Guided Reading: Identifying Words/Phrases that Describe a Narrators POV

CCSS:
CCSS.ELA-LITERACY.RL.3.6: Distinguish their own point of view from that of the
narrator or those of the characters.

I can statement:
I can read to identify a narrators point of view and compare it to another
characters point of view

How this lesson relates to previous lessons and or data:

In this unit,students have been working on identifying a narrators POV (a narrators
thoughts or feelings). Today is the second day that we are reading The Camping
Trip. The purpose of yesterdays lesson was to get to know the text. Today we will be
reading to identify the POV and compare it to another characters POV.

Steps/Procedure:

Time (in Steps:

Minutes):

3 min FL: Set the purpose by informing students that today we will be
identifying words or phrases that describe a narrators POV.

Review POV anchor chart

8 min IND: Reread The Camping Trip to think about the narrators
POV

10 min GP: D iscuss the narrators POV using graphic organizer

examples:
-The narrator didnt think it was humorous when the creature
was crawling up his sleeve (Text evidence: Stanza 5, Line 1)
-The narrator was embarrassed when he found out it was a
lizard (Text evidence: Stanza 8, Line 1)
-The narrator thought the creature was a rattlesnake (Text
evidence: Stanza 5, Line 2)

(Discuss main events that occurring, discuss how these events

help us identify the narrators POV, find text evidence to prove
the narrators POV)

2 min FL: Inform students that we will now think about how the lizard
was thinking about the same main events. How might the story
 change if the lizard was telling the story?

15 min PGW: PB&J partners will complete a graphic organizer which

asks them to identify how the POV would change.

Students should turn in this organizer when completed, then

reread the text while they are waiting for others to finish

5 min GP: Class conversation about how the POV would change if the
lizard told the story!

Academic/Social/Linguistic Supports for individual students:

-Students will be working with the PB&J partners. These are tiered partners
(high-med, med-low). These partners are able to provide academic support for one
another.
-FZ, JS, CP, EB, and TH will have sentence starters on each section of their graphic
organizers (The lizards POV about this might be)
-FZ, JS, CP, EB, and TH will have a larger space to write on their graphic organizers
and will be given lines to write on

Assessment:
- I will be collecting graphic organizers at the end of the lesson to evaluate student
thinking about how the POV could change