L5+Palermo,+Jennie


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**

**LESSON PLAN FORMAT**
 * Teacher’s Name: ** Ms. Palermo **Date of Lesson:** Lesson 5 (Empathy)
 * Grade Level:** 10 **Topic:** Point of View

A2 Literary Texts Grades 9-Diploma ** //Tess of the d'Urbervilles// b. Analyze the difference between first person and third person narration and the effect of point of view on a reader's interpretation of a text. The character that is telling the story is very important to how a reader feels about the book. The point of view sets up the book to how the narrator feels about certain things and people and that's pivotal to the book. Students will fill out a couple of Venn Diagrams on the different Points of view. They will look at the pros and cons of first person, and third person narration so they can see the benefits of each point of view.
 * __ Objectives __**
 * Student will understand that ** the point of view that the story is told in has a big impact on the story.
 * Student will know** the different types of narration and point of view.
 * Student will be able to** assume the role of another character to understand how the story could be told differently.
 * __ Maine Learning Results Alignment __**
 * Maine Learning Result: English- Language Arts- A. Reading
 * Students read text within a grade appropriate span of texts complexity, and analysis of** fiction, **nonfiction, drama, and poetry, using excerpts from text to define their assertions**
 * Rationale:**
 * __ Assessment __**
 * Formative (Assessment for Learning) **

This is an assignment in learning about Point of View. Narration and Point of View are very important when trying to convey a feeling to the audience. Students will create a recording using another character's Point of View. For example, this could be as simple as a narration of a scene using another character's voice, or you could create a radio show interviewing the character about events that happened in the story. Product: Recording. This will be assessed by self evaluation. __ Technology: __ Students will use recording equipment to create either a radio show style interview with a character or a 1950's style radio show. Students will be using this technology to explore the idea of point of view.
 * Summative (Assessment of Learning)**
 * __ Integration __**

__Music:__ In the radio shows, they will be required to put one song in that represents their character. Students will have a couple of different groups. They will have already worked with their seasonal partner and their theme groups. For this exercise they will work with one of their other seasonal partners. This will have been predetermined who their partner is.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies **
 * Interpersonal:** Sharing things out loud is a good application for these learners.
 * Bodily Kenesthetic:** These students will like working with the new equipment.
 * Verbal:** These students will benefit from reading out loud.
 * Intrapersonal:** Reflecting on their own work will help theses students.
 * Natural:** I would like to have a variety of different themes in the books they are reading out loud, including a natural theme.
 * Musical:** I would like to have some music playing while they are working on the venn diagram in and groups sharing.

( **//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**)
 * Modifications/Accommodations**

Absent students will make an appointment to see me to talk about what they missed. They will be required to keep reading and adding to their blog and commenting on others. They will get the notes the we went over that day either from a fellow student or they can ask for my own notes.

This is an assignment in learning about Point of View. Narration and Point of View are very important when trying to convey a feeling to the audience. Students will create a recording using another character's Point of View. For example, this could be as simple as a narration of a scene using another character's voice, or you could create a radio show interviewing the character about events that happened in the story. Product: Recording. This will be assessed by self evaluation. Books (favorite and Tess) Computer Garage Band Venn Diagrams Pen Pencil Self Evaluation This is a good over view of point of view: [] This is another good resource to see the basics: []
 * Extensions**
 * __ Materials, Resources and Technology __**
 * __ Source for Lesson Plan and Research __**

This is a good lesson on point of view: []

This is a website that has a lot of different lessons on Point of View: []


 * __ Maine Standards for Initial Teacher Certification and Rationale __**

Rationale:** All students have a preferred learning style. It's our job as teachers to hit all of them. Puppy: The discussions will help these students as well as the sharing of something personal like their favorite books. Microscope: Discussions will help these students too. Beach ball: The choices they have to structure their recording will suit these students. Clipboard: I will have the day's schedule laid out on the board.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** This lesson deals with empathy. Students will need to understand a character to understand point of view. They will get to know their character and almost become that character so that they can finish their project.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Interpersonal:** Sharing things out loud is a good application for these learners.
 * Bodily Kenesthetic:** These students will like working with the new equipment.
 * Verbal:** These students will benefit from reading out loud.
 * Intrapersonal:** Reflecting on their own work will help theses students.
 * Natural:** I would like to have a variety of different themes in the books they are reading out loud, including a natural theme.
 * Musical:** I would like to have some music playing while they are working on the venn diagram in and groups sharing.

This is an assignment in learning about Point of View. Narration and Point of View are very important when trying to convey a feeling to the audience. Students will create a recording using another character's Point of View. For example, this could be as simple as a narration of a scene using another character's voice, or you could create a radio show interviewing the character about events that happened in the story. Product: Recording. This will be assessed by self evaluation.

Rationale:** Students will fill out a couple of Venn Diagrams on the different Points of view. They will look at the pros and cons of first person, and third person narration so they can see the benefits of each point of view.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

This is an assignment in learning about Point of View. Narration and Point of View are very important when trying to convey a feeling to the audience. Students will create a recording using another character's Point of View. For example, this could be as simple as a narration of a scene using another character's voice, or you could create a radio show interviewing the character about events that happened in the story. Product: Recording. This will be assessed by self evaluation.
 * Summative (Assessment of Learning)**


 * __ Teaching and Learning Sequence __**

I will have the classroom set up in partners for this lesson. They will have to move desks for the first activity, but the final activity will be partnered up and I can just make them sit next to their partners. It will be pair rows. Students will understand that the point of view has a big impact on the story. We will already have done one class on this, so this will be a little bit of review. Point of view is in a lot of things. Their favorite books and movies and songs all have some sort of point of view. Students will "read text within a grade appropriate span of text complexity and analysis of fiction, nonfiction, drama, and poetry using excerpts from text to define there assertions." To get students interested in this lesson, I will have them bring in their favorite book. They will pick a passage out of it and share that small portion with the class and tell us quickly what kind of point of view it is and if it is effective or not.

Day 1: Favorite books sharing (10-15 min.) Quick review of point of view (5-7 min.) Venn diagrams (8-10 min.) Numbered heads together (10-15 min.) Planning and work time Radio show (25-30 min.)

Day 2: Mini lesson on Uploading to wiki (5-8 min.) Questions (5-7 min.) Work time (60 min.) Self evaluation (5 min.)


 * Where, What, Why, Hook, Tailor: Visual, Spacial, Verbal, Interpersonal, Intrapersonal**

During the previous lesson, students will have learned about point of view and narration. This will come into play in this lesson. I will be checking for understanding by collecting the venn diagrams. Hopefully by this point in time, they won't need my help much on understanding point of view and narration. I will be around to answer questions as they come up and may address the class if a certain question gets asked multiple times.
 * Equip, Tailors: Interpersonal, Intrapersonal, Spacial, Verbal**

I'm going to give students class time to work on this because I want to make sure that they have time to go over it a couple of times so that they get a really good script or plan. I may build in a conferences but if they work with their partner then they can go over it a couple times before they start recording. Students will have to look at the story from another character's point of view. This will help when they are looking at conflicts for the next lesson. Students will plan and turn in a script of some sort with their audio recording that will get up loaded to the class wiki.
 * Explore, Experience, Revise, Refine, Tailor: Interpersonal, verbal**

Students will be doing a self evaluation for this project. They will fill out a sheet and turn it in with everything else. I will be listening to all of them and giving them feedback on each of the recordings. All of the lessons build on each other for the final activity, but this lesson connects really well with the upcoming lesson. Getting into a character's head involves understanding their conflicts and that's what the next lesson is about.
 * Evaluation, Tailors: Intrapersonal**

Literature provides a lens through which readers look at the world. Point of view is the way the author allows you to "see" and "hear" what's going on. Skillful authors can fix their readers' attention on exactly the detail, opinion, or emotion the author wants to emphasize by manipulating the point of view of the story. Point of view comes in three varieties, which the English scholars have handily numbered for your convenience: // To Kill a Mockingbird // // Bright Lights, Big City // // Mrs. Dalloway, //
 * Content Notes**
 * Understanding Point of View in Literature **
 * ** First-person ** point of view is in use when a character narrates the story with //I-me-my-mine// in his or her speech. The advantage of this point of view is that you get to hear the thoughts of the narrator and see the world depicted in the story through his or her eyes. However, remember that no narrator, like no human being, has complete self-knowledge or, for that matter, complete knowledge of anything. Therefore, the reader's role is to go beyond what the narrator says.
 * ** Second-person ** point of view, in which the author uses //you// and //your//, is rare; authors seldom speak directly to the reader. When you encounter this point of view, pay attention. Why? The author has made a daring choice, probably with a specific purpose in mind. Most times, second-person point of view draws the reader into the story, almost making the reader a participant in the action.
 * ** Third-person ** point of view is that of an outsider looking at the action. The writer may choose //third-person omniscient,// in which the thoughts of every character are open to the reader, or //third-person limited,// in which the reader enters only one character's mind, either throughout the entire work or in a specific section. Third-person limited differs from first-person because the author's voice, not the character's voice, is what you hear in the descriptive passages.
 * Point of View**--Again, the point of view can sometimes indirectly establish the author's intentions. Point of view pertains to who tells the story and how it is told.
 * ** Narrator ** --The person telling the story.
 * ** First-person ** --Narrator participates in action but sometimes has limited knowledge/vision.
 * ** Objective ** --Narrator is unnamed/unidentified (a detached observer). Does not assume character's perspective and is not a character in the story. The narrator reports on events and lets the reader supply the meaning.
 * ** Omniscient ** --All-knowing narrator (multiple perspectives). The narrator takes us into the character and can evaluate a character for the reader (**editorial omniscience**). When a narrator allows the reader to make his or her own judgments from the action of the characters themselves, it is called **neutral omniscience**.
 * ** Limited omniscient ** --All-knowing narrator about one or two characters, but not all.

Venn Diagram Self Evaluation Numbered heads together instructions
 * Handouts**