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Katherine bailey lesson plan 1_edn 340_10-2-11


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Katherine bailey lesson plan 1_edn 340_10-2-11

  1. 1. Katherine Bailey Mini-Lesson Plan 1 EDN340 October 2, 2011 Lesson Plan: First Person and Third Person NarrativeChildren’s assessed need: Students need to distinguish the difference between first personnarrative and third person narrative and be able to explain why they know it is first or thirdperson. This is a needed exercise because we have done activities with first and third personbefore and the students can identify the correct narrative but have difficulties explaining whythey made the choice.Grade level: 5th GradeCommon Core Standard— RL.5.6. Describe how a narrator’s or speaker’s point of viewinfluences how events are described.Measurable objective –The learner will accurately identify first person and third personnarrative and explain why it is first/third.Evaluation/assessment: I will assess the students writing to ensure that they have been able toclearly identify first person and third person and are able to recognize the pronouns that are usedwith each type of narrative.Materials and time required Teacher: Free Baseball by Sue Corbett, chapter 1 Over head projector White board Black and Colored dry erase markers Student: Clipboards Paper Pen/pencil Student copy of Free Baseball by Sue Corbett, chapter 1 Time Time for mini-lesson: 15 minutes (teacher) Time for independent work/group sharing: 35 minutes (students, if they finish independent work early the students may split into groups) Closure/Reflection/Whole class sharing: 10 minutes Total time: 60 minutesDifferentiation: To make this more challenging for some student I will have them identifyspecific phrases that were their clues why first person narrative was used. To make this easierfor students I will ask them to explain why they think it is first person narrative. For ELLstudents in the class I will ensure that they understand the pronouns: I, me, us, and we for firstperson and pronouns: they, them, he, and she for third person. I will also have the students have
  2. 2. Katherine Bailey Mini-Lesson Plan 1 EDN340 October 2, 2011their copy of the text to follow along for those students that have difficulties with comprehensionwhen they only hear it because some people need to read themselves as well.Room Set-up & Management Strategies: The students will all gather on the rug in a semi-circle so all students have a clear of the text displayed on the whiteboard and the bubble/anchorcharts being created on the whiteboard as well. The students will be seated on the rug as I readaloud to them and remained seated as we discuss first person and third person narrative andcreate our chart on the whiteboard. When the mini-lesson is over the students will return to theirdesks to work on their writing piece and may return to the rug or other areas of the classroom, soas to not be disruptive to the students still working at their desks, to work in small groups of twoto three to share their writing.The Mini Lesson: Title of Literature used: Free Baseball by Sue Corbett, chapter 1  Engage: With the part of the text on the overhead projector I will ―We have already read a few chapters of Free Baseball and now we are going to explore the type of narrative used in this book. Does everyone remember what happened when Felix called into the radio show?‖ At this point I will ask students to give a brief description of what happened and then we will reread the paragraphs to establish a clear idea of what happened. We will then review first and third person narrative: o First person narrative means writing from the "I" point of view.  Some people automatically think of storytelling in the "I" form. They find it easier to unfold a story from the personal point of view.  Ask for examples that clue the reader in to this narrative. (looking for I, me, us, we) o Third person narrative form is writing from the omniscient point of view. Here, you use the he/she form.  Ask what does omniscient mean? ―All knowing/seeing‖  Ask for examples that clue the reader in to this narrative. (looking for they, them, he, she)  *As the students are telling me their examples I will write them in bubbles drawn on the board, one bubble will be labeled ―First Person‖ and the other ―Third Person‖  Explore: ―Now that we have reread this section I would like everyone to use the paper on their clipboard to jot down what narrative you think this book is written in and identify at least five key words or phrases that made you decide on the narrative.‖  Explain: ―Who can tell me what narrative this book is written in?‖
  3. 3. Katherine Bailey Mini-Lesson Plan 1 EDN340 October 2, 2011 Why do you think this? (First Person) What clues did you find in the text that shows this narrative is the type being used? *As the students are telling me the clues in the text they found I will circle the words we have already placed on the board and add any new one they discovered. I will ask anyone if they disagree with the type of narrative we have identified and if anyone does I will ask them why they think it is third person.  We will work as a group to ensure that anyone that was unsure understands about looking for clues in the text that help us identify the narrative.  Elaborate: ―Now we are going to explore the part where Felix’s mother learns about Felix calling into the radio station and that he won tickets to the Egrets game. I would like everyone to read this part again (pages 7-10 halfway down the page starting at WHEN HE HEARD MAMI’S CAR…) and rewrite it, using the same dialogue but changing the details and the rest of the writing to what you think it would be like if written in third person. This should be fun because you can have Felix’s mom appear as really angry or scared or whatever you think would work well. Take your time be creative and if you need some ideas about what pronouns to use when writing in third person look up at the bubble charts we have on the board for some help. When you are finished you may split into groups of two or three find a quiet area that will not interfere with the students that are still working on their writing and share what you have written with each other. Remember, when you are sharing help each other, if some has something written that is not in third person brainstorm and help them figure out what would work in their version and still be third person.  Closure/student reflection: ―How was that changing a first person narrative into third person? Does anyone want to share a short part of what you have written?‖ Allow the students to share at this time with the whole class Who can tell me what first person narrative is and what are the key words you can look for to identify this narrative? Who can tell me what third person narrative is and what are the key words you can look for to identify this narrative?  Have the students turn in both their first notes where they chose what type of this narrative is and what clues in the text they found to support that and their first person into third person writing piece. Self Reflection
  4. 4. Katherine Bailey Mini-Lesson Plan 1 EDN340 October 2, 2011This was very hard to write a ―mini-lesson‖ there was much more that I could have done withthis subject area but I can see where I could have another mini-lesson that could build upon whatwas learned in this lesson. I would love to create another lesson that would have the studentssplit into groups to create comic strips depicting certain events in the book Free Baseball andhave the half of the groups create their comic strip in first person and the other groups createtheirs in third person and after have them share their comic strips and discuss the challenges theyfaced when writing in the narrative they did.I chose this subject area because this is what my tutee is working on now in our tutoring sessionsand in his class, he does not really have too much of a problem discerning between the twonarratives but his has problems justifying his choice. The book used was also chosen because itis about baseball, one of his interests, but also because of the authenticity of the book and it’sstory.