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Subject: 4th grade ELA using historical fiction. Central Focus: To compare and contrast different historical
fiction passages to determine the point of view.
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RL.4.6
Compare and contrast the point of view from
which different stories are narrated, including Date submitted: Date taught: March 20, 2017
the difference between first- and third-person
narrations.
Prior Knowledge: Students should know what a historical fiction is. Students should know what the word
dialogue means and that dialogue is in quotation marks in the text. They should also know what the word
perspective means.
2. Statement of Today we are going to read different passages to help you compare
Objective and contrast first hand point of view and third hand point of view. 1 minute
for Student
4. Guided Practice Students will use historical fiction passage from reading street
to read in small groups. This passage is called Sailing Home
and is located on pages 520-531. 20 minutes
I will begin by introducing the story to students and having
them think about the name of the story Sailing Home and what
it may be about.
While reading, students will need to think about what point of
view the story is being told from, who is telling the story, and
what key words and examples from the passage helped them
determine that.
Have them think about what the story would look like if it
were being told from a different point of view.
We will come back together as a class and discuss this
passage.
The passage is told in first hand point of view and the person
telling the story is a character in it named Matilda. The
narrator (Matilda) uses words such as I our my.
Today we learned that a story can be told from a different point of view
or perspective. If the keywords in the story are I, me, my and we that is 3 minutes
a good indicator the story is in first person. If the keywords in the story
are he, she, they, him, and her that is a good indicator the story is in
7. Closure third person.
For struggling readers, the teacher can allow them The teacher should provide scaffolding to students during
to read with a partner or have the passage and guided practice. For students who are struggling, the
questions read to them by the teacher. The guided teacher can pull them into a small group and review the
practice should be interactive to accommodate material.
students. Early finishers can get on iready and
work on their reading skills.
Materials/Technology:
PowerPoint
Computer
Smart board
Reading passages
Worksheets for independent practice
Worksheets for teacher input
Reading street books for passage
Pencils