story. Now on our chart. Teacher will display another chart. Who were the two characters
that we read about who showed their point of view? Or almost like an opinion of the
story? That is right the three hens and the peacock. Now did the hens think the peacock
job was easy? Yes! Did the peacock think his job was easy? No! He thought his job was
important! Did the peacock think the hens job were easy or needed? No! The hens
thought it was however! They each looked at the jobs differently. That is what a point of

view is. Looking at things differently. Now it is time for you all to get some practice!
Before we go lett talk review what a point of view is! A point of view is a way that
someone sees a situation or event.
II. Opportunity for Practice:
Okay friends. We are going to practice what we learned today. I want you to get with
your elbow partner. You all are going to be working on the Point of View worksheet
together. You are going to be completing the chart. Miss. Pierson will read you the book
The Three Little Pigs. I want you to with your partner fill out the chart together. Thumbs
up if you understand. After that you will raise your hand and I will come over and check
it. When you are down you and your partner will turn that in to the basket on the desk.
Okay boys and girls! Lets remember to be respectful and responsible learners. Lets get
to work! Teacher will hand out worksheet and monitor the classroom.
III. Assessment
Okay boys and girls! I am very confident that you will do great! I will pass out the
worksheet. It is something that we have all done one similar and you have done one
similar with your partner. Take your time and do your very best! Teacher will hand out
worksheet. Turn your worksheet in on the table. When you are done and sit quietly and
read.

IV. Closure:
Okay friends! Great job today! We learned a lot about point of view. Point of view come
with different situations and stories. Be on the lookout for the different points of view in
your everyday life. Great work today! I am very proud of you! Since you worked so hard
today I have a special treat for you! Teacher will pass out skittles!

Materials and Resources:

Elmo
Paper
Markers
Chart Worksheets
The Three Little Pigs
Three Hens and a Peacock
What Mess?
skittles
pencils
computer
video cord
Differentiation Strategies (including plans for individual learners):

Higher Level Learners: The higher level learners will be given Making Inferences games
on the Smart table. These games will challenge the students and have a great way of
incorporating technology.
Low Level Learners: The students will work with the vocabulary from this lesson along
with the skills of reading and point of view. They will work individually with the teacher
and then be given the opportunity to work with a partner. The teacher will review the
skills of reading that goes along with it.
Plans for Individual Learners: All students will be grouped for activities and catered
instruction based on flexible grouping. The students will work in tiered groups of on-

level learners, high-level learners, and low-level learners or those who may need reteaching. The teacher plans to accommodate for students with various backgrounds by
incorporating additional learning resources in Spanish, for example, on the class
webpage, and other resources for a variety of cultures and languages may be added to the
webpage in the future if necessary. Teacher will give EL students the key vocabulary on
picture cards prior to the lesson. Teacher will include visual prompts on the organizers
and assign student mentors to the EL students to help locate appropriate information to
place on the organizers together. English and native languages may be included on
organizers for EL students. EL students will be given the opportunity to draw pictures of
the materials on the organizers rather than writing the concepts and relationships. EL
students may illustrate concepts or describe them orally aloud during discussion in the
whiteboard activity.
Data Analysis:

Reflection:

Samford University
Design for Learning