Novel Study

Point of View
Christina Agena
ITE 390
Fall 2016
Retrieved from: http://www.directories.phillipmartin.info/home_social_sciences.htm

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Unit Plan Framework
1. Theme and Overview

For this unit, I will be focusing on teaching about the interactions between Native Americans
and Europeans and how point of view is shaped, while integrating in English Language Arts. I
decided to choose Social Studies and ELA because starting 3rd quarter my 5th graders (and the
rest of Iliahi El.) will be implementing a new STEM program. I discussed with my mentor
teacher about how she and the other grade level teachers are worried that they wont have
enough time to teach every standard they are required to. She mentioned that with the STEM
program taking up a lot of after lunch blocks (when Soc. Std. is usually taught), she might have
to teach social studies during some ELA blocks. I plan on teaching this unit during the 3rd
quarter as an integrated unit from February 22-March 15, 2017.
2. Essential Question
How does a persons experience shape their point of view?
This essential question relates to the theme of my unit, which focuses on the how a persons
experiences affect their point of view. We will be looking at how education, religion and culture
affect a persons character. During this unit, we will also be looking at how the European and
Native Americans interactions affected each other. This ties the essential question to the
enduring understanding, which focuses on the effects of a persons background. The students
will look at scenarios in their own life that has change the way they see an idea, and relate it back
to the essential question. The students will also read The Sign of the Beaver, where they can
become deeply engaged with this essential question.
3. Enduring Understanding(s)
A persons point of view is shaped through different factors in their life.
This enduring understanding relates to my unit because the students are able to observe
the difference between Europeans point of view in comparison to Native Americans point of
view. We see that where and how they were raised molded their thinking and abilities. Through
reading The Sign of the Beaver, the students will be able to compare a young settler boy to a
Native American boy and analyze what makes each character unique. I want the students to
understand that everyone has different skills and ideas to offer, which differ due to life
experiences. I want them to understand that one persons thoughts and abilities are not more
valuable than others.
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Standards, Benchmarks, and General Learner Outcome Overview
Content Benchmark Lesson Lesson Lesson Lesson Lesson Lesson Summative

Area 1 2 3 4 5 6
Reading RL.5.1 Quote accurately from a X X X
text when explaining what the
text says explicitly and when
drawing inferences from the text
RL.5.2 Determine a theme of a X X

story, drama, or poem from
details in the text, including how
characters in a story of drama
respond to challenges or how the
speaker in a poem reflects upon
a topic; summarize the text
Speaking SL.5.1 Engage effectively in a X
and rang of collaborative discussions
Listening with diverse partners on grade 5
topics and texts, building on
others ideas and expressing
their own clearly
SL.5.4 Report on a topic or text X
or present an opinion,
sequencing ideas logically and
using appropriate facts and
relevant, descriptive details to
support main ideas or themes
speak clearly at an
understandable pace
Language L.5.1 Demonstrate Command of X
the convention of standard
English grammar and usage
when writing or speaking
Writing W.5.3 Write narratives to X
develop real or imagined
experiences or events using
effective technique, descriptive
details, and clear event
sequences
Social SS.5.2.1 Analyze how beliefs X X X X X X X

Studies and education and/or the society
in which a person resides shape
his/her point of view
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General GLO#1 Self Directed Learner X X

Learner GLO #2 Community Contributor X
Outcome
Unit Overview
Theme: Point of View

Essential Essential Question: How does a persons experiences shape their point of view?
Question &
Enduring
Understanding Enduring Understanding: A persons point of view is shaped through different factors
(Inquiry question in their life
that reveals
content, skills
and strategies./A
description of the
important
understandings(s
) and concept(s))
Baseline/Building Activity: Is the Pre-Assessment (baseline data)

the Background glass half full? Students will answer the question is the glass half full or
half empty?
As a class, students will discuss if there is a right or wrong
answer and why there are different answers.
Supporting Supporting Supporting Supporting Supporting

Question Question Question (Lesson Question (Lesson Question (Lesson
(Lesson 1) (Lesson 2) 3) 4) 5)
What lesson do What character What character How do Matt and How have Matt
Matt and Attean traits would you traits would you Attean interact and Attean
learn? use to describe use to describe with each other? changed from the
(Ongoing) Matt? Attean? What are the beginning of the
results of these story to now?
interactions? Why do you think
theyve changed?
Formative Formative Formative Formative Formative

Performance Performance Performance Performance Performance
Task Task Task Task Task
(description/tools (description/tools (description/tools (description/tools (description/tools
) ) ) ) )
Assessment #2 Assessment #3 Assessment #4 Assessment #5 Assessment #6
Student will find Students will Students will Students will Students will
character-learned analyze Matt and analyze Attean analyze how work as a group to
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lessons from each identify character and identify characters affect complete a
chapter. traits and define character traits one another. graphic organizer
Students will him. and define him. that displays their
complete this exit Action, Outcome, understanding of
pass after every Character Trait Character Trait Response flow lesson connection.
chapter worksheet worksheet map
Graphic organizer
and oral
presentation
Features Features Features Features Features

Sources/ Sources/ Sources/ Sources/ Sources/
Materials Materials Materials Materials Materials
Needed Needed Needed Needed Needed
The Sign of The Sign of The Sign of The Sign of The Sign of
the Beaver the Beaver the Beaver the Beaver the Beaver
Lesson Character Character Action- Chart paper
Learned Trait Trait Outcome- Worksheet
packet worksheet worksheet Response
Worksheet
Summative Journal Criteria (rubric/checklist)

Performance At the end of the book, students will write a journal that
Task (Activity talks about a change of perspective. They will explain how
#7) point of view is shaped and what affects point of view. The
students will also include an example of how point of view
seen in The Sign of the Beaver and an example of a personal
experience.
Student will be graded using a 3-point, analytic rubric that

focuses on clarity, organization and mechanics
Extension Criteria (rubric/checklist)

Activity
(enrichment/gifte
d students
option)
Taking Informed Understand-

Action (Activity Assess-
#8; optional Act-
Summative
Assessment)
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Narrative Overview
I. Context for Learning
Iliahi Elementary School is based in the rural community of Wahiawa. Iliahi is a Title 1
school that is a part of the Leilehua Complex of the Central Oahu District, Northside Complex
Area. Iliahi is home to approximately 400-450 students from Kindergarten to 5th each year
(Hawaii Department of Education, 2016). About 50% of the students receive free or reduced-
cost lunch. During the 2015-16 school year (SY), 3.8% or 16 out of the 415-student population
had limited English proficiency. During the same SY, there were 43 students enrolled in a
Special Education (SPED) program, which amounted to 10.3% of the entire school population.
There are a variety of ethnicities present at this school. Majority of the students are Filipino
(33.7% during the 2015-16 SY) or Native Hawaiian (29.1% during the 2015-16 SY) (Hawaii
Department of Education, 2016).
Currently, there are three 5th grade classrooms, and one SPED classroom. Each class has
approximately 26 students. One classroom is designated as an inclusive classroom during
Social Studies or Science instruction. All three grade level teachers work cohesively as a result
of frequent communication, grade level meetings, teacher workdays, and articulation days.
There are currently 13 males and 14 females that make up a total of 27 students in my 5th
grade field placement classroom. Within the 27 students, there are 3 SPED students and 1
English language learner (ELL). Two out of the three SPED students receive Social Studies
and Science instruction in the general education classroom and one of the three will receive
Social Studies, Science and Math instruction in the general education classroom. Some
students receive before and after school tutoring in Math and/or Language Arts. These
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students have regular access to Chromebooks that they are allowed to utilize for school related
activities and assignments.
II. Curriculum
Literacy Curriculum
My 5th grade classroom at Iliahi Elementary uses McGraw-Hills Reading Wonders
Curriculum (McGraw-Hill Education, 2014) for teaching English Language Arts content. This
curriculum includes a set of 4 different resources including: Reading/Writing Workshop,
Literature Anthology, Close Reading Companion and Leveled Readers. This curriculum is split
into 6 weeks per 6 units. Each week there is a weekly concept and an essential question. In
order to explore the weekly understanding and answer the essential question, students will read
through stories and learn about different reading skills and strategies. A list of vocabulary words
that recur throughout all the stories for the week is included for instruction.
Another supplementary reading program that is used in my field placement classroom is
Time for Kids (TFK). TFK (Time Inc., 2016) are weekly classroom magazines that help students
build reading and writing skills. These articles easily integrate ELA with social studies, math
and science.
In my field placement class, English Language Arts (ELA) is taught 5 days a week for about
75 minutes during each instructional block. On Mondays, the spelling words will be introduced
for about 15 minutes. Then the students will participate in an hour of intervention through an
online program called Reading Plus. The students will read through stories and answer
comprehension question, as well as, complete vocabulary exercises. The remaining 30 minutes
are devoted to Literature Reading, where my Mentor Teacher (MT) or myself will reading a
literature book aloud to the students. On Tuesdays-Fridays, there is no Reading Plus

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intervention. During these days the students will begin with whole-group reading using a Round
Robin Reading (RRR) technique for approximately 60 minutes before entering small group
instruction. Hilden and Jones (2012) states that there are many drawbacks to Round Robin
Reading such as: slower reading rates, off-task behavior, problems with comprehension, and
more. McLaughlin (2013) provides alternatives to RRR, including silent reading and pair
reading to ensure reading comprehension, which are techniques I will use during instruction.
Small group instruction is a current classroom practice that accommodates to the students
needs. Gibbons (2015) explains that during small group instruction struggling learners can
receive clear and explicit instruction, as well as, immediate feedback. During small group
instruction, students will read short stories and leveled-readers, or complete group work. Small
groups are utilized to give students specialized supports that correlate to their needs. Small
group instruction allows all students to fully engage in learning particular skills and receiving
immediate correction and feedback. The last 30 minutes are devoted to Literature
Reading. Writing is taught throughout the year during these ELA instructional blocks. Each
quarter focuses on a different writing genre. During the 3rd quarter, the writing genre that I will
be instructing on is informative writing. The students will be creating a booklet that illustrates
their understanding of point of view.
As a way to provide students with meaningful understanding of point of view and how it is
shaped, I decided to integrate Language Arts and Social Studies. Edutopia (2008) states that
integrated studies bring together diverse disciplines in a comprehensive manner, allowing
students to create meaningful understanding for complex ideas. For instance, in The Sing of the
Beaver, one of the complex issues is European views on Native Americans and Native American
views on Europeans. Another reason I chose to integrate my lesson using Language Arts is due
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to the lack of instructional time. Since Iliahi is implementing a new Science, Technology,
Engineer, and Math (STEM) curriculum, there is less time during the school day to teach our
mandated curriculum. As a result, integrating will help address this discrepancy.
My students have been performing at a wide variety of levels in reading. There is a small
group that reads at a 3rd-4th-grade level. These students are places in a small group that works
with the lead teacher during ELA to support their needs. There is a majority in the class that is
reading at a 4th-5th-grade level. This group is placed in two separate small groups that receive
small group instruction from our part-time teacher (PTT). Lastly, there is a small percentage of
the class that performs at a high 5th grade to 6th grade level. This group is placed in an
independent reading group during ELA instruction. As for personal assets, the students really
enjoy reading aloud and participating in small group and whole group discussion. The students
are most engaged when we are reading stories. Since many students do not enjoy Social Studies,
learning Social Studies content through literature will help to engage the students.
During this unit, students will be focusing on RL.5.2 Determine a theme of a story from
details in the text, including how characters in a story respond to challenges; RL.5.1 Quote
accurately from a text when explaining what the text says explicitly and when drawing
inferences. One concept that I will be teaching this unit is making inferences. There will be
many opportunities for the students to make inferences about characters and the lessons that the
characters learn. Kispal (2008) states that the skill of inference is needed to detect the unspoken
messages that enrich overall understanding. This enriched understanding allows the students to
make personal connections and conclusions about what they read. Students are currently
receiving many opportunities to practice these benchmarks. Overall, the students display a weak
understanding of theme and ability to find the theme. There has recently been a school-wide
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decision to strengthen students understanding of theme. During a recent Reading Wonders
lesson, I focused on teaching the concept of theme. Since this lesson, my students have been
displaying a proficient understanding with benchmark RL.5.2. Students are proficient in
benchmark RL.5.1 since they are asked to cite text evidence for all subject areas.
This unit will also be focusing on SL.5.2 Report on a topic or text or present an opinion,
sequencing ideas logically and using appropriate facts and relevant descriptive details to support
main ideas or themes; SL.5.1 Engage effectively in a range of collaborative discussions with
diverse partners on grade 5 topics and texts, building on others ideas and expressing their own
clearly. Through oral discussion the students will be able to learn important communication and
collaboration skills. Burke (2011) explains that there are many advantages to working in a
group. Some include: groups provide each other with resources through varying backgrounds
and experiences, groups stimulate creativity, and groups develop teamwork skills.
Students will also write a journal explaining their knowledge about point of view. My
students have many opportunities to practice benchmark SL.5.1. During instruction, students are
asked to participate in pair-share to discuss various questions and ideas. Pair-shares allow the
students time to process what they are thinking before reporting their ideas about a topic to the
class. For SL.5.2, there are about half of the class that displays proficiency with this benchmark.
During discussion, students are asked to share their ideas and to answer questions aloud. Only
about half of the class will readily participate and report their findings and thinking to the class.
Lastly, this unit will also focus on W.5.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly. Majority of the students display weak skills in writing.
The students are unable to elaborate on their thinking in an organized and clear manner.
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Social Studies Curriculum
For Social Studies, my 5th grade class uses Harcourt Social Studies Making a New Nation
(2007). This curriculum is split into 3-5 lessons per 6 units. Students will read and learn about
The Land and Early People, Cultures Meet, The Thirteen Colonies, The American Revolution, A
Growing Nation, and Civil War Times. This curriculum includes formative activities that my
class utilizes during instruction.
Social Studies instruction is taught 5 days a week for about 60 minutes. There is Social
Studies instruction everyday except the last 10 days of the quarter, where this instructional block
is used for Science instruction. Whole-group reading is used during Social Studies instruction,
where students and teacher read through a specific lesson. During this unit, I will ask the
students to engage in independent reading and paired reading. Students will then complete a
formative assessment to demonstrate their learning.
Since majority of the students are uninterested in Social Studies, I chose to integrate Social
Studies with ELA. Edutopia (2008) explain that researchers found many positive outcomes for
integrating different subject contents such as an increased understanding and application of
concepts. Since my students display a clear interest in reading stories, I decided to integrate
Social Studies with a literature study.
A majority of the class is performing at a developing level for Social Studies. A recurring
problem in this subject area is the lack of close reading. The students miss details and important
information when reading, causing them to misunderstand facts and answer questions
incorrectly. There are a few students who really enjoy learning about history. These students
actively participate in discussion and display an interest in what they are learning.
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A current classroom practice that fits student needs is the use of small group
discussion. Burke (2011) explains that working in groups allows students to share resources that
can only be found through their peers experiences. When students share their opinion, it allows
others to hear about a topic from a different point of view, potentially creating deeper
understanding. Another reason small group or partner discussion is used in the classroom is to
create a safer environment to share when compared to whole group discussion. Talking with a
partner allows the students to better understand their own thinking, allowing them to feel more
comfortable sharing with the whole class.
During this unit, students will be focusing on, SS.5.2.1 Analyze how beliefs and education
and/or the society in which a person resides shapes his/her point of view. One concept that will
be taught is how point of view is shaped and developed. The students will be able to explore The
Sign of the Beaver in order to analyze character change and point of view development. The
students will be able to analyze how a European boy changes his point of view on Native
Americans after many interactions with a Native American boy.
III. Instructional Modifications and Differentiated Instruction
Differentiated instruction and instructional modification is vital for all students to
succeed. Students should be given instruction based on their academic level and
needs. Tomlinson (2013) states that differentiation is a teachers proactive response to a
learners needs. Teachers can differentiation through content, process or product and these
modifications are according to the students readiness, interests, and learning profile (Tomlinson,
2013).
There are currently 3 students who receive Special Education Services (SPED), and 1 student
who is considered an English Language Learner (ELL). During math blocks, 2 out of the 3
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students receive instruction in a resource classroom. During ELA all 3 SPED students receive
accommodations outside of the general education classroom. There are about 3 accelerated
learners that read at a 5th grade level. There are about 4 students who are considered struggling
readers who read and comprehend at about a 3rd-4th-grade level. I will proved these students
with an audio reading of the text, as well as, engage in small group instruction for certain
activities.
During ELA instruction, my students are placed in one of three small groups that are based
on reading level. There is a struggling group, approaching group, and independent group. My
mentor teacher instructs the struggling group that contains students who performs at a 3rd-4th
grade reading level; the part-time teacher (PTT) instructs that approaching group; and when I am
in field, I will instruct the independent group. Small group instruction allows struggling and
weak readers to get frequent support and immediate correction when reading. Gibbons (2015)
states that small groups are where struggling learners can receive clear and explicit instruction,
as well as, immediate feedback. Periodically, students will read through level appropriate books
that are provided through McGraw-Hills Reading Wonders Curriculum (McGraw-Hill
Education, 2014). Gibbons (2015) states that in order for students to retain and comprehend
information, instruction must be delivered through a comprehensible input. Comprehensible
input is delivering curriculum through language that is accessible within the students zone of
proximal development (Gibbons, 2015). Leveled readers allow students to receive the same
information but at a level that is understandable to them.
Throughout this unit, I will accommodate and modify instruction to ensure the success of all
students in my classroom. I will continue to utilize small group instruction during Language
Arts. During small groups, my students are able to receive specialized feedback and explicit
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instruction that is tailored to their needs and readiness. Another adaptation I will use is modified
assessments. In order for students to demonstrate their understanding of a newly learned
concept, they must deliver their knowledge through a comprehensible output (Gibbons,
2015). One way that I can modify assessments for the struggling learners is by creating sentence
frames for the students to complete.
I will keep students engaged by differentiating through student readiness, interest, and
learning profile. Striving learners will remain engaged through challenging rigor. I can also
help the students make connections to home life and to their culture. Majority of my students
grew up in Hawaii and have very similar interests. Contextualization is defined as instructional
strategies that are used to connect the learning of foundational skills and academic content by
focusing on student interest (Perin, 2011). By contextualizing lessons, students will be able to
create deeper understanding and retain information. One way I can contextualize is through
making connections with the lesson and the students culture and community. Majority of my
students live in the Wahiawa community, a rural community.
Throughout Social Studies instruction, my students read through lessons in their Social
Studies textbook and engage in various illustrations, images, maps, and videos that support
learning. Throughout the lesson, the students engage in group and partner discussion. Gibbons
(2015) stated that group discussion helps to support language learning. Working collaboratively
with others provides students opportunities to increase comprehension through exchanging
information and seeking clarification. Other resources such as Brainpop is used to keep students
engaged. Brainpop is a website that provided education videos (2-5 minutes) that teach about
various topics and subjects.
IV. Academic Language and Language Supports

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Academic language is communicated through 4 different modalities. These modalities,
which include speaking, listening, reading and writing, are used in overlapping phases rather
than sequential stages (Tompkins, 2011). Language supports allows the students to receive
information and communicate their knowledge effectively. Students will be asked to use
listening and reading as modes to gather and learn new information. They will use these two
modes for identifying key details, comparing characters, and making inferences. Writing and
speaking will be utilized to elaborate, justify and describe their thinking and learning. These
modalities support higher levels of thinking by tasking the student with taking in information
then deepen their understanding through engaging in discussion.
Current language supports that are used in my classroom include graphic organizers,
explicit vocabulary instruction, and dictionaries. During instruction, students are given various
graphic organizers to help when reading ELA stories or during social studies instruction.
Graphic organizers are effective tools because it integrates text and visual imagery (McKnight,
n.d.). Explicit vocabulary instruction is given before reading Wonders stories. According to
Hanson and Padua (2011), vocabulary knowledge is essential for comprehension. Vocabulary
words are taught through explicit instruction instead of allowing the students to learn the words
incidentally through reading because majority of my class does not spend enough time reading
independently. Since they do not spend enough time reading independently, they need explicit
instruction to increase their vocabulary to ensure they comprehend what they are reading.
Each chapter of The Sign of the Beaver includes different vocabulary words that I will
explicitly teach. To accommodate my learners, I will briefly mention and define words before
instructing and provide them with handouts with the definitions. At the beginning of every lesson,
I will provide explicit instruction on the vocabulary words. During the lesson, when the
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vocabulary word is mentioned, I will provide synonyms and antonyms for the students to better
understand its meaning.
In order to develop students use of effective communication skills that foster active
engagement, I will implement student-student discussions. There will be many opportunities for
the students to debrief with one another, deepening their understanding through listening and
speaking. As a summative assessment, students will write a journal that explains their
knowledge about point of view. In order to develop effective communication through writing, I
will scaffold the writing process. The students will be given explicit instruction throughout the
writing process. Scaffolding is provided to the student as temporary support that allows the
student to move toward the next level of skills, concepts, or levels of understanding (Gibbons,
2015).
During Social Studies instruction, teacher-student, and student-student discussion is utilized
frequently through think-pair-share. I will use this method to help my students discuss and better
understand what they are learning. This type of discussion allows students to share their
knowledge in small, non-intimidating settings, before sharing out to the class, providing all
students to prove their learning and clarify any misconceptions. Other supports that I will
provide students with that will aide in language development includes different feedback
strategies. Garcia and Kleifgen (2010) explain 3 different strategies to support student language
development. These strategies include recast, elicitation, and repetition. When recasting, I will
repeat what the student says but in a correct manner. During elicitation, I will give prompts, ask
questions, and elicit a correct response. Through repetition, I will repeat what the student said
exactly but emphasize the part that needs correction (Garcia and Kleifgen, 2010).
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All throughout my unit, I will monitor student academic language through their formative
and summative assessments. I will have the chance to engage in teacher-student discussions
when we read aloud and review what was learned. I will also have a chance to monitor language
development through group work and student-student discussion. When assessing student
written work as well as their oral discussions, I am able to give explicit feedback through recast,
elicitation or repetition.
V. Assessment
According to Tomlinson (2013) assessments are defined as the process of collecting,
synthesizing and interpreting information in a classroom for the purpose of aiding a teachers
decision making (p. 18). Assessments are important for teacher to make decisions that would
best support the class as a whole or individual students. There are formative and summative
assessments. Formative or ongoing assessments are used to monitor student development and
growth. Formative assessments guide the direction and pace of learning. Summative
assessments measure and evaluate student outcomes (Tomlinson, 2013).
ELA assessments are administered in two forms. One assessment is called a selection test.
This test uses a story from Wonders that the students are familiar with and have read prior to the
test. These tests include vocabulary and comprehension questions. The second assessment is
called cold tests. These tests utilize a story that the students have not yet read. This test includes
comprehension questions. Majority of the time, the students will be given selection tests and
rarely given cold tests. Students are assessed on speaking and listening through their
participation of presentations and class discussions. Language and writing are assessed through
writing prompts, journal writing, and weekly SPIN letters.

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For Social Studies instruction, the unit tests included in the Harcourt curriculum is not
administered to the students. Learning is measured through various activities such as constructed
responses, and open-ended questions that are completed independently. Other supplementary
resources are also used to measure learning. For example, edHelper is utilized to measure
learning. EdHelper includes a passaged that the students read before answering comprehension
questions.
During my unit, I will continue to utilize formative assessments to measure student growth
and guide the direction and pace of my lessons. Student-learning tasks include oral discussion,
constructed responses, and open-ended responses. These learning goals are chosen to follow 3rd
quarter social studies and writing pacing of the entire grade level. These assessments were
chosen because students are most familiar with these methods. Students engage in classroom
discussion every day, during every subject area. They are very comfortable sharing with a peer
then sharing during whole group. The students are also familiar with exit passes that measure
student learning during a particular lesson. I will collect formative assessments after every
chapter that the students read. I will be able to make individualized comments on each exit pass.
If I observe that there is a reoccurring discrepancy, I can address the class as a whole before
moving on to the next task. I will continue to use flexible grouping to work with the students
that need support during this unit.
Student learning goals for this unit will be measured through a summative assessment. This
assessment tasks the student with writing an informative journal that explains their knowledge of
point of view. The summative assessment was chosen for students to display their knowledge
and express their understanding. Each quarter, students are asked to produce a writing sample in
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various genres. This informative writing assignment will fulfill this school wide writing
requirement.
At the end of this unit, students will be able to explain how beliefs and education and/or the
society in which a person resides shape his/her point of view. This student-learning outcome
(SLO) was selected because this is a grade 5 social studies standard that the students must learn.
Another SLO includes the students ability to accurately quote evidence from a text. This SLO
was selected to grow the students ability to use supporting evidence when answering or
reporting on a topic. By using text evidence, the students will be able to make stronger claims
and use relevant information.
VI. Professional Growth
Professional growth is an ongoing process and there will never be a final destination for
professional growth. I believe that in order to grow professionally, I will need to make an active
choice to frequently self-reflect and make adaptation. There are many ways that I can grow
professionally in order to better support my students with their learning and growth. I can
collaborate with colleagues, remain open-minded and flexible, seek feedback, adapt my teaching
style to better suit my students. Professional growth will help me become a better teacher, but it
will also help my students receive quality instruction.
One goal I would like to achieve while teaching this unit is to grow my knowledge about
planning instruction. Preparing this unit and implementing this unit will give me insight about
how I can better plan instruction to support all students for future units and lessons. Planning
this unit will provide me with experience that I can apply in my future classroom and with my
future students. One thing I struggle with is planning the pacing of a unit. I currently teach
lessons but I have yet to plan a unit that needs to be implemented in a timely manner. After
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teaching this unit I hope to gain the confidence needed to plan a year worth of curriculum for my
future class and to grow in inTASC Standard #7 Planning for Instruction.
Another goal I hope to attain while teaching this unit is to gain better insight about learner
development in order to grow my effectiveness as a teacher. Through teaching this unit, I will be
able to follow the growth of my students and adjust my instruction according to their needs and
development. This goal will aid my development of inTASC standard #1 Learner Development.
I hope to gain more insight about the different learners in my class and how I can develop
appropriate yet challenging learning experiences to implement.

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Featured Sources and Materials
Materials & Supplies

Harcourt Social Studies: Making a New Nation
The Sign of the Beaver by Elizabeth George Speare
References
August, D. (2014). McGraw-Hill Reading Wonders. Bothell, WA: McGraw-Hill Education.
Burke, B. (n.d.). A Close Look at Close Reading: Scaffolding Students with Complex Texts.
Retrieved from http://nieonline.com/tbtimes/downloads/CCSS_reading.pdf
E. (2008, October 06). Why Should Schools Embrace Integrated Studies?: It Fosters a Way of
Learning that Mimics Real Life. Retrieved February 01, 2017, from
https://www.edutopia.org/integrated-studies-introduction
EdHelper.com - Math, Reading Comprehension, Themes, Lesson Plans, and Printable

Worksheets. (n.d.). Retrieved November 22, 2016, from http://www.edhelper.com/
Garcia, O. & Kleifgen, .A. (2010). Educating Emergent Bilinguals. New York: NY.
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching second language

learners in the mainstream classroom (2nd ed.). Portsmouth, NH: Heinemann.
Group Work: How to Use Groups Effectively - uncw.edu. (n.d.). Retrieved February 1, 2017,
from http://www.uncw.edu/jet/articles/vol11_2/burke.pdf
Hanson, S. & Padua, J. (2011). Teaching vocabulary explicitly. Honolulu: Pacific Resources for
Education and Learning.
McKnight, K. (n.d.). Use Graphic organizers for effective learning. Retrieved February 01, 2017,
from http://www.teachhub.com/teaching-graphic-organizers
Kispal, A. (2008). Effective teaching of inference skills for reading: literature review.
Nottingham: Department for Children, Schools and Families.
Perin, D. (2011). Facilitating Student Learning Through Contextualization. CcrcBrief. Number

53. New York, NY.
Speare, E. G. (1983). The sign of the beaver. Boston: Houghton Mifflin.
State Hawaii Department of Education (2016). Iliahi Elementary School: School status and
improvement report. Retrieved from
http://arch.k12.hi.us/PDFs/ssir/2016/Central/210SSIR-2.pdf.
Agena p.22

Time For Kids. (n.d.). Retrieved November 11, 2016, from http://www.timeforkids.com/
Tompkins, G. E. (2011). Teaching writing: balancing process and product. Upper Saddle River,
NJ: Merrill.
Tomlinson, C. (2013). Fundamentals of gifted education: considering multiple perspectives (C.

M. Callahan & H. L. Hertberg-Davis, Eds.). New York, NY: Routledge.
Agena p.23

Sign of the Beaver Lesson Plan: Pre-Assessment
Name: Christina Agena Grade: 5th grade
Date: Content Area/s: Reading, Writing, Social

February 1, 2017 Studies
Duration:
35 minutes
Materials needed:
PowerPoint:
https://docs.google.com/a/dragons.k12.hi.us/presentation/d/18lTwfpsgeVXnJ_ZPUxA3jAq
RrT6GyIqjm_22cX4RhGk/edit?usp=sharing
Exit Pass
Curriculum Information
Supporting Question/s:
How does a persons experience shape their point of view?
Enduring understanding:
A persons point of view is shaped through different factors of their life.
Evidence-Based Research Practices

For this pre-assessment activity, the students will respond to prompts through a kinesthetic
activity called Cross the Line. Weslake and Christian (2015) explain that learning through
movement improves concentration and student readiness to learn. When students are placed in
high concentration situations, they may experience physical and emotional tension. Brain breaks
and educational kinesiology reduce the stress that the students may experience (Weslake and
Christian, 2015).
Resources
Weslake, Alyssa , and Beverly J. Christian. "Brain Breaks: Help or Hindrance?" TEACH
COLLECTION of Christian Education 1.1 (2015): n. pag. Web. 9 Feb. 2017.
Student Learning Outcomes

Analyze how different experiences (i.e. beliefs and education and/or the society in which a person
resides) shapes his/her point of view.
Application of skills and strategies

Agena p.24

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is (Techniques that will help students learn the skill)
intended for students to do
automatically)
Communication Students will participate in discussion and respond to prompts
and questions posed by their partners
Application Students will apply their thinking by responding to a proposed
scenario involving point of view
Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the
content. The planned instructional supports to help students understand, develop, and use academic
language.
Academic Vocabulary words will be orally discussed and instructed
Vocabulary
Language Instructions and prompts will be orally read and displayed on a PowerPoint
supports
Language Reading, listening, writing, speaking
modalities
Differentiated Instruction
Adaptations to instructional strategies, the learning environment, content, and/or assessments to
meet the needs of students who require further support (e.g., ELL/MLL, struggling, accelerated,
50/IEP, etc.)
Identify type of learners Type of differentiation Instructional accommodations
(ELL, SPED, Accelerated (content, process, product)
Learners, Striving learners,
504 students, reading)
MLL/Struggling learners Process Multiple opportunities for discussion to
allow think and process time.
Agena p.25

1. Standards/Benchmarks/GLOs
SL.5.1 Engage effectively in a rang of collaborative discussions with diverse partners on grade 5
topics and texts, building on others ideas and expressing their own clearly
I can participate in discussion by sharing my thoughts and responding to others
SS.5.2.1 Analyze how beliefs and education and/or the society in which a person resides shapes
I can analyze how experiences shape a persons point of view
2. Assessment Task
As a formative, the students will share about how they think a persons point of view is shaped.
I will use a checklist to assess student learning

Agena p.26

3. Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson
that 1) uses clear steps that convey the use of multiple strategies, supports, and resources and 2)
list opportunities offered for multiple modes of participation
PRE-ASSESSMENT
Instructional Sequence of Activities
component
Classroom Countdown 3-2-1
management
attention getter
1. Introduction 1. Explain that we will be reading the book The Sign of the Beaver.
(10 minutes) 2. Explain that we will be exploring point of view throughout the book
3. Introduce the standard for the entire unit
4. I can statements will be displayed and hung up throughout the unit
a) RL.5.2 Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story of drama respond to challenges
or how the speaker in a poem reflects upon a topic; summarize the text
b) RL.5.2 Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text (e.g. how
characters interact)
c) RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text
d) W.5.3 Write narratives to develop real or imagined experiences or events
using effective techniques, descriptive details, and clear event sequences
(FOR SUMMATIVE)
e) SL5.2 Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes speak clearly at an understandable pace
f) SL5.2 Summarize a written text read out loud or information presented
in diverse media and formats, including visually, quantitatively and
orally
g) SS.5.2.1 Analyze how beliefs and education and/or the society in which
a person resides shapes his/her point of view
h) SS.5.3.2 Examine the interactions between Europeans and Native
Americans in North America
Agena p.27

2. Collaborative 4. Explain that before we begin, I want to assess everyones

Group work knowledge about perspective and point of view
(You do it 5. Ask the students is the cup half empty or half full? through a
together) cross the line activity
(15 minutes) a. Project a picture of a half full/empty cup
b. Ask students to stand on the left side of the room if they
think the cup is half full
c. Ask students to stand on the right side of the room if they
think the cup is half empty
6. Ask students to discuss with a partner why they believe its
empty/full
7. Instruct student to return to their seats
8. Ask students if there is a right or wrong answer
9. Ask students why there are different answers
10. Ask students what influences or shapes our point of view and
opinions?
11. Display a hypothetical scenario as an exit pass
a. What have you learned from Iliahi Elementary that you
will take with you to Wahiawa Middle School? (Your
beliefs, not about subject content)
b. Do you think students from other elementary schools
(Kaala) will believe in this also? Why or why not?
12. Allow students time to complete exit pass
3. Building 13. Ask students to share with their partner what they wrote on their
Background/ exit pass
Closure 14. Explain that each person had different upbringings, meaning they
(10 minutes) were all raised by different parents, who all have different beliefs
15. Explain that we each had different experiences growing up, and we
had different encounters and circumstances
16. Explain that everything we have experienced thus far has shaped
who we are today, and how we view or see things
17. Ask students to turn their exit passes into the basket
18. Remind students that they will begin reading The Sign of the
Beaver, and that by the end of the book, we will have met all the
student learning objectives posted on the wall
Complete the Assessment 3 Lesson Reflection (for now, leave this blank)
Agena p.28

Student Assessment Tool
SL.5.1- Student engaged in discussion with peers (=yes, blank=no
1. Student stated something that they learned from attending Iliahi El. (2 pts)
2. Student was able to explain that other students may not feel the same way due to different experiences
(3 pts) SS.5.2.1
Student Assessment Data Table
Students First Name Student engages in Student explains how point of

discussion with peers view is shaped
SL5.1 SS.5.2.1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Agena p.29

Lesson Plan: Point of View (The Sign of the Beaver)

Lesson 1: Lesson Learned

Thursday, February 2, 2017 Studies
Duration:
65 minutes
Materials needed:
Packet
What lesson has Matt/Attean learned?
How do these lessons affect their point of view?

Throughout this unit study, my students will be learning about how a persons point of view is
shaped. This literature study will allow student to analyze the characters point of views and
how they change throughout the story. The students will be utilizing various graphic organizers
that help them collect data and analyze events. Manoli and Papadopoulou (2012) explain that
graphic organizers allow students to be actively involved in reading, which improves text
comprehension. This graphic organizer will allow the students to collect information and better
comprehend what they are reading.
Resources
Manoli, P., & Papadopoulou, M. (2012). Graphic Organizers as a Reading Strategy: Research
Findings and Issues. Creative Education,03(03), 348-356. doi:10.4236/ce.2012.33055

Collect and analyze information about how different experiences (i.e. beliefs and education
and/or the society in which a person resides) shapes his/her point of view.
Agena p.30


Skill Strategy
automatically)
Comprehension Analyzing lessons the character has learned in each chapter
Comprehension Making connections between action and point of view
Application Quoting accurate evidence from the text

language.
Academic Puncheon (pg 3) A rough board with one flat side
Vocabulary Blunderbuss (pg 4) Short barreled gun with flared muzzle
Johnnycake (pg 5) A type of corn bread
Language Definitions will be given and taught explicitly
supports
modalities
50/IEP, etc.)
MLL/Struggling Content Audio file of the book will be provided
MLL/Struggling Product Directions will be written and orally
given
Agena p.31

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
I can quote accurately from a text when explaining and drawing inferences
I can analyze how beliefs and education and/or the society where a person lives shapes his/her
point of view
GLO #1 Self- Directed Learner

I can take responsibility of my own learning
2. Assessment Task
Students will identify and analyze lessons that the character learns in each chapter.
I will use a checklist as an assessment tool for grading student work

Agena p.32

component
management
attention getter
1. Introduction 1. Explain that after each chapter, we will analyze and record the lessons
(2 minutes) that Matt and Attean learn through interacting with each other and
their surroundings
2. Explain that at the end of the lesson, we will be looking at the result of
these interactions and lessons
3. Introduce and refer to the standards for this lesson that is posted on the
wall
a. RL.5.1 I can quote accurately from a text when explaining and
drawing inferences
b. SS.5.2.1 Analyze how beliefs and education and/or the society
in which a person resides shapes his/her point of view
c. SS.5.3.2 Examine the interactions between Europeans and
Native Americans in North America
2. Building 4. Pass out the Sign of the Beaver packet
Background 5. Ask the students to turn to the Lesson Learned pages
(3 minutes) 6. Explain that after every few chapters, they will write about a lesson
learned that has affected a characters point of view
3. Focus/mini 7. Explicitly teach the definitions of the vocabulary from chapter

lesson/ Guided a. Puncheon (pg 3) A rough board with one flat side
b. Blunderbuss (pg 4) Short barreled gun with flared muzzle
Practice (I
c. Johnnycake (pg 5) A type of corn bread
do/We do)
8. Read Chapter 1 (pg.1-3) aloud to the students
(30 minutes)
9. Pause and ask the students to share with their partner if there are any
lessons that Matt learned throughout these 3 pages
10. Allow students time to re-read, and partner talk
11. Ask a student to share aloud
12. Explain that Matt was able to learn how to build a house
13. Allow students to partner talk about what they would write under
event and what they would write under lesson
14. Ask students to share out
15. Write Matt under Character
16. Write about this event under Event
Agena p.33

a. Matt was the first settlers (Quincy) in this township and needed
to build his house from nothing.
b. He didn't know about Native Americans,
c. He only knew the white man way
17. Write about the lesson learned under Lesson
a. Matt learned how to build a house from scratch and how to
plant things such as corn.
18. Ask the students how this lesson as affected this characters point of
view
19. Allow time for partner talk
20. Prompt students to place themselves in Matts shoes and think about
what they may have learned through this experience
22. Listen for answers such as, Matt learned that hard work pays off. In
the future Matt will be able to persevere through hardship because he
has an understanding of what hard work produces
4. Independent 23. Ask the students to finish reading Chapter 1, and find one more lesson
Work time they can add (pg. 4-6)
(You do) 24. Allow time for students to read and find one more lesson
(20 minutes)
Monitoring I anticipate that some students may have a difficult time finding
Plan lessons
o Instruct ST to re-read and go through their notes once more
before concluding that there was no lesson
I anticipate some students finishing early
o Instruct them to re-read to look for additional lessons
5. Closure 25. Give students time to share with their partner what they wrote as the
(10 minutes) second lesson
26. Allow time for each partner to share
27. Allow time for students to share out to the class

Agena p.34

Name:_________________________
Lesson Learned
Find a lesson that has changed or impacted a characters point of view. Make
sure to cite evidence from the text (pg.__-__)
Chapter 1-6
Character Event Lesson
Explain how did this lesson affect the characters point of view?
Agena p.35

Student Assessment Tool

Lesson Learned
q Identify the character (1pt)
q Explain event and state accurate evidence RL.5.1 (2 pts)
q Explain a lesson that the character learned as a result of the event (2pts)
q Assignment was turned in on time (GLO #1)
q Elaborate on how this lesson has affected the characters POV SS.5.2.1 (3 pts)
Agena p.36

Students First RL.5.1 Quote SS.5.2.1 Analyze Assignment was

Name accurately from a how beliefs and turned in on time
text when explaining education and/or the
what the text says society in which a GLO #1- Self
explicitly and when person resides shapes directed learner
drawing inferences his/her point of view
from the text (=turned in on
time; no check=late)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Agena p.37


Lesson 2: Character Analysis (Matt)

Tuesday February 14, 2017 Studies
Duration:
60 minutes
Materials needed:
Character Analysis Worksheet
Character Analysis Handout
What character traits would you use to describe Matt?
Agena p.38


Through Matts feelings, thoughts, actions and dialogue, the students will be able to analyze his
character traits. Character analysis improves a readers critical reading skills. Peha (n.d.) stated
that critical readers have an understanding that literature is less about what happens and more
about whom they happen to. In order for the students to better relate to Matt and what he is
experiencing, they will be analyzing his character and choosing appropriate character traits.
Resources
Peha, Steve. "Reading: Character Matters -- Fiction Character Analysis Literature

Circles." Reading: Character Matters -- Fiction Character Analysis Literature Circles.
N.p., n.d. Web. 12 Feb. 2017.
<https://www.ttms.org/say_about_a_book/character_matters.htm>.
Analyze character traits to better understand the character and events in the story

Skill Strategy
automatically)
Comprehension Analyzing character traits using a graphic organizer
Application Quoting evidence accurately from the text
Agena p.39


language.
Academic Chinking (pg 7) Filling in the cracks
Vocabulary Flint (pg 8) A hard gray rock used with steel to produce an ignited spark
Language Definitions will be given and taught explicitly
supports
modalities
50/IEP, etc.)
Struggling /MLL Content Audio file of the book will be provided
Struggling/MLL Process Directions are written and verbally
given
Struggling/MLL Process Teacher will read aloud portions of the
text
Students will be allowed to work in a
small group when completing the
assignment
Agena p.40

I can quote accurately from a text when explaining what the text says explicitly and when
drawing inferences
I can analyze how beliefs and education and/or the society in which a person lives shapes his/her
point of view
2. Assessment Task
As a formative, students will identify and analyze character traits in order to better understand
the plot.
I will use a checklist as an assessment tool.

Agena p.41


Lesson 1: Character Analysis (Matt)
component
management
attention getter
1. Introduction 1. Explain that we will be reading chapter 2 of The Sign of the Beaver
(3 minutes) 2. Refer to the standards that are posted on the wall
3. Explain that we are going to analyze Matts personality through his
actions
2. Building 4. Pass out the Character Trait Handout/ Practice Sheet
Background 5. Explain that character traits are different than character emotions
6. Read through examples of emotions and traits, and talk about the
(10 minutes) differences between the two
7. Explain that we can infer, or conclude, someones character trait after
analyzing a persons feelings, actions, dialogue, or thoughts
8. Read the passage from Feelings
9. Ask the students to pair share what word they might use to fill in the
blank
10. Ask a student to share out
11. Read the passage from Actions
12. Ask the students to pair share what word their might use to fill in the
blank
13. Ask the students to share out
14. Ask the students to complete Dialogue and Thoughts independently
15. Ask students to share their answers
16. Explain that analyzing actions, feelings, dialogue and thoughts will
allow us as the reader to better understand that person
a. Explain that these 4 things give the reader the clearest insight
about the character
b. Explain that they allow the reader to get placed into the
characters shoes
17. Explain that better knowing the character will allow us to choose the
most appropriate character trait that is the least bias and the most
evidence based
18. Explain that we want to know Matts character traits in the beginning
of the book so that we can compare it to his character trait at the end
of the book
19. Explain that if Matts point of view changes throughout the book, then
his character traits may also change
Agena p.42

3. Focus/mini 20. Ask the students to open their books to page 2

lesson (I do) 21. Pass out Character Trait Worksheet
22. Re-read page 2 paragraph 1 aloud
(15 minutes) 23. Ask students to pair share about what is happening in this paragraph
and what character trait they might use to describe Matt
a. Anticipate students using the word sad to describe Matt
b. Explain that sad is an emotion, and a better word for sad would
be apprehensive, which means showing lack of courage or
confidence
25. Ask the students to put their pencils down, and not to copy what I
write
26. Write Matt under character
27. Write apprehensive in the second box
28. Write the evidence in the last box
29. Explain that every time the students refer to the book, they must cite
evidence
a. Remind students that evidence is written: pg.__-__
30. Explain that the students will read chapter 2 and they will find two
character traits that best describe Matt
31. Remind students to cite where they found the information
32. Discuss the constructed response question with the students
33. Explain that this question give us an idea of how Matt views things
a. Explain that understanding someones point of view allows us
to better understand who they are
4. Independent 34. Explicitly teach vocabulary
work (You do a. Chinking (pg 7) Filling in the cracks
it alone) b. Flint (pg 8) A hard gray rock used with steel to produce an ignited
(20 minutes) spark
35. Ask students to read Chapter 2 and to find two character traits with
evidence
a. Remind students that they can refer to any of the traits given
on the review sheet, or they can also refer to the character traits
handout that is glued into their ELA tablet
36. Suggest to the students that they may want to read 2 pages, stop, find a
character trait, read the last 2 pages, then find another character trait
a. Ask the struggling readers to sit in a small group to listen to the
audio recording of chapter 2
b. Allow this group to partner talk and discuss answers in a small
group before completing the task
37. Tell students if they have questions, raise their hands and I will walk
around
Agena p.43

5. Monitoring Plan I anticipate students may have difficulty identifying and analyzing
a character trait
o Ask the student to find an action, something that Matt did
or find a thought, something that allows us to better know
Matt
o From there discuss with the student what character trait
may best fit
I anticipate students may have difficulty making inferences
o Talk with the student about how they perceive or imagine
Matt according to the passage they read
6. Closure 38. Ask students to pair-share character traits they have found
(5 minutes) 39. Ask a couple of students to share a single character trait and evidence
40. Ask students if there are any last questions that they may have
41. Explain to the students that character traits will help us as readers
better relate and understand the characters in the story
42. Remind students that by analyzing actions, dialogues, feelings and
thoughts stated in the text allows the reader to make an accurate
inference that is based on evidence
43. Explain that better understanding a characters traits will help us in
understanding their point of view and why they think the way they do
44. Ask students who are done to turn their worksheets into the basket
45. If students are not done, lets students know that it needs to be
completed for homework
Materials:
Character trait handout
Character analysis worksheet
Agena p.44

Character Traits
can be inferred by analyzing
Feelings Actions
When Seth saw the pile of Brandon glanced at his math
junk, a feeling of excitement assignment and sighed. It
bubbled up inside of him. He would take too long to do
couldnt wait to begin building these five word problems.
the object he was imagining. He quickly scribbled some
random numbers on the lines
and slammed his book shut.
We can infer that Seth is We can infer that

________________ . Brandon is ______________.
Dialogue Thoughts
This is how were going to Kelly wondered what would
split the work, Daniela said happen if she told her dad
sternly. Itll work on the that her mom said the
poster while you two work sleepover was okay, and if
on what were going to say she told her dad that her
for the presentation. mom had already approved
the sleepover. Kelly grinned.
I think itll work!
We can infer that Daniela

We can infer that Kelly is
is ________________.
______________________.
Agena p.45

Character
Emotion Vs Trait
Describes how a Describes the
character feels at a characters personality
certain time
ASK:
ASK: How does the
How does the character character usually
feel right now? behave?
Examples: Examples:
scared kind determined
surprised bossy shy
angry outgoing mean
upset friendly reckless
embarrassed brave generous
jealous confident selfish
excited compassionate
happy cautious energetic
hardworking
Agena p.46

Name:____________________
Character Analysis Chapter 2
1. Identify the character

2. Choose a character trait that best describes the character based on
their dialogue, actions, feelings or thoughts
3. State evidence from the text (page __-__)
Character Name:
Character Evidence:
Trait:
Character Evidence:
Trait:
Point of View Question

What is Matts point of view on Native Americans? State evidence.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Agena p.47

Teacher Assessment Tool
Character Character Constructed

Trait Trait Response
(3 pts) (3 pts) (4 pts)
(RL5.1) (RL5.1) (SS.5.2.1)
ME= 4 pts
q Chose an q Chose an q Answered question
MP=3 pts
appropriate appropriate correctly
character trait character trait q Stated Evidence DP=2 pts
q Included q Included for question
WB=1-0
evidence from evidence from
pts
the book the book
Total: Total:
Agena p.48

RL.5.1 SS.5.2.1 Analyze how

Quote accurately from a text when beliefs and education
explaining what the text says and/or the society in which
explicitly and when drawing a person resides shapes
inferences from the text his/her point of view
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.

Agena p.49


Lesson 3: Character Trait (Attean)

Tuesday, February 14, 2017 Studies
Duration:
60 minutes
Materials needed:
Vocabulary Sheet
Character Trait Handout
Character Trait Worksheet (Attean)
What character traits would you use to describe Attean?
Agena p.50


According to Hanson and Padua (2011), vocabulary knowledge is essential for comprehension. I
will begin the lesson by explicitly teaching the vocabulary words within the chapter so that my
students will gain the knowledge they need in order to comprehend what they are reading. I
choose to teach the vocabulary words through explicit instruction instead of allowing my
students to learn the words incidentally through reading because majority of my class does not
spend enough time reading independently. Since they do not spend enough time reading
independently, they need explicit instruction to increase their vocabulary to ensure they
Resources


Skill Strategy
automatically)
Vocabulary Understanding vocabulary words to better comprehend the texts
message
Comprehension Making inferences
Agena p.51


language.
Academic Disdainfully (pg 33) To treat something as unworthy
Vocabulary Finicky (pg 33) Exceptionally fussy; hard to satisfy
Adz (pg 38) An ax-like tool
Language Definitions will be given and taught explicitly before reading
supports
modalities
50/IEP, etc.)
given
text
assignment
Struggling/MLL Content Students will be instructed on
vocabulary terms before reading the
text
Agena p.52

drawing inferences
point of view
GLO #1: Self-directed Learner

I can take responsibility for my learning
2. Assessment Task
As a formative, students will identify and analyze character traits in order to better understand
the plot.

Agena p.53

Lesson 3: Character Analysis (Attean)
component
management
attention getter
1. Introduction 1. Explain that we will be reading chapter 7 and 8 of The Sign of the
(5 minutes) Beaver
2. Refer to the standards that are posted on the wall
3. Explain that we are going to analyze Atteans personality through his
actions, thoughts and feelings just like how we did for Matt
2. Building 4. Review the Character Trait handout
Background 5. Discuss the differences between emotions and traits
6. Review Matts character analysis worksheet
(15 minutes) 7. Explain that the students will analyze Atteans character traits
8. Explain that they will fill out the character analysis worksheet for
chapter 7, and they will answer the constructed response questions for
chapter 8
9. Remind students what character traits are and that they may use their
character traits handout as a tool when completing their worksheet
10. Provide explicit instructions on how to complete the worksheet
a. Find an action, thought, feeling, or dialogue
b. Choose a Character trait
c. Cite evidence
11. Discuss the constructed response questions
12. Ask students if they remember why knowing someones POV is
significant
13. Remind students that a persons point of view gives us insight to
understanding more about the character
3. Focus/mini 14. Ask the students to take out their vocabulary sheets
lesson (I do) 15. Explain that disdainfully an finicky are two vocabulary words from
15 minutes) chapter 7
16. Ask the students if they have any guesses as to what the definition for
either of these words are
17. Ask the left side of the room to skim and find disdainfully on page 33
and ask the right side of the room to find finicky on the same page
18. Ask for volunteers to read the sentences that these words are used in
19. Allow the students to discuss with a partner whether or not these
Agena p.54

words have positive or negative meanings and what they think these
words mean
20. Ask for volunteers to share out
21. Explain that disdainfully means to treat something as unworthy
22. Explain that finicky means exceptionally fussy or hard to satisfy
23. Explain that adz is the vocabulary word for chapter 8
24. Ask the students if they know what an adz is
25. Ask the students to turn to page 38 as I read the vocabulary word adz
26. Explain that an adz is an ax-like tool
27. Explain that if the students come across any other words that they do
not know while reading that we can raise their hand and let me know
4. Independent 28. Explicitly teacher vocabulary words
work (You do a. Disdainfully (pg 33) To treat something as unworthy
it alone) b. Finicky (pg 33) Exceptionally fussy; hard to satisfy
(30 minutes) c. Adz (pg 38) An ax-like tool
29. Ask students to independently read chapters 7 then complete the
character analysis portion
a. Ask a small group of students to sit and listen to the audio text
of chapter 7
b. Allow the small group to work together to complete this
assignment
c. Allow small group discussion and student-teacher discussion
to aide in the completion of this assignment
30. Explain that after they are done, they will read chapter 8 and
complete the point of view questions.

Agena p.55

Monitoring Plan I anticipate students may have difficulty identifying and analyzing
a character trait
o Ask the student to find an action, something that Attean did
Attean
o From there discuss with the student what character trait
may best fit
Attean according to the passage they read
5. Closure 31. Ask students to pair share what they have completed thus far
(10 minutes) 32. Ask a couple of students to share a character trait and found evidence
33. Remind students that by analyzing actions, dialogues, feelings and
thoughts stated in the text allows the reader to make an accurate
inference that is based on evidence
34. Remind students that just like with Matt, the better understanding we
have of a characters traits, the better we will understanding their
point of view and why they think the way they do
35. Ask students to turn in their worksheet if they are done
36. Ask students to finish the worksheet as homework if they are not
done
Agena p.56

Name:____________________
Character Analysis Chapter 7
1. Identify the character

2. Choose a character trait that best describes the character based on
their dialogue, actions, feelings or thoughts
3. State evidence from the text (page __-__)
Character Name:
Character Evidence:
Trait:
Character Evidence:
Trait:
Agena p.57

Point of View Questions Chapter 8
1. Matt called Attean a savage. Can you use savage in a sentence?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. What is Matts point of view on Native Americans? Do you view Native
Americans the same way Matt does? Explain.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. How does Attean feel about the story of Robinson Crusoe? What does this tell
us about his point of view on white man? (cite evidence)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Agena p.58

Character Character GLO #1: Self- ME= 4 pts

Trait Trait Directed Learner MP=3 pts
(3 pts) (3 pts) DP=2 pts
(RL5.1) (RL5.1) Assignment
turned in on time WB=1-0 pts
q Chose an appropriate q Chose an appropriate (=turned in on
character trait character trait time;
q Included evidence from q Included evidence from the no check=late)
the book book
q
Total:
GLO #1: Self-directed learner
Criteria (Chapter 8)
1. Correctly defined savage (.5 point) [RL.5.1]

2. Correctly uses savage in a sentence (.5 points)
3. Correctly stated Matts views on Native American (1 point) [SS.5.2.1]
4. Elaborated about students point of view on Native Americans (1 point)
5. Explained Atteans point of view and provided evidence (2 points) [SS.5.2.1]
Agena p.59

Students First Name RL.5.1 Quote accurately SS.5.2.1 Analyze GLO #1

from a text when how beliefs and Assignment turned in
explaining what the text education and/or the on time
says explicitly and when society in which a
drawing inferences from person resides shapes
the text his/her point of view
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Agena p.60

REVISED LESSON
Lesson 3: Character Trait (Attean)

Tuesday, February 27, 2017 Studies
Duration:
60 minutes
Materials needed:
Vocabulary Sheet
Character Trait Handout
Character Trait Worksheet (Attean)
How does Attean view Europeans/ Matt in the beginning of the story?
Agena p.61


According to Hanson and Padua (2011), vocabulary knowledge is essential for comprehension. I
will begin the lesson by explicitly teaching the vocabulary words within the chapter so that my
students will gain the knowledge they need in order to comprehend what they are reading. I
choose to teach the vocabulary words through explicit instruction instead of allowing my
students to learn the words incidentally through reading because majority of my class does not
spend enough time reading independently. Since they do not spend enough time reading
independently, they need explicit instruction to increase their vocabulary to ensure they
Resources


Skill Strategy
automatically)
Vocabulary Understanding vocabulary words to better comprehend the texts
message
Comprehension Making inferences
Agena p.62


language.
Academic Disdainfully (pg 33) To treat something as unworthy
Vocabulary Finicky (pg 33) Exceptionally fussy; hard to satisfy
Language Definitions will be given and taught explicitly before reading
supports
modalities
50/IEP, etc.)
given
text
assignment
Struggling/MLL Content Students will be instructed on
vocabulary terms before reading the
text
Agena p.63

drawing inferences
point of view
GLO #1: Self-directed Learner

I can take responsibility for my learning
4. Assessment Task
As a formative, students will identify and analyze character point of view in order to better
understand the plot.

Agena p.64

Lesson 3: Character Analysis (Attean)
component
management
attention getter
6. Introduction 37. Explain that we will be reading chapter 7 and 8 of The Sign of the
(5 minutes) Beaver
38. Refer to the standards that are posted on the wall
39. Explain that we are going to analyze Atteans point of view through
his actions, thoughts and feelings just like how we did for Matt
7. Building 40. Explain that this book is written in the point of view of Matt
Background a. Explain that we are only able to read about what Matt thinks
and feels
(5 minutes) 41. Explain that we can infer how Attean is feeling through his actions
and the way he responds to certain situations
42. Explain that at the end of the story, we are going to see whether or
not Attean has changed as a character and if his point of view
changes as well
43. Provide explicit instructions on how to complete the worksheet
a. Read chapter 7 and 8
b. Answer the questions about Atteans point of view
c. Cite evidence
44. Remind students that a persons point of view gives us insight to
understanding more about the character
8. Focus/mini 45. Ask the students to take out their vocabulary sheets
lesson (I do) 46. Explain that disdainfully an finicky are two vocabulary words from
15 minutes) chapter 7
47. Ask the students if they have any guesses as to what the definition for
either of these words are
48. Ask the left side of the room to skim and find disdainfully on page 33
and ask the right side of the room to find finicky on the same page
49. Ask for volunteers to read the sentences that these words are used in
50. Allow the students to discuss with a partner whether or not these
words have positive or negative meanings and what they think these
words mean
51. Ask for volunteers to share out
52. Explain that disdainfully means to treat something as unworthy
Agena p.65

53. Explain that finicky means exceptionally fussy or hard to satisfy

54. Explain that adz is the vocabulary word for chapter 8
55. Ask the students if they know what an adz is
56. Ask the students to turn to page 38 as I read the vocabulary word adz
57. Explain that an adz is an ax-like tool
58. Explain that if the students come across any other words that they do
not know while reading that we can raise their hand and let me know
59. Explicitly teacher vocabulary words
a. Disdainfully (pg 33) To treat something as unworthy
b. Finicky (pg 33) Exceptionally fussy; hard to satisfy
c. Adz (pg 38) An ax-like tool
60. Ask the students to turn to chapter 7
61. Read through chapter 7 with the students
62. Stop to discuss the students perspective on Attean and his
personality
9. Independent 63. Ask students to read chapter 8 in their reading small groups
work (You do d. Read chapter 8 with the struggling/novice readers
it alone) e. Allow the small group to work together to complete this
(30 minutes) assignment
f. Allow small group discussion and student-teacher discussion
to aide in the completion of this assignment
2. Ask students to complete the first portion of the character analysis
worksheet

Agena p.66

Monitoring Plan I anticipate students may have difficulty identifying and analyzing
a Atteans point of view
o Ask the student to find an action, something that Attean did
Attean
o From there discuss with the student what they believe
Attean feels and thinks about Matt/Europeans
Attean according to the passage they read
10. Closure 64. Ask students to return to their seats from their small groups
(5 minutes) 65. Ask for volunteers to present their findings about Atteans
perspective
66. Remind students that point of view is shaped through different
interactions and experiences
67. Ask the students if they think Attean is right to feel this way about
Europeans
68. Ask the students if they think there is a reason that Attean feels this
way or they think he was born feeling this way
69. Explain that there is a reason Attean feels the way he does, whether
he was raised to feel this way or he had a bad encounter with a
Europeans, something shaped his point of view
70. Ask students to turn in their worksheet if they are done
71. Ask students to finish the worksheet as homework if they are not
done
Agena p.67

Name: _____________________________
The Sign of the Beaver: Character Change
Character: ___________________________
In the beginning
What is Matts point of view on Native Americans?
How does Matt view Attean?
In the end
What is Matts point of view on Native Americans?
How does Matt view Attean?

Agena p.68

The Sign of the Beaver: Character Change
Character: ___________________________
In the beginning
What is Atteans point of view on Europeans?
How does Attean view Matt?

In the end
What is Atteans point of view on Europeans?
How does Attean view Matt?

Agena p.69

Character Analysis GLO #1: Self-

Directed Learner
Assignment turned
in on time ME= 4 pts
q Correctly explained Atteans point of (=turned in on MP=3 pts
view on Europeans (SS.5.2.1) time; DP=2 pts
q Included evidence from the book no check=late)
(RL5.1) WB=1-0 pts
q Correctly stated Atteans point of view
of Matt (SS.5.2.1)
q Included evidence from the book
(RL.5.2.1)
Total:
Agena p.70

Students First Name RL.5.1 Quote accurately SS.5.2.1 Analyze GLO #1

from a text when how beliefs and Assignment turned in
explaining what the text education and/or the on time
says explicitly and when society in which a
drawing inferences from person resides shapes
the text his/her point of view
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.

Agena p.71


Lesson 4: Action-Outcome-Response

Wednesday, February 15, 2017 Studies
Duration:
55 minutes
Materials needed:
Action-Outcome-Response Worksheet
How do Matt and Attean interact with each other?
What are the results of these interactions?
How do these interactions play a role in each characters point of view?
Agena p.72


During this lesson, student will be observing and analyzing the interactions between two main
characters. To aide in comprehension, students will be using a flow map or mind mapping.
They will be taking note of the interaction that took place, the outcome of that reaction and the
response of the characters. Carlson and Long (2011) stated that mind mapping allows the learner
to grasp a new concept by constructing a visual representation of it.
Resources
Young, D., & Carlson, D. (2011). Mind the Map: How Thinking Maps Affect Student
Achievement. Networks,13(2). Retrieved February 19, 2017.

Analyze how different experiences change a character and may affect their point of view

Skill Strategy
automatically)
Comprehension Analyzing character interactions that affect point of view
Making Connections Identifying a lesson as a result of character interaction
Agena p.73


language.
Academic Stockstill (pg 42) - Absolutely motionless
Vocabulary
Language Definitions will be explicitly instructed every chapter
supports
modalities
50/IEP, etc.)
Struggling/MLL Content Audio file of the book will be provided
Struggling/MLL Process Work with students one-to-one or in a
small group during independent
practice
Struggling/ MLL Process Allow small group discussion to
summarize text and deepen
understanding
Agena p.74

drawing inferences
point of view
GLO#3 Complex Thinker

I can think outside of the box
Agena p.75

2. Assessment Task
As a formative, students will analyze character interactions and the results of these interactions.
I will use a checklist to assess student learning.

Agena p.76

Lesson 4: Actions-Outcomes-Response
component
Classroom 3-2-1 Countdown
management
attention getter
1. Introduction 1. Tell the students that we will be reading chapter 9 today

(3 minutes) 2. Refer to the standards posted on the wall
3. Explain that we will be looking at how character affect each other
2. Building 4. Explain that we have interactions with different people every single
Background
day
5. Explain that there is always an outcome to these responses, even
(15 minutes) though we arent aware of them
6. Discuss if students have ever starting liking something (game, food,
etc) after their friend shared their interest in it
7. Ask the students if its wrong that my mother doesnt like dogs and is
scared of large dogs
8. Ask the students if they think my mother was born feeling that way
9. Ask if this point of view is right or wrong
10. Explain that the interactions we have with those around us affect us,
whether or not we are aware of them.
11. Ask students to sit on the floor, with their books while I read aloud
chapter 9
12. Introduce stockstill on page 42
13. Explain that this is the vocabulary word for chapter 9
14. Explain that stockstill means absolutely motionless
15. Read chapter 9
16. Ask students to return to their seats
17. Pass out Actions, Outcomes, Responses
18. Explain that we will be analyzing how interactions can affect our point
of view

Agena p.77

11. Focus/mini 19. Read aloud the directions

lesson (I do) 20. Explain that I want one event where Attean reacts to something Matt
did and I want one event where Matt reacts to something Attean did
(20 minutes)
21. Explain that we will work on side one together and they will work on
side two independently
22. Demonstrate how to complete the flow map
23. Ask the students to turn to chapter 8
24. Review with the students the events that took place during these
couple of pages
25. Re-read the last paragraph on pg. 38
26. Write under Atteans action: Attean got upset that white man needs
man made items to survive. Attean stated that white man not smart
like Indian on page 38.
27. Under Matts Response: Once Attean left, Matt thought about what
Attean had said. He thought about how him and his dad did not need a
single nail to build their cabin. He began to understand where Attean
was coming from when he said that white man not as smart as
Indian.
28. Under response: Through this interaction with Attean, Matt learned
that he does not need certain things to survive. He learned that he can
make what he needs and that he can survive by using the skills he has
acquired.
29. Explain that interactions affect us as individuals. Explain that the
conversations you have everyday influence you in some type of way,
big or small
12. Guided 30. Ask students to find an event where Matt and Attean had some sort of
Practice (We interaction and Matt reacted in some sort of way from chapter 9
do) 31. Ask the students to re-read and find an event that happened earlier on
( in the chapter
32. Ask students to pair share their event
34. Explain that Attean taught Matt how to make a snare to catch animals
without a rifle
a. Write On pages 39-40, Attean teaches Matt how to catch
animals without a rifle in the first block
35. Ask the students to pair share what Matts response was
37. Explain that Matt made snares on his own and eventually caught a
partridge
a. Write, On pages 40-41, Matt made snares by himself and
eventually caught a partridge in the next block
38. Ask the students to pair share what they think the lesson learned was
through this interaction
Agena p.78


40. Explain that after this interaction, Matt now knows how to make
snares from roots in nature. Matt thought that he needed a rifle, string
or wire to catch animals.
41. Write down, Through this interaction, Attean was able to influence
Matts point of view of hunting. Matt no longer thinks he needs a
rifle, string or wire to hunt. Matt knows how to make a snare out of a
root from the ground.

Agena p.79

3. Independent 42. Ask the students to find an event where Attean reacts to something
work (You do Matt did
it alone) 43. Explain that they will need to complete the back side of the worksheet
(15 minutes) independently
44. Remind the students to include evidence (pg__-__)
45. Ask the approaching leveled group to work with me in the back
a. Allow this small group to engage in small group discussion
during the completion of this activity
b. Initiate teacher-student discussion to aide in comprehension of
the text
Monitoring Plan I anticipate students having difficulty making connections between
interaction and lesson
o I will ask the student to re-read and discuss with me what
interpret from the text
o I will guide the student through discussion to reach an
appropriate answer
o Ask questions such as:
If you were Attean, how would you respond if
4. Closure 46. Ask students to share with a partner what lesson they found
(10 minutes) 47. Ask a few students to share out what lesson their identified
48. Remind students about how point of views are shaped
49. Explain that interactions are just one way that point of views are
shaped and even changed
50. Remind students that point of view is a social studies standard
SS.5.2.1
51. Ask students to turn their worksheet into the basket once they are done
Agena p.80

Name:_____________________
Actions, Outcomes, Response Chapter 9

Read chapter 9 then complete the chart. Remember to include evidence.
Atteans Action:

Matts Response:
Lesson:
Agena p.81

Matts Action:
Atteans Response:
Lesson:
Agena p.82

Action Outcome Response Criteria

1. Explain an appropriate action with evidence (2 points) [RL.5.2.1]
2. Accurately explain Atteans response to Matts reaction with evidence (2 points) [RL.5.1]
3. Explain a detailed response of the lesson that Attean learned as a result of this interaction
(2 points) [SS.5.2.1]
4. State how this lesson has shaped or changed Atteans point of view (1 points) [SS.5.2.1]
5. Student successfully made connections between lessons/interactions and point of view (1
point) [GLO #3]
Agena p.83

Students First Name RL.5.1 Quote SS.5.2.1 Analyze GLO #3 Complex

accurately from a text how beliefs and Thinker
when explaining what education and/or the
the text says explicitly society in which a
and when drawing
person resides
inferences from the text
shapes his/her point
of view
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Agena p.84



Wednesday, March 8, 2017 Studies
Duration:
80 minutes
Materials needed:
Packet/Folder
Chart paper
Handout
What lesson has Matt/Attean learned?
How do these lessons affect their point of view?
What is the result of these lessons?
Agena p.85


During this lesson, the students will be working in small groups to sort lessons that different
characters encountered and connecting those lessons to point of view changes and developments.
This student-centered activity is modified from Generate-Sort-Connect-Elaborate (GSCE).
Ritchhart, Church, and Morrison (2011) created many activities and routines that promote
engagement, understanding and independence for learners. GSCE allows students to connect
ideas in meaningful ways and illuminate how ideas relate to one another. In this lesson, I want
students to see the connections between interactions and lessons to point of view. Students are
given an opportunity to generate a list of ideas, sort those ideas, make connections, then
elaborate on those connections. The objective of this activity is to make the students thinking
visible and tangible.
Resources
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: how to promote
engagement, understanding, and independence for all learners. San Francisco, CA:
Jossey-Bass.

Collect information and analyze how different experiences (i.e. beliefs and education and/or the
society in which a person resides) shapes his/her point of view.

Skill Strategy
automatically)
Comprehension Analyzing lessons the character has learned in each chapter
Collaboration Contribute to discussion and respond to peers
Application Make connections between lessons that the character has learned
to the impact of these lessons on point of view
Agena p.86


language.
Academic Point of View- A way of considering or viewing a matter
Vocabulary
Language Definitions will be explicitly taught and explained
supports
modalities
50/IEP, etc.)
Struggling/MLL Process Struggling learners will be placed in a
small group for support from their
peers and individualized feedback and
instruction
Agena p.87

drawing inferences
SL.5.1 Engage effectively in a range of collaborative discussions with diverse partners on grade
5 topics and texts, building on others ideas and expressing their own clearly
I can engage in discussion with my peers about various topics, expressing my ideas and thoughts
clearly
point of view
2. Assessment Task
Students will identify and analyze lessons that the character learns in each chapter.
I will use a 4-point analytic rubric as an assessment tool for grading student work

Agena p.88

component
management
attention getter
1. Introduction 1. Explain that we are have been analyzing the interactions between Matt
(2 minutes) and Attean thus far
2. Explain that today, we will be looking at the result of these
interactions
3. Introduce and refer to the standards for this lesson that is posted on the
wall
2. Building 4. Ask students to take out their The Sign of the Beaver folder
Background 5. Explain that exit passes/lesson learned at the end of each chapter and
(3 minutes) other worksheets will help them
6. Explain that the purpose of todays lesson is to analyze what the result
of this friendship really is
3. Focus/mini 7. Explain that students will be working in groups today (6 groups of 4)
lesson/guided 8. Explain that there will be a lot of group discussion
Practice (I 9. Explain that what the students bring to the conversation will be how
do/We do) much they take away and learn
(20 minutes) 10. Introduce the task
a. Explain that each student will have a large chart paper and on
this chart paper, the group will write down the important
lessons that the characters learned.
b. Explain that the students will only be writing about the lessons
that contributed to changing the characters point of view
c. Explain that the students must elaborate and explain how and
why this lesson is influential to the characters POV
11. Explain that the first thing students must do, before group discussion
is read through their lesson learned worksheets.
a. Instruct students to highlight the lessons that they believe
contributed to the characters point of view
b. Explain that these highlighted lessons will be the ones that they
will share during group discussion
12. Pass out point of view handout
13. Demonstrate how to fill out the handout
a. Write the characters name
Agena p.89

b. Explain the lesson that was learned

c. Analyze and write an explanation about how this lesson
affected the characters way of thinking
14. Explain that the students may write down these sentence starters to
help them with their explanations
a. On page ___, paragraph__, sentence__,
b. This lesson changed _____ point of view by
c. Since _______, Matt/Attean now ______
4. Independent 15. Provide students will 10 minutes to read and highlight their own
Work (You do) lesson learned worksheets
(10 minutes)
5. Focus/mini 16. Instruct on the process of this group discussion
lesson (I do) a. Explain that each student were given a handout that will be
(20 minutes) glued/taped on to the chart paper
b. Explain that there must be group discussion about what lesson
they will analyze and present. Only then can they fill out the
handout
c. Explain that I do not want students to complete the handout
individually without discussing with the group
17. Explain that each person in the group should fully understand how the
lesson affects the characters point of view
18. Explain that there will be a leader during each round of discussion
a. Everyone will be a leader
b. The leader will explain their lesson and record on their handout
19. Demonstrate what a round might look like with a group of students
6. Collaborative 20. Explain that I will be the time keeper of each round of discussion
Group work a. 3 minutes will be given for the leader to briefly report about
(You do it their highlighted lessons
together) b. 2 minutes for the group to choose which lesson they will write
(45 minutes) about
c. 2 minutes for the ST to write the lesson on the handout while
the rest of the group discusses the importance of this lesson for
the characters POV
d. 3 more minutes for groups to discuss and the leader to write
the explanation of the lesson
e. From there, we will switch leaders and move on to the next
round

Agena p.90

Monitoring I anticipate students having a difficult time with making the

Plan connection from the lesson to its impact on point of view
o I will ask them to put themselves in the shoes of the character
o I will ask them to visualize the situation and explain how they
might react and what they might have learned
I anticipate students talking about off task ideas
o I will remind them of the time constraint that they have
o Remind students that I will not give them more time
Some struggling students may have difficulty choosing which lessons
impacted the characters point of view
o During the work time, I will walk around and initiate teacher-
student discussion so that these students will have ideas to bring
to their group discussion
o Ask students to place themselves in Matt/Atteans shoes. Ask
students to think about how that event could have changed their
point of view
If students/groups are having difficulty finding connections between
event and point of view, ask students to consider changing their
event/lesson
7. Closure 21. Ask students to stand up and participate in a gallery walk
(10 minutes) 22. Remind students how students should act
a. Students should remain silent
b. Students should place their hands together in front of them or
in the back of them
23. Explain that I want students to skim through the lessons other groups
included
24. Allow time for a gallery walk
25. Ask students to return to their seats
26. Give students time to discuss with their groups, any lessons they saw
another group list that they did not think of
28. Review with students how point of views are shaped and changed
29. Explain that someones point of view is shaped through their
education, interactions and upbringing
30. Explain that the groups will share their lessons tomorrow to close out
our literature study
Agena p.91

Character:
Turning Point:
Lesson and how it affected the characters point of view
Character:
Turning point:
Lesson and how it affected the characters point of view

Agena p.92

4 3 2 1
Group Work Student Student usually Student Student rarely
(SL.5.1/GLO#2) consistently spoke clearly, sometimes spoke spoke clearly,
spoke clearly, listened to clearly, listened listened to
listened to conversation, to conversation, conversation,
conversation, responded to responded to responded to
responded to comments, did comments, did comments, did
comments, did not interrupt not interrupt not interrupt
not interrupt
Lesson The lesson is The lesson is The lesson stated The lesson stated
(RL.5.1) explicitly stated somewhat is confusing is inaccurate
explicitly stated
Evidence is Evidence is Evidence is
explicitly stated. Evidence is confusing inaccurate
stated
Point of view Explanation is Explanation is Explanation is Explanation is
(SS.5.2.1) insightfully clearly stated and somewhat stated incorrect or
stated and relevant and relevant or is missing
completely confusing
relevant
Agena p.93

Students First Name RL.5.1 Quote SL.5.1 Engage SS.5.2.1 Analyze how
accurately from a text effectively in a rang beliefs and education
when explaining what of collaborative and/or the society in
the text says explicitly discussions with which a person
and when drawing diverse partners on resides shapes his/her
inferences from the grade 5 topics and point of view
text texts, building on
others ideas and
expressing their own
clearly
GLO #2 Community
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Agena p.94


Summative

Thursday, March 9, 2017 Studies
Duration:
105 minutes
Materials needed:
Packet/Folder
Planning sheet
Final template
How have Matt and Attean changed from the beginning of the story to now?
o Why do you think theyve changed?
How was Matt and Atteans point of view changed since the beginning of the story?
o What may have caused these changes?
Agena p.95


For this unit, I am using a novel to instruct on a Social Studies concept. I am instructing on how
a persons point of view is shaped, as well as, exploring interactions between Native Americans
and Europeans. McCarthy (2015) stated that using a novel as the anchor text helps students
engage deeply with the central idea. Throughout the 25 chapters of The Sign of the Beaver, the
students will be able to explore this concept of point of view.
As a summative, the will be creating an narrative jounal. Instead of asking my students to write
5 paragraphs about their understanding of point of view, I am asking them to creating a journal
from the point of view of a character from the story. Aguilar (2013) explains that in order to
cultivate a love for reading, students must be engaged and excited about the text and
accompanying activities. Book report alternatives are enjoyable activities that allow the students
to show their understanding of the text.
Resources
Aguilar, E. (2013, February 19). Beyond the Book Report: Ten Alternatives. Retrieved February
16, 2017, from https://www.edutopia.org/blog/book-report-alternatives-elena-aguilar
Teaching Novels in the Common Core Era. (2015). Retrieved December 12, 2016, from
https://www.teachingchannel.org/blog/2015/05/15/teaching-novels-in-era-of-common-
core/
Examine the interactions between Europeans and Native Americas in North America and
Analyze how beliefs and education and/or the society in which a person resides shapes
his/her point of view.

Skill Strategy
automatically)
Comprehension Understanding how point of view is shaped and changed
Application Citing text evidence that supports their understanding of point of
view
Making connections Explain a personal experience that supports their understanding
of point of view
Agena p.96


language.
Academic Point of View- A way of considering or viewing a matter
Vocabulary
Language Definitions will be instructed during the lesson
supports
Language Reading, listening, writing,
modalities
50/IEP, etc.)
MLL/Struggling Process Students will work in a small group or
one-on-one with the teacher if needed
Struggling/MLL Process Students will engage in a mini-
conference before completing their
final draft
Agena p.97

L.5.1 Demonstrate Command of the convention of standard English grammar and usage when
writing or speaking
I can use proper grammar when writing
point of view
W.5.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences
I can write to develop real or imagined experiences
GLO #4 Quality Producer

Agena p.98

4. Assessment Task
As a summative, students will analyze the character development of Matt and Attean. Students
will be tasked with explaining how points of views are developed and what may cause them to
change.
I will use a 4-point, analytic rubric to assess student learning

Agena p.99

Lesson 5: Character Analysis/Growth (DAY 1)
component
Classroom 3-2-1 Countdown
management
attention getter
1. Introduction 1. Explain that we will analyze character development from the

(3 minutes) beginning of the book to now
2. Explain that we will be analyzing how our two characters have grown
and changed throughout the story
3. Refer to standards that are posted on the wall
2. Building 4. Ask students to present their lesson poster
Background 5. Explain that each student will need to participate
(27 minutes) a. Explain that every student will go up with their group
b. Explain that the student will share about the lesson they were
the leaders of
c. Explain that they must speak loud enough for everyone to hear
6. Allow time for all groups to share
3. Mini-Lesson/ 7. Explain that the students will demonstrate their knowledge about point
(I do) of view and how it is shaped
(10 minutes) a. Explain that the students will be writing a journal entry from
the point of view of either Matt or Attean
8. Pass out planning sheet
a. Explain that students should use this planning sheet to guide
them with their planning and with their writing
b. Explain that the students will be planning and writing their
journals today
c. Explain they will have a couple more opportunities to complete
this assignment before it is due
9. Discuss the three prompts on the planning sheet
a. Explain that students must first choose which character they will be
writing as
b. Explain that they need to provide background information
i. They need to explain what has been happening for the
past several months
c. Explain that they should state their point of view change
i. Review how Matt views Native Americans in the
Agena p.100

beginning of the story and how he views them now

ii. Review how Attean views Europeans before and now
d. Explain that they need to explain what caused this point of
view/perspective change
i. Remind students that educations, experiences and
interactions influence a persons point of view
10. Explain that this planning sheet is basically their first draft so they should
add as many details as possible
4. Independent 11. Allow students time to start on their planning sheet

work (You do 12. Explain that I have posted our posters from yesterday around the room
it alone) a. Explain that if they need examples for prompt 3, they are
(40 minutes)
allowed to quietly walk up to any poster and review the lessons
everyone has shared
13. Explain that I will be walking around during this time and if students
have any questions, they may raise their hand and I will walk to them
14. Explain that before students begin writing their journal, I want to go
over their planning sheet, and have a mini-conference with them if
they are missing key details
15. Present what a final draft will look like
a. Explain that a journal is very similar to a letter
b. Display a letter format
i. Dear journal,
ii. Sincerely Matt/Attean
c. Explain that the first paragraph should be the background
information
d. Explain that the paragraph will talk about how this character
viewed Native Americans/Europeans in the beginning of the
story
e. Explain that the next paragraph will talk about how this
characters point view has changed and how it has changed
16. Allow time for students to work
17. Pull struggling readers/writers to work in a small group if necessary

Agena p.101

Monitoring Plan I anticipate students being off-task

o I will fine students then remind them what their task is
I anticipate students having difficulty explaining how point of view is
shaped
o Engage in a student-teacher discussion about their personal
experiences and examples seen in the book
5. Closure 18. Ask students to stop working and to talk with their side partner about
(5 minutes) where they are in this journal writing process
19. Explain that they will have time tomorrow to complete this
assignment, so put away their papers on a clipboard
20. Remind students that through this assignment they are showing their
understanding of point of view and how point of view is shaped and changed
21. Ask students to put their journal away on their clipboard for tomorrow
Agena p.102

Name:________________________
The Sign of the Beaver: Narrative Writing Planning Sheet
Introduction/Background info
Setting:_______________________________________________________________
Characters: ____________________________________________________________
____________________________________________________________
Point of View
In the beginning: ________________________________________________________________
___________________________________________________________________________________________
_______________________________________________________________
Details (why?):__________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
(Turning point must include dialogue)

Turning point: __________________________________________________________________
_____________________________________________________________________________
How it affected point of view:_________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Point of view
In the end: _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Conclusion/Explanation
What influences a persons point of view? ______________________________________________
_____________________________________________________________________________
Will everyone have the same point of view or opinions? Why or why
not?________________________________________________________________________
_____________________________________________________________________________
Agena p.103

______________________
(Date)
_____________________________,
(Greeting)
(Hook)_____________________________________________________________
(Introduction)___________________________________________________________________________
___________________________________________________________________________________________
_______________________________________________________
(Point of View-beginning)_________________________________________________
_____________________________________________________________________________
(Why? Explain) __________________________________________________________________
___________________________________________________________________________________________
_______________________________________________________________
(Turning Point) _______________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________
(Point of View-ending)___________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________
(Conclusion/Explanation)_________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________
_____________________,
(Closing)
_____________________
(Signature)
Agena p.104

Narrative Writing Editing Checklist

Author:________________ Editor:___________________
Yes No Characteristics of a good writer
Introduction (Paragraph 1)
Author included a hook
Author included background information including the setting and

characters
Point of View-Beginning (Paragraph 2)
Author included a transition statement
Author stated how they felt about the other character in the beginning of the
story
Author gave an explanation about why they felt this way
Turning Point (Paragraph 3)
Author included a transition word
Author descriptively explained a turning point
Author explained how this turning point affects their point of view
Point of View-Ending (Paragraph 4)
Author stated their point of view/opinion about the other character
Author explained how their point of view has changed
Conclusion/Explanation (Paragraph 5)
Author explained what affects/influences point of view
Author explained that everyone will/will not have the same point of view
Additional Comments:
Agena p.105

4 3 2 1
Point of View Clearly explained Explained that Somewhat Incorrectly
(SS.5.2.1/W.5.2) that point of view is point of view is explanation that explained that point
shaped through shaped through point of view is of view was not
interactions, interactions, shaped through relevant and/or
experiences, experiences, interactions, incorrect.
education and/or education and/or experiences,
religious views. religious views. education and/or
religious views
Characters Clearly and Correctly stated the Somewhat clearly Incorrectly stated
point of view correctly stated the characters point of and correctly stated the characters
(RL.5.1) characters point of view before the characters point of view
view before point of view before
Correctly stated the before
Clearly and characters point of Incorrectly stated
correctly stated the view after Somewhat clearly the characters
characters point of and correctly stated point of view after
view after the characters
point of view
before
Reasons for Reasons and Reasons and Reasons and Reasons and
point of view evidence for point evidence for point evidence for point evidence for point
change of view change of view change of view change of view change
(SS.5.2.1) from the text is from the text is from the text is from the text is
correct and correct and stated somewhat correct incorrect or not
insightfully stated and stated stated
Language Writer makes little Writer makes few Writer makes some Writer makes many
(L.5.1) to no errors in errors in errors in errors in
grammar or punctuation, punctuation, punctuation,
spelling. capitalization, capitalization, capitalization,
Includes no errors grammar and/or grammar and/or grammar and/or
in punctuation and spelling. spelling. spelling.
capitalization
Agena p.106

Students First Name W.5.2 L.5.1 SS.5.2.1

Informative Demonstrate Analyze how
Writing the command beliefs and
of English education
grammar and/or the
when writing society in
and speaking which a
person resides
shapes his/her
point of view
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.

Agena p.107

SIGN OF THE BEAVER VOCABULARY
Chapter 1-6
Puncheon (pg 3) A rough board with one flat side
Blunderbuss (pg 4) Short barreled gun with flared muzzle
Johnnycake (pg 5) A type of corn bread
Chinking (pg 7) Filling in the cracks
Flint (pg 8) A hard gray rock used with steel to produce an ignited
spark
Passal (pg 13) A large group of people or things; a pack
Shambles (pg 20) A state of disorder
Pewter (pg 20) A type of metal; metal that utensils are made out of
Boggy (pg 23) Too wet and muddy to be easily walked on
Defiance (pg 31) Resistance; bold disobedience

Agena p.108

Chapter 7-14
Disdainfully (pg 33) To treat something as unworthy
Finicky (pg 33) Exceptionally fussy; hard to satisfy
Stockstill (pg 42) - Absolutely motionless
Scorn (pg 50) - A feeling that something is unworthy, disgusted
Puny (pg 57) Exceptionally small or weak
Chagrined (pg 60) Embarrassment from disappointment or failure
Indignant (pg 64) Feeling or showing anger
Goaded (pg 65) A rod with a pointed or electric tip, used to urge
cattle or other animals to move ; something that spurs a person to
action
Verily (pg 67) In truth; confidently

Agena p.109

Chapter 15-20
Solemnness (pg 71) Serious in appearance, sound or mood
Pungent (pg 78) - Sharp and penetrating in taste or smell
Ramshackle (pg 85) Poorly constructed
Wampum (pg 87) white and dark cylindrical beads made from
polished shells
Ferociously (pg 92) cruelly; extremely intense
Placid (pg 93) calm, smooth, or tranquil
Gaunt (pg 94) exceptionally thin and bony
Retorted (pg 103) to say something as an angry, witty, or
argumentive reply
Manitou (pg 107) Spirit or supernatural force
Chapter 21-25
Reproach (pg 110) To express disapproval or disappointment
Unhampered (pg 113) (hamper means: hinder; interfere with)
Boisterous (pg. 114) loud, unrestrained, high in spirit
Prowess (pg 122) Great skill or talent
Scant (pg124) having an insufficient amount of supply

Novel Study

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Point of View

Retrieved from: http://www.directories.phillipmartin.info/home_social_sciences.htm

Unit Plan Framework

1. Theme and Overview

Standards, Benchmarks, and General Learner Outcome Overview

Content Benchmark Lesson Lesson Lesson Lesson Lesson Lesson Summative

RL.5.2 Determine a theme of a X X

Social SS.5.2.1 Analyze how beliefs X X X X X X X

General GLO#1 Self Directed Learner X X

Theme: Point of View

Baseline/Building Activity: Is the Pre-Assessment (baseline data)

Supporting Supporting Supporting Supporting Supporting

Formative Formative Formative Formative Formative

Features Features Features Features Features

Summative Journal Criteria (rubric/checklist)

Student will be graded using a 3-point, analytic rubric that

Extension Criteria (rubric/checklist)

Taking Informed Understand-

I. Context for Learning

Department of Education, 2016).

approximately 26 students. One classroom is designated as an inclusive classroom during

activities and assignments.

My 5th grade classroom at Iliahi Elementary uses McGraw-Hills Reading Wonders

curriculum includes a set of 4 different resources including: Reading/Writing Workshop,

Another supplementary reading program that is used in my field placement classroom is

literature book aloud to the students. On Tuesdays-Fridays, there is no Reading Plus

their understanding of point of view.

integrated studies bring together diverse disciplines in a comprehensive manner, allowing

mandated curriculum. As a result, integrating will help address this discrepancy.

decision to strengthen students understanding of theme. During a recent Reading Wonders

displaying a proficient understanding with benchmark RL.5.2. Students are proficient in

Social Studies Curriculum

class utilizes during instruction.

formative assessment to demonstrate their learning.

integrating different subject contents such as an increased understanding and application of

Social Studies with a literature study.

comfortable sharing with the whole class.

Americans after many interactions with a Native American boy.

III. Instructional Modifications and Differentiated Instruction

Differentiated instruction and instructional modification is vital for all students to

needs. Tomlinson (2013) states that differentiation is a teachers proactive response to a

that are provided through McGraw-Hills Reading Wonders Curriculum (McGraw-Hill

information, instruction must be delivered through a comprehensible input. Comprehensible

information but at a level that is understandable to them.

assessments. In order for students to demonstrate their understanding of a newly learned

frames for the students to complete.

students live in the Wahiawa community, a rural community.

with others provides students opportunities to increase comprehension through exchanging

various topics and subjects.

IV. Academic Language and Language Supports

Academic language is communicated through 4 different modalities. These modalities,

then deepen their understanding through engaging in discussion.

understand its meaning.

During Social Studies instruction, teacher-student, and student-student discussion is utilized

According to Tomlinson (2013) assessments are defined as the process of collecting,

assessments measure and evaluate student outcomes (Tomlinson, 2013).

writing prompts, journal writing, and weekly SPIN letters.

that need support during this unit.

and use relevant information.

VI. Professional Growth

will also help my students receive quality instruction.

future class and to grow in inTASC Standard #7 Planning for Instruction.

appropriate yet challenging learning experiences to implement.

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