Day: Monday Date: December 14, 2020

Subject: ELA Reading

Common Core Standard(s):

● CCSS.ELA-LITERACY.RL.5.1

Quote accurately from a text when explaining what the text says explicitly and

when drawing inferences from the text.

● CCSS.ELA-LITERACY.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or

drama, drawing on specific details in the text (e.g., how characters interact).

Objective(s): At the end of this lesson my students will be able to understand what a prologue is while

reading the prologue and chapter 1 in the book Stargirl. Students will also know what a point of view

and perspective are in a novel. Students will fill out the worksheet, “Stargirl Prologue and Chapter 1:

Point of View” . Students will be able to list examples of point of view and perspective is as well.

Resources/Materials List:

● Stargirl novel

● Stargirl Prologue and Chapter 1: Point of View worksheet (link below - also see Appendix A)

○ https://www.teacherspayteachers.com/FreeDownload/Stargirl-Prologue-and-Chapter-1-

Reading-Activity-4471739

● Pencils/pens

● Projector

● White board

● White board markers

Procedure (will last around 1-1.5 hr; may have to split up between two-three class periods):

1. Write the phrases/words “prologue” and “point of view” on the board.

2. Ask students if they know what either of these phrases/words mean.

a. “Have you heard of the book Stargirl before?”

b. “What do you think a prologue is in a story?”

c. “What do you think a point of view is in a story?”

d. Ask students if they have any other questions.

3. Explain:

a. Prologue is “a separate introductory section of a literary or musical work”

(dictionary.com).

b. Point of view is a “a particular attitude or way of considering a matter”

(dictionary.com).

4. Read the prologue and chapter 1 of Stargirl together as a class (teacher reads out loud).

5. Ask students if they have any questions about the reading that just went on.

6. Hand out the “Stargirl Prologue and Chapter 1: Point of View” worksheet.

7. Have students fill out this worksheet in pairs or groups so that students can work collaboratively

and compare and contrast their thoughts.

8. Allow for a conversation after everyone has finished about their answers.

9. Go over the correct answers.

10. Ask if students have any questions about the answers to the questions.

Plans for differentiation/Modification:

Low Performers: For low performers I will work with the student one on one. I will go over the text we

read as a class again with the student and explain to them what happened. I will ask certain geared

questions to see if the student has an understanding of what we read. I will then work with the student

on the worksheet. I will allow the student to try this task on their own and if they are confused with any
of the questions to ask for help. If the student needs extra support I will explain what the question means

as well as ask them to explain to me what they think the answer is. Sometimes it is easier for students to

verbally explain their answer before writing it down. I can also give this student less questions for the

worksheet; depending on their needs I will pick and choose which questions would be most meaningful

for them as a learner.

High Performers: I will have this student read the chapters silently if they wish to go at a faster pace

than the rest of the class. I will have a corner set up for students in the classroom where they can silently

read the text at their own pace.

Assessment: To know that students understood the lesson I will check their worksheets and see if they

had understanding of the text and what we learned. If the answers are correct and have detailed

explanations of why they think that is the answers, then I will know they mastered the topic. I will also

use the comprehension question rubric that is under this lesson.

What’s next? Learning about the prologue and point of view will help students understand the idea of

literary elements. This will help them later on when we learn about rising and falling action as well as

conflict in a story.

Student Teacher Post-Instruction Reflection: During this lesson my students were able to fully

understand the topic presented. They enjoyed the first few chapters of the book and asked questions

about some of the characters. When we moved onto the worksheet they seemed to have a harder time

putting into words of what they read and how to explain their thinking. According to the website Open

Literacy, “We need to teach students to care when comprehension breaks down - when the picture in

their head is fuzzy or when they just plain don’t understand. They need to be encouraged to look back

when two pieces of information seem contracting or confusing…” (Open Literacy). When the students

were discouraged with finding pieces of evidence in the text or just coming up for answers on the

worksheet I explained to them that there was not just one concrete answer. There were many right
 answers and opinions that could be possible for each question on the worksheet. But I also wanted to

see if they knew the concrete definitions of point of view and prologue, which they did. I thought that

the overall lesson was very effective and had the students constructing the meaning of what they read.

They were also able to learn new literary elements (prologue and point of view). My cooperating

teacher was also very helpful in giving me tips and ideas on how to keep the students engaged

throughout this whole lesson.

Appendix A