1. LESSON PLAN INFORMATION
Entrant: Kassandra Bruck
CONTENT: Topic: Point of View (First Person, Third Person and Third Person
Omniscient)
Teaching point – Writers understand the advantages and disadvantages of
using a particular point of view in varied genres of writing.
PRE- This lesson was given in the fourth week of a six week realistic fiction
ASSESMENT narrative unit. As this unit is the third writing unit of the school year, the
OF THE students have received lessons in the past around point of view, but never
CLASS: discussed the pros and cons of using different points of view. They have also
not taken concrete notes on the subject, so another part of this lesson
involved grounding them in the information.
This lesson was the second in a series of lessons around point of view. In
the session the day before this one, the students were to identify their chosen
point of view for their narrative. Then, they paired with someone of a
different point of view and compared their experiences writing in their
chosen point of view. At the end of the lesson the students were primed to
reflect on their choice to prepare for the next day‟s lesson. The students
responded well to the initial point of view tutorial and were primed to
discuss the advantages and disadvantages of using different points of view in
their writing.
OBJECTIVES: Student will be able to
- Compare and contrast first person point of view, third person point of view,
and third person omniscient.
- Define first person point of view, third person point of view, and third
person omniscient point of view.
Common Core State Standards
- W.7.3. Write narratives to develop real or imagined experiences or events
using effective techniques, relevant descriptive details, and well-structured
event sequences.
(a) Engage and orient the reader by establishing a context and point of
view
STRATEGIES Connection to Prior Learning: In order to remind the students of the work
OR that we did yesterday with point of view, the students will turn-and-talk with
ACTIVITES: their table partner about what they think to be the advantages and
disadvantages of using third person point of view and first person point of
view in their narratives. It is always important to have the students actively
engaged with the content at the beginning of the class. The turn-and-talk
strategy is helpful in that it engages the students, allows them to talk in a
controlled setting, and gives me the opportunity to formatively assess where
the class is in their thinking before the lesson begins. I do this by walking
about from group to group and listening to the conversations and asking
questions that will further their thinking.
Lesson: Using the whiteboard, the students will offer up pros and cons of
using first person point of view and third person point of view in their
narrative. The students will raise their hands and offer a pro or con when
called upon, as per the environment of the classroom. This list will be written

2. LESSON PLAN INFORMATION
Entrant: Kassandra Bruck
by me on the whiteboard and be available for the entire class to view. After
the lesson was complete, I took a snapshot of the whiteboard and made
copies for the students to add to their Language Arts Handbook as a
resource later. Because the students do not copy the list but receive a copy
later, the students remain actively engaged during the lesson and have a
reference in their binder. This is also a great way to differentiate the lesson
outside of just repeating each response aloud for those who are hard of
hearing.
In order to transition from active listing to notes, I will be summative with all
the discussions we have had in the past two days around point of view and be
transparent in my teaching by stating that note taking is to solidify all of the
hard thinking and learning they have done over the past days. Just as a writer
creates characters, he/she also creates a narrator for the story. This choice is
deliberate and must remain consistent throughout. The notes are to be
written by all the students but I have copies ready available to those students
who have IEP’s that dictate it necessary. The notes are hidden and revealed
slowly to the students to facilitate conversation and processing time. During
the note taking, I have specific questions that I will ask the students at
specific points of the note taking. At first person, I want the students to turn-
and-talk about how reliable a first person narrative is? During third person
omniscient, I will first ask the students what they already know about this
point of view to gage their understanding before we go into the notes.
Independent Practice: In this section, the students are to take the content of
the lesson and apply it to their realistic fiction narrative draft. They are to
first check the consistency of their chosen point of view. Many students
found that they begin the narrative in one point of view and change to
another somewhere in the story. If they are successful in their consistency,
they students are to write on their stickie note “Today I am working on…”
and identify one area to revise/edit. The stickie note is to be on the top of
their desk so that when I come to them and formatively assess I can note
what they are working on in their independent work time.
MATERIALS Teacher
AND - Units of Study, Writing Fiction: Big Dreams, Tall Ambitions – Lucy
EQUIPMENT: Calkins
- Whiteboard & Dry Erase Marker
- Overhead Screen & Projector
- Elmo
- My version of „Point of View Notes‟ & copies
- Stickie Notes
- Camera
Students
- Realistic Fiction Narrative Draft
- Lined paper for notes
- Pen/Pencil
- Stickie Notes

3. LESSON PLAN INFORMATION
Entrant: Kassandra Bruck
EVALUATION: I formatively assessed the students understanding through
- Question and Answer
- Thumbs up for understanding when giving instructions and new
information
- Turn-and-Talk Conversations
- Conferencing/Conversations
- Labeling of their narrative
- and other smaller checks for understanding