UNLV/Department of Teaching &

Learning
Elementary Lesson Plan

UNLV Student: Lizbeth Castro PSMT Name: Heather Byerley

Lesson Plan Comparing Fairy Tale Lesson Plan Reading

Title: Point of Views Topic:
Date: 3/4/18 Estimated Time: 45-55 Minutes
Grade Level: Third Grade School Site: Thiriot ES

1. State Standard(s):
a. CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the
narrator or those of the characters.

2. Teaching Model(s):
a. Direct Instruction
b. Kagan
i. Debate Groups
c. Lemov
i. Call and Response
ii. Wait Time

3. Objective(s):
a. SWBAT discuss how point of view can change a story.
b. SWBAT choose either the wolf’s side of the story or the pig’s side of the story
and have an explanation why.
c. SWBAT compare and contrast The Three Little Pigs and The True Story of the 3
Little Pigs.

1. Materials and Resources:

a. SmartBoard
b. Doc Camera
c. The Three Little Pigs by Barry Moser © 2001
d. The True Story of the 3 Little Pigs by Jon Scieska ©1989
e. Venn Diagram graphic organizer
f. Anchor Chart
g. Weekly Partners
2. Instructional Procedures:
 a. Motivation/Engagement (7-10 Minutes):
i. TW use a Call-and-Response to transition students into whole-group.
ii. TW start off a discussion by talking about how there can be two sides to
every story.
iii. TW ask students to close their eyes and think about a time where they
might have disagreed with someone and felt that nobody really listened to
their side of the story. SW think about a situation, not share. TW share
personal example first to get students thinking.
b. Developmental Activities or Learning Experiences (30-35 Minutes):
i. TW ask students to sit on the carpet. TW call table by table.
ii. TW hold up The Three Little Pigs and tell the students that you think there
was really only one side of this story. TW begin reading aloud The Three
Little Pigs and The True Story of the 3 Little Pigs.
iii. After reading both books, TW lead discussion on how the two stories were
different/same.
iv. TW record student responses on the Venn Diagram. Students are to record
their responses on their paper too. TW discuss how the first story was
written from the pig’s POV, and that the second story was written in the
wolf’s POV. Only the differences will be recorded.
v. After discussion, TW ask students to take some time to think and
formulate an opinion of who they believe, the pigs or the wolf, using the
Venn Diagram and classroom discussion.
1. TW have students stand up.
2. One side of the room will be dedicated to trusting the wolf’s POV,
and the other side will be dedicated to trusting the pig’s POV.
3. SW come up with a statement to explain why they believe the
character that they chose.
4. TW lead classroom mini-debate, and remind students about using
accountable talk.
5. SW choose a group representative to share their statement.
c. Closure (5 Minutes):
i. SW complete the Venn Diagram similarities independently with their
weekly partners. TW review that the middle of a Venn Diagram is where
two circles meet for similarities between the two stories.
ii. SW turn the Venn Diagram into the classwork basket when finished.

3. Modifications and Accommodations:

a. IEP:
 i. N.W., I.O, G.K., R.B.- SW be given more time to complete assignments.
SW be seated near instruction. TW repeat instructions if needed. TW read
assignments if needed.
4. Student Assessment:
a. Formative:
i. CFU during Venn Diagram whole-group discussion through observation.
ii. CFU- Venn Diagram completion.

b. Summative:
i. No summative assessment as the objective has not been reached.
5. Homework:
a. SW complete daily reading homework.

6. Reflection:
I was happy with how this lesson turned out. This was the introductory lesson to POV. In
third grade, POV is more focused on perspective rather than first person, second person, third
person. I chose these two books because they are both books that most students are familiar with.
Although they had mostly all heard about the book before, it was engaging to have it read aloud
to them. I chose to read both books aloud, rather than recall what happened in each story, as
some students may have never read the books before.
I feel the strongest point in this lesson was the portion where the students had a mini-
debate about whose story they believed. This was fun for the students, as they were able to
formulate their own opinions and share them with the class. This discussion helped reach the
standards and objectives of this lesson. It was also really neat for me to observe, as the classroom
discourse was great to listen into. I reminded the students about using accountable talk, and how
it is okay to disagree with others, but only if it is done respectfully. The students did a great job
of this, and this portion of the lesson went smoothly. I believe that allowing students the time to
talk to one another about the stories helped them understand that there can be different points of
views, and that point of views can change any story.
One thing I would do differently if I was to teach this lesson again is to ask students to
complete an Exit Ticket along with what we did for activities. After teaching this lesson, I
immediately wished I had feedback that showed me how well the students understood POV in
order to better guide future instruction.