Lesson Plan for

Implementing NETSS
Candice Howard
Grade Level(s)

Fourth Grade

Content Area

Language Arts

Time line

Two weeks

ELACCRL6: Compare and contrast the point of view from

which different stories are narrated, including the difference
between first- and third-person narrations.

Content Standards

Students will demonstrate their knowledge of different point of views and use their creative
thinking to develop an example of how each point of view is used. Internet tools will be applied to
their project to help construct, gather, and use the information to create a comic strip on the skills
that they have learned.

Higher Order Thinking Skills, Assessment, Differentiation, Classroom management &

Collaborative learning, Digital Equity, reflection
NETS*S Standards:
Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )
Overview (a short summary of the lesson or unit including assignment or expected or possible products)
The expected outcome of this project is for fourth graders to understand and be able to explain the different point
of views when it comes to reading narrations and passages. The students should be able to define and identify
first and third person POV, compare and contrast the features of first-person to third-person, and describe the
differences in first-and third-person narrations.

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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)

What are the features found in first-person; third person point of view?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)
Students will create a stripcreator comic strip that defines and identifies first and third person. The comic strip will
show four different narrative point of view points. The requirements for each comic strip is that it will contain
dialogue (word bubbles) and narration (square narration boxes). Each comic strip should also be narrated using
one of the following perspectives; first-person, third-person objective, third-person limited, and third-person
omniscient. They are to also create their characters in the comic strip to fit the narration that they are making up.
The students can generate new knowledge by using their resources such as newspapers, and the internet to see
what a comic strip looks like and how narrations are written in bubbles. Formative assessments will be taking place
throughout the project as I have conferences with each group to discuss grows and glows of their assignment. I will
assess their work by a rubric that I will have readily available as they present their assignment. Differentiation will
have assessed based on how many POVs the students will have to create. Students that struggle with the concept
will only have to create a comic strip on first-person narration, but an advanced/gifted learner will have to explain
each POV taught.
Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
Technology supports student learning by allowing them to be creative and show their understanding of the concept.
Technology also enhances their learning and keeps them engaged with new ways to learn.
Digital tools: Microsoft word, Stripcreator, powerpoint, screencast
Resources: rubric, canvas class page
Skills needed: Be able to have stamina to work and read fluently on grade level. Have basic word processing, and
computer skill knowledge.

Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this
lesson? How can you find out if students have this foundation? What difficulties might students have?)
Students will need prior knowledge on narrative passages and being able to identify one when they read it.
During review of narratives we will look at the POV practice powerpoint. The students will determine the POV
and write answers on a separate sheet of paper. The students will have to justify their answer based upon the
lesson that was learned. The activating strategy is a Brainpop video on Point of View where the students will
have review questions to answer after the video is shown.

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Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
troubleshoot them?
My classroom management strategies include my students being held responsible for everything that they are
doing. They will make up their own checklist of what needs to be done in order to complete the project. Students
will be working in small groups according to their ability. They will be on a rotating schedule when it comes to
computer access when we are not in the computer lab. They will be on the computer to start working on their
comic strip and not researching. Many times students want to get on there and google everything,but in this case
they will have a plan as to what they will be doing at each step of the project. When and if technical issues arise
the students will go back to their group at their desk and start to draw out and/or write their POV manual as well as
their comic strip. If internet still seems to be the issue, the next best tool will be powerpoint where they can write
out their manual using slides. They can create their comic strip inserting tables as well as images and make boxes
as their word bubbles. This is where the creativity will help out, due to the fact that they dont have characters to
choose from.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity
levels of Blooms Taxonomy? How can the technology support your teaching? What authentic, relevant, and
meaningful learning activities and tasks will your students complete? How will they build knowledge and skills?
How will students use digital tools and resources to communicate and collaborate with each other and others?
How will you facilitate the collaboration?
Researched Based Instructional (RBI) strategies that I will be including in my teaching are comparing, contrasting,
nonlinguistic representation, cooperative learning, setting objectives & providing feedback, cues, questions &
advanced organizers. Vocabulary is a major RBI since the students will be learning about third and third person POV.
Practicing these strategies from day one in the classroom as me being the facilitator, will ease the students into
mastering the strategies when it is deemed necessary. The students roles are to collaborate with each other and give
positive feedback when it comes to completing the assignment. I can ensure higher order thinking is going on by
giving the students graphic organizers, questioning cues so they can solve their problem as well as using web 2.0
tools to design their comic strip. The meaningful activities that the students will be completing include, POV manual
where the students will show people how to do something. They will create a manual that shows people how to
identify the narrators point of view. For each point of view, they will define each term, provide an example and explain
how to identify each point of view. After completing the cooperative activity, in their small groups they will complete the
comic strip and when presenting the comic, students will use the presenters manual to assess what POV is being
shown in the comic.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
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My class is a self- contained, so they will be grouped by ability. I will have three differentiated groupsAdvanced/gifted learners that catch on easily and have high higher-order thinking skills when it comes to
challenges in the classroom. They will be assessed on explaining all 5 the POVs and making real world
connections. My second group are students that are on grade level and will complete 3 out of 5 POVs. They will
also make a real world connection when it comes to explaining the different POVs. My last group which is EIP
(early intervention program) will complete 1 out of 5 POVs and create a slideshow explaining what first person
POV is and use nonlinguistic representations to show their understanding. I dont have any co-teachers in my class
so my students will be depending on me as well as their group members to help them. I am gifted endorsed so I
recognize the different learning styles of my students and am able to plan challenging lessons to exceed mastery
on all levels. Students will complete peer feedback form on each member of their group, each member will have
their own individual task to complete and come together to make a final project. My extensions will include students
posting their presentation whether powerpoint, comic strip, or screencast on the Canvas class page. Computers
will be readily available for students to use as well as the computer lab.
Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?
*During the implementation some things that might arise as we are completing the lesson are technology issues.
In case that does happen students will have access to Microsoft word and not the internet. They will be able to
write out their script and complete the writing process while doing so. Correcting any errors and making sure their
dialogue matches their presentation. I believe the students will find the lesson meaningful especially since they
have to create a comic strip and use their creativity to complete the activity.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson?
*completed once project is implemented

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