University of Arkansas Fort Smith

School of Education
Lesson Plan 6
Name:
Date:

Krystal Barnett

Grade Level:

10/10/16

6th

Practicum 1___Practicum

Subject Area:
ELA
Trail Middle School

School District: Butterfield

Textbook:_______________________ Pages: _______________________ Other:

The Breadwinner by Deborah Ellis_
Blooms Taxonomy: My lesson provides opportunities for:
Creating __
Evaluating __ Analyzing
Applying Understanding __ Remembering
Types of Activities: Co-op Learning
Group __ Teacher-assisted Hands-on

Independent Work

Small

Pre-assessment: (What will I use for pre-assessment, and how will I use the
results of the pre-assessment?)
Students will answer a bellringer that asks What is point of view? Write the
different types of point of view.
Standard(s): (Include specific state standards.)
CCSS.ELA-Literacy.RL.6.6 - Explain how an author develops the point of view
of the narrator or speaker in a text.
Objectives: (What should students be able to do at the end of the lesson?)
Students will be able to recognize the point of view in "The Breadwinner".
Students will be able to explain how the author developed the point of view
of the narrator or speaker in "The Breadwinner".
Students will be able to construct sentences from a different point of view
while referencing The Breadwinner.

Anticipatory Set, Hook or Engaging the Learner: (How will I gain

students attention?)
To gain the students attention, I will start by telling a story about the time I
dyed my hair and it turned pink. I will be sure to include my thoughts and
feelings I experienced throughout the dilemma. I will tell the students that if
they saw me, they would tell the story differently. I will then tell another
story about the time my sister found a kitten while running down the road.
By telling these stories, I am setting the students up for understanding the
impact of stories being told from different points of view.
Instruction: (How will I present new material and make learning relevant?
Bullet the order and content you plan to teach in the lesson. Include
proposed questions and anticipated responses from students.)
To begin, I will define point of view, which students will write into their
reader's notebooks.
Point of view: angle of considering things, which shows us the opinion, or
feelings of the individuals involved in a situation
I will then inform the students that there are different points of view: 1st
person, 2nd person, and 3rd person. I will tell students to focus on pronouns:
1st person: I, we, me, us, mine, our, my, ours
2nd person: you, your
3rd person: he, him, his, she, her, they, their, them
However, if the text contains both 1st and 3rd person pronouns, choose 1st
person.
After going over the types of point of view (which will be displayed on chart
paper on the wall), I will read the first couple of chapters of the book The
Breadwinner outloud. Anytime the students hear me say a pronoun, they
are going to mark it with a sticky note page marker. Once I have finished
reading, I will ask the students what they think.
Proposed question: What pronouns did you mark while I was reading?
Anticipated response: I marked she, her, and their a few times.
Proposed question: What can we say about the point of view based on the
pronouns? Refer to the chart on the wall.
Anticipated response: I think it is 3rd person!
After agreeing that The Breadwinner is written in third person, I will move
on to explaining the types of third person, which I will add to the chart during
instruction.
3rd person limited: the narrator knows the thoughts of one character
3rd person omniscient: the narrator knows the thoughts of every character

 Students will work with their peers sitting at their tables to determine if The
Breadwinner is 3rd person limited or 3rd person omniscient. Each group will
use examples from the text to support their decision.
Once students have reached a decision, they will write the point of view they
believe the text to be written from on a sticky note and stick their decision
on the board. The board will be divided into 2 sections: 3rd person limited
and 3rd person omniscient. Once all the groups have stuck a sticky note on
the board, there will be a class discussion.
Proposed question: Why did table # 3 believe The Breadwinner is written
from a 3rd person limited point of view? Why did table #7 believe The
Breadwinner is written from a 3rd person omniscient point of view?
Anticipated responses: We thought that it was written from 3rd person
limited because the book focuses on Parvanas feelings and thoughts, not
anybody elses really.
Once all the students understand the different types of point of view and that
The Breadwinner is written from a 3rd person limited point of view, the
students will identify the point of view in a fiction book they are reading.

Guided and Independent Practice: (How will I get students to

practice/apply what has just been taught?)
Students will identify the point of view in a fiction book they are reading.

Closure: (How can I bring closure to summarize learning and enhance

retention of the material?)
To bring closure to the lesson, I will ask the students What is point of view?
What are the different types of point of view? How can you determine point
of view when reading?

Alternate Plan B: (What will I do if students do not understand the

material? What will I do if technology doesnt work?)
If students do not understand the material, I will not begin reading the
breadwinner. Instead, we will start with shorter texts and look at examples of
text written in 1st, 2nd, and 3rd (both limited and omniscient) person. Once
students have a grasp on the differences, we will move on to The
Breadwinner.

Post-Assessment: (What data will give me information about students

understanding of the lesson, and how will this assessment be used?)
For a post-assessment, students will write a couple of sentences for each
point of view (1st person, 2nd person, 3rd person [limited and omniscient]
while referencing The Breadwinner. I will model example sentences for
them.
Accommodations: __ Extended Time __ Preferential Seating __
Segmented Assignments __ Assignment Length Communication Methods
Peer Tutors Instructional Assistance __ Other
Students that understand the material will be able to help their peers that
are struggling. Teacher assistance will be provided as well. For the struggling
readers, I will provide instructional assistance to them while other students
are independently working/reading. Struggling readers can also tell me their
sentences from different points of view rather than write them.
Remediation After showing examples of the different types of I will
provide texts from different points of view and students will determine from
what point of view the text is written from.
Enrichment Students will write a paragraph from each point of view
while referencing a fiction book they are reading.
Resources/Materials/Equipment: (Technology, Visuals, Supplies,
Professional References)

Projector
Computer
Classroom set of The Breadwinner by Deborah Ellis
sticky note page markers
full size sticky notes
Paper
Pen/pencil