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Rebecca Kornblum
ELD 308
Lesson Plan: Interactive Read Aloud
Grade: 5

Time: 20 minutes

Standard: 3.4.4 A. Active Listening

1. Listen actively for a variety of purposes such as enjoyment and
obtaining information
Objective: The student will listen as the teacher reads aloud, stopping to make
predictions, connections and wonderings.

Materials: James and the Dinosaurs, by Doug Johnson

Lesson Sequence:
n Before:
o “Today, boys and girls, we will be reading from James and the
Dinosaurs, by Doug Johnson. Has anyone heard of this book before?
Has anyone read any books by Doug Johnson? Before we begin
reading, let’s take a look at the cover and see if we can make any
predictions. What do you think this book will be about?”
o Allow students to make predictions.
o “These were all great predictions. As I read aloud from this story, I
want all of you to listen and see if any of your predictions are
confirmed. Remember, predictions are never wrong, since they are
only what we thought might happen. If a prediction you made is not
what the author was thinking, we can change our predictions as the
story continues. As we continue to read this story, we can stop and
make new predictions if we need to.”
n During:
o Allow students to confirm or change predictions.
o Ask questions or make connections when students seem to be less
engaged.
 “Boys and girls, who thinks that James is going to show his
teacher that it is possible to find a dinosaur? (page 4)
 “Who thinks that James will find a dinosaur at the fairgrounds?
Why do you think the fairgrounds are a good place to look?”
(page 12)
 “Let’s make some predictions. Where do we think James will go
next?” (page 14)
n After:
o “That was an exciting story, right? Who wants to raise their hand and
tell me something that they enjoyed in this story?” (take about 4
answers.)
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o We are now going to discuss with our turn and talk partners. I would
first like you to discuss:
 Do you think that you might be able to find dinosaurs? Where?
 What do you think those mysterious footprints were?
o “Boys and girls, you have all made some very interesting predictions
about what will happen next. I am very excited to continue reading
and see what happens next.”
n Closure/How will I know that students are successful?
o Students are expected to be able to retell important pieces of the story
that show they have comprehended the material.

Rebecca Kornblum
ELD 308
Lesson Plan: Reading Mini-lesson
Grade: 5

Time: 25 minutes

Standard: 6. Compare and contrast the point of view from which different stories
are narrated, including the difference between first- and third-person narrations

Objective: Students will learn to how to use first- and third-person narrative point
of view.

Materials: James and the Dinosaurs, by Doug Johnson

Independent reading book
Reading notebook / pencil

Lesson Sequence:
1. Engagement:
a. “Boys and girls do we remember James and the Dinosaurs, by Doug
Johnson that I started yesterday? Tell me something that you
remember from it. I’m glad you are all enjoying the story. Does anyone
know what it means when we talk about the point of view a story is
written in?”
2. State objective and purpose:
a. “Today, I am going to model for you how this book is written in third-
person narrative point of view. Then, we are all going to read our
independent reading books and use specific examples to show what
view point it is written in.”
3. Teach and Model
a. Write a sentence that includes a specific view point from the story on
the board. (He looked for dinosaurs as soon as he got there.) Read
this sentence aloud. “This sentence is written in third-person
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narrative point of view. This means that the narrator is an outside

source and is therefore not in any part of the story. When a book is
written in the third-person point of view, the author will use
pronouns such as he, she or they.”
b. “Because this one sentence can be described as third-person narrative
point of view, the rest of the story can be classified as a third-person
narrative story. Authors do not change viewpoints throughout the
story. If a story starts out in third-person, it will finish in third-person
point of view.”
c. “First-person narrative point of view occurs when the person
narrating is part of the story and is recalling something that has
happened to them. (I went to the store, expecting that something good
was going to come my way.) First-person narrative uses the pronouns
I or we. The narrator is therefore telling a story in the way they saw it,
not how anyone else saw it. For example, if I went to the mall and saw
someone fall down, I could write the sentence “I was walking through
the mall and I saw a man trip and fall down.” That sentence is telling
you what I saw from my point of view.”
4. Guided Practice
a. On chart paper, have 5 sentences written that students must examine
and determine point of view.
i. He walked down the stairs, refusing to look backward.
ii. They wanted to go to sleep, but they were too scared that
someone was going to jump out at them in the dark.
iii. I knew I should have gone to the party, but I was just not in the
mood for it.
iv. When we pooled our money, we had just enough to get a taxi.
v. He loved every second of dinner, knowing it was the best food
he had ever eaten.
b. One sentence at a time, have students turn and talk with their partner
to decide whether it is written in first- or third-person narrative point
of view.
5. Independent Practice
a. “Today, during independent reading time, I want you to locate
sentences that tell you which point of view your story is written in.
When you come across a good sentence, write it down in your journal.
Explain why you think this sentence accurately reflects the point of
view you believe it to be”. I will be walking around the room to confer
with you as you work.
6. Closure/How will I know that students are successful?
a. “What are two different point of views that we have learned today?
Who would like to tell me how we know when a story is in third-
person narrative point of view? Who would like to tell me how we
know when a story is written in first-person point of view?”
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Rebecca Kornblum
ELD 308
Lesson Plan: Writing Mini-lesson
Grade: 5

Time: 20 minutes

Standard: a. Establish a situation and introduce a narrator and/or characters;

organize an event sequence that unfolds naturally

Objective: Students will practice writing in their choice of either first- or third-
person narrative point of view by writing a short story.

Materials: Writing journal/pencil

Lesson Sequence:
1. Engagement
a. “Boys and girls. The other day I read James and the Dinosaurs, by Doug
Johnson. Yesterday, we worked on learning the difference between
first- and third-person narrative point of view.”
2. State objective and purpose
a. “Today, we are going to take what we learned and apply it to our own
writing. I am asking each of you to write a short story using either
first- or third-person narrative point of view.”
3. Teach and model
a. Remind students of the differences between first- and third- person
narrative point of view. Then, relay to the students a story that you
are choosing to write in the first-person narrative point of view.
b. Example: Today, I woke up late for school. I could not believe that my
alarm had not gone off! I had to rush to get ready, but luckily my mom
made me breakfast while I was getting dressed. I finished up my
breakfast and made it outside just in time to catch my ride.
c. “Boys and girls, remind me why this is considered first-person
narrative point of view? I am now going to rewrite this story in the
third-person narrative point of view.””
4. Guided Practice
a. Ask students to help as the story gets changed from first- to third-
person point of view. This will keep them engaged with the lesson
during the modeling. Call on different students for each sentence and
after the sentence is rewritten, make sure the rest of the class agrees.
b. Approximation of rewriting: She woke up late for school today. She
could not believe her alarm did not go off. She rushed to get dressed
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while her mom made breakfast. She finished her breakfast and got
outside in time to catch her ride.”
5. Independent Practice
a. “Boys and girls, when we go back to our desks to do our writing, make
sure that you remind yourself what first- and third-person narrative
point of views look like. Remember, you are only writing in one or the
other. Stories cannot have more than one point of view so be very
careful to make sure you remain consistent with your point of view as
you write.”
6. Closure/How will I know if students are successful?
a. “Boys and girls we are out of time for our point of view drafts for
today. Who can read me a sentence or two from their story? Class,
what point of view is this story written in?” Ask for three students to
read.