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I. LESSON DATA:

A. Subject/Content Area: English Language Arts

B. Grade Level: 3rd Grade
C. Unit Topic: Story Elements Used in a Narrative (Inference and Point of View)
Lesson Topic: The Different Points of View of The Three Little Pigs
D. Duration of Lesson: 60 minutes
E. Materials, including technology integration: 2 copies of each book: My Lucky Day by
Keiko Kasha, The True Story of the Three Little Pigs by Jon Scieszka, and The Three
Little Pigs Fairytale by Alyse Sweeney, Point of View Anchor Charts and Point of View
Pronoun Circle Place Mats, Point of View Duck/Rabbit Picture, the Point of View
differentiated worksheets, iPad or similar device with QR code reader(1 for each center
minimum 6) ,book video link with QR code link Place Mats (one for each centre), My
Lucky Day - https://youtu.be/vdEyveo4iBY, The True Story of the Three Little Pigs -
https://youtu.be/m75aEhm-BYw, and The Three Little Pigs - http://screencast-o-
matic.com/watch/cbnYFI6oTD.

II. INSTRUCTIONAL PROCESS:

Big Idea: Stories can be understood from different perspectives

Curriculum Strand: Use developmentally appropriate reading, listening, and viewing

strategies.

A. Central Focus:

a. Students will use their prior knowledge of fiction text features, predicting and plot

development to examine and discuss other story elements for comprehension including

inferencing and point of view. Students will describe how each story element can contribute

to a story and use these story elements to brainstorm and create their own narrative.

B. Learning Objectives & Assessment:

Objectives Assessment
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a. By the end of the lesson, a. As a whole group, using the Point of View Anchor
students will be able to Charts, students will correctly identify which personal
label the personal pronouns pronoun belongs under which point of view (first,
required to identify first, second or third person)
second and third person b. In pairs, using the What is the Point of View
point of view. Worksheet, students will correctly list or circle the
personal pronouns heard within each story, to identify
the point of view using the Success Criteria Checklist
and Rubric.
b. By the end of this lesson, a. In pairs, students will complete the What is the Point of
students will be able to discuss View Worksheet to identify the point of view for each
the point of view of a variety of book using evidence from the book to confirm their
texts using information cited identification. This will be graded using the Success
from the text to confirm their Criteria Checklist (provided to the students) and
identification. Rubric.

C. Opening/Anticipatory Set:

a. The students will come to the carpet area and sit in a circle. The teacher will display on the

board the Point of View Duck/Rabbit picture and ask the students, “What do you see?”

Some students will see a duck, and some will see the rabbit indicating different points of

view.

b. The teacher will accept answers from the class having students point out on the picture how

they see the animal or object in the picture. This should strike up a conversation among the

students about what they see.

c. The teacher will call students back together and explain that just like in this picture

sometimes what you see or hear can change your point of view.

D. Main Body/Procedure:

a. The teacher will begin by saying, “Just like in real life, when people have different points of

view, sometimes authors use different points of view in books to tell a story.”
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b. The teacher will tell the class, “Today we are going to look at the different points of view that

authors may use.”

c. The teacher will ask the class, “Can anyone remember from our previous lesson what point

of view means?” and look for answers from the class.

d. The teacher will tell the class that, “Point of view tells us who is telling the story.”

e. The teacher will ask the class, “Can anyone remember from our homework video lesson, on

Google Classroom, what two types of point of view are?” She will then accept answers from

the class.

f. The teacher will point to the Point of View Anchor Charts already labelled with first, second

and third person point of view and the Pronoun Circle Place Mats placed around the anchor

charts and ask the students to help her to place the pronouns for first and third person point

of view under the correct sections. Once the volunteers are done, she will ask the class if

they agree with the placement of the pronouns or disagree and look for suggestions if any

are placed incorrectly.

g. The teacher will remind students that:

•First person point of view is shown when a character is telling the story and they use

words such as “I, me, we, my, our.”

•Third person point of view is shown when the story is told by a narrator who is not in

the story using words such as she, he, they, them, or names of people or characters.

h. The teacher will then add the second person point of view placemat to the anchor chart telling

the students that, “Today we are going to look at second person point of view as well.

Second person point of view is seen when the narrator speaks specifically to the reader and

is shown by using words such as you, your, and yours.” She will then add the Pronoun

Place Mats to the anchor chart.

i.The teacher will ask the students “Is it possible for a story to use more than one point of view?”

She will then tell the students “I want you to think about this while you are working today.”
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j. The teacher will explain that around the room there are six centers for three different books.

Each book is based on a different point of view for the fairytale The Three Little Pigs. The

teacher will explain that at each group you will see:

• a QR code that will link to a video version of the story;

• a book to follow along with;

• worksheets for each person to complete;

• a Success Criteria Checklist to complete the worksheet.

k. The teacher will explain the rules for using the iPads to the students and explain that they will

have approximately 10 minutes at each center to review the story and complete the

worksheet. The teacher will call time after 10 minutes and rotate the class to their next

center.

l.The teacher will explain to the students that they will be working in groups of four but are

required to complete their own individual worksheet. The teacher will explain the instructions

for the worksheet to the students and then check for understanding of the instructions using

the “Thumbs up, Down or Sideways Method.” Students who do not understand the

instructions will be invited to stay on the carpet once the class is dismissed, for further

instruction

m. The teacher will then hand out different coloured popsicle sticks to place students in

heterogenous groups and dismiss students from the carpet to their groups to begin their first

center.

n. The students will rotate through the centres in a clockwise direction every 10 minutes until all

three books and worksheets have been completed.

o. The teacher will also rotate throughout the classroom to observe and assist student progress.

G. Closure/Ending:
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a. The teacher will call students back to the carpet with their worksheets. She will ask the

students for an answer to her previous question “Is it possible for a story to use more than

one point of view?” and look for student answers.

b. The teacher will look for a few students to volunteer to share with the class the point of view

of each story and the evidence that they have to confirm the point of view. (More than one

answer is acceptable for some books.)

III. REFLECTION PROCESS:

1.Culturally Responsive Teaching (CRT):

The students in my classroom come from diverse cultural backgrounds, with the majority of

students coming from the Middle East. Students will be given the opportunity to share with the

class, their own point of view during the anticipatory set, depicting a rabbit or a duck (depending

on their own point of view). While the rabbit and the duck are the most obvious animals seen in

the picture, students will be invited to share if they have another opinion (point of view).

The fairy tale, The Three Little Pigs was chosen as a base for this lesson due to the fact that the

fairy tale is told throughout a variety of cultures around the world and in a variety of languages.

Although the characters in the story may change from culture to culture the overall lesson in the

story remains the same. This commonality should ensure that the majority of students are

familiar with this fairytale. Students will also be given the opportunity to share their own

background knowledge and perspective (point of view) as they learn from others and work

together in heterogenous groups at each learning center.

2. Accommodations:

I plan to differentiate the lesson as required for my lEP student and ESL students. These

students will be given the option of completing the differentiated worksheet in pairs. Many of the
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ESL students are able to communicate their ideas effectively in English, but find it difficult to

write their ideas down. These students will be paired with another student who is able to write

and scribe for them. Students will also be given differentiated worksheets based on their

current reading and writing ability.

Before students leave the carpet to begin the worksheet, they will also be given the opportunity

to stay on the carpet for further instruction, if they require further clarification. This will provide

the teacher with an opportunity to reframe the question to clarify the instructions and answer

any remaining questions that students may have.

Each learning center has been equipped with an iPad and QR code link to a video of the

reading of each book. This will allow differentiation for both my auditory and visual learners as

well as accommodate the variety of levels of reading that exist within the class.

When I am circulating through the room during the worksheet activity, I will also ensure that I

stop and conference with each student to ensure that they understand the instructions and that I

am able to assist with any questions before moving on.

One student in the class is being assessed to be placed on an IEP and is currently working at a

kindergarten to grade one level. This student will have a modified objective, worksheet, and

rubric (see appendix) to accommodate her learning needs.

3. Prerequisite Skills:

Students will have prior knowledge regarding how to identify the author’s point of view that they

will be able to draw from as they analyze and describe the point of view of each text. Students

will also have previous experience with identifying pronouns.

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4. Anticipated Misconceptions:

Anticipated Supports:
Misconception:
a. Students may confuse a. The teacher will explain each point of view
the differences or using an anchor chart for support.
identifying attributes of b. Students will be given multiple opportunities to
first, second and third practice identifying each point of view.
person point of view. c. The teacher will circulate the room as students
are working to identify and confirm correct
answers with students.

5. Academic Language:

Language Demands Supports:

Language Function: Students will be asked to both analyze the story to determine the
• Discuss author’s point of view as well discuss their opinion of what point of
• Analyze view is depicted in each story citing information from each text to
confirm their answer.

Content Vocabulary: The key content words that the students will be required to know and
use throughout this lesson include:
• Point of View
• first person point of view
• second person point of view
• third person point of view

These words will be defined within the lesson for students using an
anchor chart.
Syntax: Key content vocabulary will have been used and discussed in
previous lessons and will be reviewed again in this lesson and written
on the anchor chart.
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Discourse: a.The teacher will ask the class, “Can anyone tell me what point of
view means?” and look for answers.
b.The teacher will tell the class that, “Point of view tells us who is
telling the story.”
c. The teacher will ask the class, “Can anyone remember from our
homework video lesson last night, what the three types of point of
view are?” and accept answers from the class.
d. Using the anchor chart, the teacher will remind students that:
• First person point of view is shown when a character is
telling the story and they use words such as I, me, we, my,
our.
• Second person point of view is shown when the narrator
speaks to the reader using words such as you, your and
yours.
•Third person point of view is shown when the story is told
by a narrator who is not in the story using words such as
she, he, they, them, or names of people.

Appendix:
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