Abbreviated Lesson Plan

Topic: (ELA) Examining P.O.V. and Drawing Conclusions from Rafiki Means Friend
Grades: 4th

Date: September
20th, 2016

Standard(s):
LAFS.4.RL.1.1: Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the text.

Time: 30 minutes

LAFS.4.RL.1.3: Describe in depth a character, setting, or event in a

story or drama, drawing on specific details in the text (e.g., a characters
thoughts, words, or actions).
LAFS.4.RL.2.6: Compare and contrast the point of view from which
different stories are narrated, including the difference between first- and
third-person narrations.
Essential Question: How can I identify point of view in a story? How
does the point of view impact a story?
How can I use text evidence (F.A.R.S.) to draw conclusions and make
generalizations about characters in a story?
Objective: Students will identify the point of view of a story and
understand how it impacts the story. Students will use text evidence to
draw conclusions and make generalizations about the characters in a
story.
Vocabulary: point of view punto de vista (1st person, 2nd person, 3rd
person), spectator, rafiki.
Materials: An ELMO projector. Who is telling the story? anchor chart,
corresponding Key Words strips. Copies of the P.O.V. Exit Tickets for
everyone in the class. A teacher copy and copies of Rafiki Means Friend
by Denny Dart. Highlighters. Printed pictures:
https://www.loc.gov/item/93515046/,
http://www.shorttermmissions.com/trips/8273/.
Opening (Engage)
HOT Questions:

Time

Task

5
minutes

As a class, we will review the Anchor Chart Who is telling the

story?/Quien es decien la historia. I will translate Point of
View for my ELLs as punto de vista. The students will
decide where each Key Words strip goes and we will place
them in the appropriate columns.
-

I, me, we, in 1st person. You, your, yours, for 2nd

person. He, she, them, names of people, in the 3 rd
person.

Students will all be asked to respond to each placement with

their Survey Says cards.

1. How can you

determine Point of
View with key
words?
2. Who is telling the
story from various
point of views?

Building Understanding (Whole Group Exploration / Core):

Time

Task

1 min.

Students will be told that they are identifying the point of

view in the story, by highlighting key words, and how it
impacts the story.

1 min.

15 min.s

4 min.s

6 min.s

Show students (on the ELMO projector) pictures of children

Kenya to provide background about the story.
As a class, we will read Rafiki Means Friend by Denny Dart. I
will follow along with my copy projected on the ELMO screen.
After each paragraph, we will highlight any key words that
indicate point of view.
In the second to last paragraph, I will pause to explain
spectator and the prefix spect (to see or observe).
Students will be asked to talk to their table groups about the
point of view in this story, compared to Dear Mr. Winston
(read previously). This story is in the 3rd person point of view.
A group will be chosen to share with the class.
Students will turn and talk with a partner about: Why do you
think Raha feels it is much easier to study and practice
running every day, rather than be happy? They will be
instructed to use text evidence that supports their
generalizations. Students will be reminded of the F.A.R.S.
(feelings, actions, relationships, spoken word) strategy for
understanding characters they have previously learned.
Students will be chosen to share with the class by the chip
selection method. Students will write their own independent
response in their reading notebooks.

Lesson Closure
Time

Task

2 min.s

Students will complete the Exit Ticket independently to

acknowledge their understanding of point of view.

3. How does point of

view impact a
story?
4. Who are children
of Kenya and how
are we alike?

5. How does a prefix

influence a words
meaning?
6. Compare and
contrast the p.o.v.
of two different
stories.
7. Why do you think
Raha feels it is
much easier to
study and practice
running every
day, rather than
be happy?
Assessment:
Students responses
to the question will
indicate their ability
to draw conclusions
and make
generalizations.
Formative
assessment of
student responses
during instruction will
guide the lesson. Exit
tickets will be used to
determine student
understanding of

Differentiation:

point of view.

The teacher will differentiate support based on:

Exit Question:

Levels of language proficiency: translating key ideas and terms in

Spanish (the first language of 4 learners in the class).

(pictured to the left)

and provide support in the following ways:

Reteach (Greatest Support) These students will be given additional
practice identifying point of view, as well as investigating text evidence
through F.A.R.S. in their small groups.
Core low Students will Turn & Talk with their peers and group mates to
gain support and understanding. Also, the teacher will model the process
of identifying p.o.v. on the ELMO as students work with them. Students
will be provided with a Zooming in on point of view reference sheet to
help promote their understanding of the process of identifying p.o.v. if
they are seen struggling.

Core high These students will find examples from Rafiki Means Friend
and Dear Mr. Winston to create an ongoing anchor chart with various
sentences from different points of view.
Enrich (Least Support) These students will be challenged to create their
own short story from various point of views, revealing more details
according to each point of view.
Goal:
Students will enjoy reading multicultural literature and recognizing the influence of point of view
on various stories. Also, students will have a deeper understanding of characters through text
evidence.

Notes for Teaching: There are multiple ELLs in the classroom, so, translate important terms.
Also, the student seated next to the ELLs is bilingual and can translate. Students are
accustomed to being called on by their color and numbered chip.