Learning Experience Plan

Subject: English Grade level: 9

Unit: Length of LEP (days/periods/minutes): 3 days

Topic: Authors Point of View

Content Standards: (include only standards addressed in this LEP)

Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit
messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL)

Literacy Standards: (include only standards addressed in this LEP)

Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit
messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL)

Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments

Students will: Identify the authors point of view in
different texts

Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

Materials Procedures/Strategies

Day 1 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be

learned) Have this meme up on the board and have

the students look at it and explain what they think it means

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 Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

Outcomes for the day:

Students will identify first, second, and third person point of view

Students will determine key words that signal first, second, and third person point of view

Students will determine the authors point of view presented in “The Odyssey” by Homer

For the do now have the students answer two essential questions on the board

Question 1: What do you think point of view is?

Question 2: How do you we use point of view in our everyday lives?

Have the students write and answer the questions in their notebook then share their
responses out loud

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience) The do now questions serve as a way to draw out their prior knowledge

Direct Instruction (input, modeling, check for understanding)

1) Show the students the definitions of first, second, and third person point of view
2) Show them the key words that help determine what the authors point of view is in
the text. (Ex. I, me, you, they, them, he, she)
3) Give examples on the board of sentences that model first, second, and third person
point of view, then have the students identify which point of view the sentence is
modeling
4) Have the students read an excerpt from “The Odyssey” by Homer
5) Have the students identify key words in the text that signal the authors point of view
on their own
6) Go over as a class what words they found
7) Finally have the students share what they think the authors point of view in “The
Odyssey” was (First, Second, or Third Person)

Guided Practice (how students will demonstrate their grasp of new learning)

Write 10 sentences on the board and have the students copy the sentences into their
notebooks. After they’ve written them down have them work in small groups to determine
the key words in each sentence. Once they’ve identified the key words, then they write
which point of view they correspond to (First, Second, or Third person) After they’ve done
that we go over the answers as a class. (I will walk around while they work in the small

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 groups to facilitate, answer questions, and offer assistance if needed)

Independent Practice (what students will do to reinforce learning of the lesson)

Formative Assessment:

Independently, the students will read an excerpt from “The Odyssey” and highlight words
that signal the authors point of view in the text. They will then use the words they found to
identify what point of view the excerpt is written in. We will then go over what they came up
with as a class.

Excerpt is taken from:

https://www.smithsonianmag.com/arts-culture/excerpt-from-homers-odyssey-48963064/

Link to formative worksheet:

https://drive.google.com/file/d/1LN2_kMo-qUniX6FTa2LUuQJXQYl5Vgs3/view?usp=sharing

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close )

Have the students write in their notebook 5 key points about the lesson today so that they
could explain it to a friend who missed the class. 5 minutes before class ends will share out a
few responses to the class.

Day 2 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned) DONE ON DAY 1

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

Outcomes for the day:

Students will determine the authors point if view in “The Aeneid” by Virgil

Students will identify key words in “The Aeneid” that signal the authors point of view

For the do now the students will be given a worksheet with two columns. One side will have
key words that determine point of view. (Ex I, me, you, they, them) The other column will
have a list of the different types of point of view, students will have to match the key words
with the point of view it indicates

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience) Students will have to use the knowledge from what they learned on day

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 one to complete the do now worksheet

Direct Instruction (input, modeling, check for understanding)

1) As a class, quickly go over the definitions for first, second, and third person point of
view
2) Have the students read an excerpt from the “Aeneid” by Homer
3) Have the students identify key words in the text that signal the authors point of view
on their own
4) Have the students determine what the point of view is in their notebook
5) Have students find three lines to support their answer
6) Share out to the class

Guided Practice (how students will demonstrate their grasp of new learning)

In small groups, have the students read an excerpt from “The Aeneid.” Together have them
highlight the key words in the text that determine what the point of view is in the text. As a
group have them come up with 5 key words. After have the groups share what key words
they came up with and write them on the board. (I will walk around while the students work
in groups to facilitate, offer assistance, and answer questions if needed)

Independent Practice (what students will do to reinforce learning of the lesson)

Formative Assessment: For homework, have the students re-read the excerpt of “The
Aeneid.” Then have the students pick out 5 lines from the text that have key words that
show the authors point of view (First second or third person) After picking out the sentences
have them identify the key word/words in each and write the point of view the text uses.

Excerpt is taken from:

https://poems.com/poem/aeneid-book-iii-excerpt/

Link to formative Worksheet:

https://drive.google.com/file/d/1h-sT0I7z6RqikHvnnNL4b_lj4vLcNIbk/view?usp=sharing

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close )

Have the students right down in their notebook something new that they learned in todays
lesson that they did not know before. We will share out a few responses five minutes before
class ends

Day 3 (add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned) DONE ON DAY 1

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 Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)

Outcomes for the Day:

Students will identify the similarities and differences between the points of view in “The
Odyssey and “The Aeneid”

Students will develop a Venn-diagram to show the similarities and differences between the
points of view in two similar texts

No Now: The students will get a worksheet with 7 phrases on it each will be written in a
different point of view. They will have to circle the key word in each sentence and identify
the point of view each sentence modeled

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience) They will have to use what they know from day two and day one to
complete the do now

Direct Instruction (input, modeling, check for understanding)

1) Explain on the board what a Venn-Diagram is

2) Show the students an example of a Venn-Diagram between two things (ex. Two of
Ms. Tammaro’s favorite holidays)
3) Model to the students what the similarities and differences are, and where they go
in the diagram
4) Have the students create their own Venn-Diagram of two of their favorite hobbies as
practice
5) Have the students take out their excerpts from “The Odyssey” and “The Aeneid”
6) Have the students skim their notes for both texts
7) Have the students share out the similarities btw the points of view in both texts

Guided Practice (how students will demonstrate their grasp of new learning)

Students will be asked to draw a Venn-diagram of two hobbies they enjoy. Tell them to fill
the similarities and differences between the two hobbies for practice then have them share
out what they have in their diagrams. (As they create the Venn-diagrams I’ll walk around to
make sure the students are on task and answer any possible questions )

Independent Practice (what students will do to reinforce learning of the lesson)

Have the students make a Venn-diagram for the similarities and differences in the points of
view of the “Aeneid” and the “Odyssey” on their own The Venn diagram should include key
words that signal the point of view in each text. Their notes from the previous lessons and

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 readings of the text will help them to complete the task

Excerpts taken from:

https://poems.com/poem/aeneid-book-iii-excerpt/

https://www.smithsonianmag.com/arts-culture/excerpt-from-homers-odyssey-48963064/

Link to Formative Worksheet:

https://drive.google.com/file/d/19ZYh3f72UZlHjKdF8dO54j6y4XDDEiX-/view?usp=sharing

Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close )

Have the students in their notebook write how they use point of view everyday, and why
they think its important. We will then share out responses 5 minutes before class ends.

References: (e.g. Book, course packet, pg #, complete web address URL)

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