Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Kacey Date: February 5, 2020 Time: 9:55-11:10
Subject: ELA Grade Level: 4th
I. Topic & General Goal Grammar: Run-on sentences
English: Comparing points of view (Lesson 18)
II. Reference to PA or CC.1.4.4.F Demonstrate a grade-appropriate command of the
Common Core conventions of standard English grammar, usage, capitalization,
Standards punctuation, and spelling.

CC.1.2.4.D Compare and contrast an event or topic told from two

different points of view.
III. Lesson Objectives
IV. Materials
V. A. Introduction
 Demonstrate an understanding of run on sentences and be
able to correct sentences accordingly.
 Compare and contrast points of view across different
stories.
 Compare and contrast the difference between first- and
third-person narrations.
 Demonstrate an understanding of the academic
vocabulary being presented and be able to use them in
context.
 Grammar Day 3 worksheet
 Ready Common Core Teacher Resource Book (p. 288-
289, 291)
 Ready Common Core Student Book (p. 288-289, 291)
 Pencils
 Comparing points of view task cards
 Comparing points of view task card answer sheet
 The period should begin with grammar day 3. The
students should be prompted to get this out of their folder.
 “What are the two ways we can fix a run-on sentence?”
 “Yes, we can either split it into two sentences or we can
add a comma plus a conjunction.”
 “Let’s look at grammar day 3, who can read the
instructions for me?”
 The teacher should then reiterate the directions as need
be.
 The students will complete this along with the teacher as a
whole group.
 The grammar sheet will be pulled up on the board so the
teacher may record the student’s answer as they volunteer
and answer the question aloud.
  The students are then allowed a bathroom break as well as
a brain break.

B. Procedures  “Who remembers my diagram I made for you on the

board yesterday all about the narrator?”
 The teacher may have the students come up to the
whiteboard and fill in the blanks provided.
 “Yes, in most stories, we have a narrator. Our narrator
always has a point of view, which shows their thoughts or
feelings. We have two different types of points of views,
which are first- and third person. What is first person
point of view? What is third person point of view?”
 “Today we are going to read another story with a narrator.
It is a science fiction story.”
 “As we are reading try to determine whether it is first
person or third person.”
 “Underline clues or evidence as you see them to show
why it is either first person or third person. This could be
a quote from the passage you may find, or it could be as
simple as circling a pronoun.”
 The teacher may have students volunteer to read.
 As the students are reading, the teacher should monitor
for understanding through questioning.
 After the students read paragraph 1, ask the students if
they underlined any evidence to prove whether it is first
or third person.
 After the students read paragraph 3, the teacher should
ask, “What does Hoshi see when she looks out the
window?”
 After paragraph 4 and 5, the teacher should ask, “What
have Hoshi and Jeri created on deck C?”, “In the scene
they created, what do Hoshi and Jeri see when they out
the window?”, “How do Hoshi and Jeri feel about the
game?”
 Once the reading of the passage is done, ask the students
to shout out whether it is being told from first-or third-
person point of view.
 The teacher should then direct the students to the
following page (289).
 The teacher will read the directions under ‘Think’ and
then they may pick on a volunteer to read the first
question.
 The teacher may reiterate the question if need be.
 Once the students answer the first question, the students
are then directed to answer the second question after a
 student has read it aloud.
 Again, the teacher may reiterate the question if need be.
 Once both questions are answered the teacher may go
over them with the students.
 The teacher should always have the student explain their
answers or have them say why the other answers do not
work.
 Next, the students will be directed to page 290.
 On this page, the students are to use a Venn diagram as a
support to help them compare and contrast in paragraph
form.
 The students are comparing the story from the previous
lesson to today’s lesson. It is important to make clear to
the students that they are comparing the points of view.
 The students should also be reminded by the teacher of a
short summary of what occurred in the story from the
previous day’s lesson.
 Once most students have one or two items in each circle
of their Venn diagram, the teacher should direct the
students to short response.
 The teacher may have a student volunteer to read the
directions aloud and the teacher may reiterate what they
are to do.
 The teacher should remind them to go back to what they
may have underlined in the passage to use as evidence in
their answer.
 The teacher should have a few students share their
responses.
 To continue on with the point of view task cards activity,
the students can be given five minutes to finish up what
they didn’t the day before.
 The students may show their task card recording sheet to
the teacher when they are finished. The teacher will use
this as a type of informal assessment to check over their
answers.
C. Differentiation  Process: The multiple-choice questions as well as the
short answer directions were read to the student as a way
to assist the students. From doing this it took the obstacle
od reading the question away, so they could focus on
comprehending the question itself.
D. Closure  The teacher will end the period with reading two different
task cards that were not used in the activity-one in first
person point of view and one in third person point of
view. The students may all answer this orally together.
The teacher will have students answer how they knew
 which type of point of view it is.
VI. Assessment  The students are informally assessed through their ability
to participate throughout the lesson as well as answer
questions as the students are doing both their grammar
sheet and book work.
 The students were also informally assessed based off of
the point of view task card activity.
VII. Modifications and/or  The students with learning disabilities within the
Accommodations classroom are provided with the title 1 aide to be available
for extra support during the lessons.
 The student who is partially deaf in one ear, requires a
microphone to be worn around my neck as I am teaching.

Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation I reflected upon this lesson based on how the students interacted
with the text. I still had us read the text as a whole group because
there are students who struggle to read on their own. I think
reading as a whole group assists the other students in
comprehending the material better. When I asked the
comprehension questions, there was slight confusion. I asked the
comprehension questions after the story was completely over. I
found that the students needed them to be between paragraphs, so
the information was not as overwhelming. There was confusion
when it came to the multiple-choice answers as there was
supposed to be three answers for the first question. If I could
change anything, which I will in the next period, is to make the
questions clearer to the students. I wanted to do this for the
purpose of prepping them for the PSSAs. Through these lesson
plans and my classes at Geneva I think I have made great
progress with assessing my instruction and planning. It has
helped me as I look for how to improve my lesson from period to
period. I think what went well was the students filling out the
Venn diagram. I had to remind the students what the story was
about, but as they looked back, they were able to compare them
with ease. They still struggle with writing paragraphs on their
own. Especially, when it comes to finding evidence from the
passage. I hope to continue to provide the students with
opportunities to do so as they progress with this skill.